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Journal articles on the topic 'Social aspects of Information literacy'
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1
Nord, Martin I. "Understanding Critical Information Literacy through Social Epistemology." Canadian Journal of Academic Librarianship 5 (July 25, 2019): 1–22. http://dx.doi.org/10.33137/cjal-rcbu.v5.28630.
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Critical theoretical approaches to information literacy are an important part of the growing LIS focus on the context of information. This concern for information’s social environment and the awareness of new models of interaction between learners and librarians open the possibility for using social epistemology to better understand information literacy.
The concept of social epistemology—the study of the ways in which an individual’s knowledge is shaped by their interactions with the world around them—has long been part of epistemology. However, LIS theorists Margaret Egan and Jesse Shera, who coined the term, intended it to address librarianship specifically. This paper argues that social epistemology is well positioned to strengthen the critical practice of information literacy, based both on the social epistemological characteristics of critical theory and the information literacy aspects of the social epistemology stream in the field of philosophy.
A review of the critical theoretical trend in LIS literature on information literacy reveals an already-present social epistemological foundation on which LIS research can build to expand the application of critical theory to information literacy. Placing this literature in conversation with itself illuminates the ways in which engagement with social epistemological concerns is already evolving. This paper then critiques the literature and highlights some concerns. Recognition of these weaknesses in otherwise valuable work alerts us to opportunities for improvement. This paper suggests that future progress will be tied to better understanding of the social context of knowledge.
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Głowacka, Ewa, Małgorzata Kisilowska, and Magdalena Paul. "Information Literacy of Polish Students in Social Sciences and Humanities." Zagadnienia Informacji Naukowej - Studia Informacyjne 56, no. 1(111) (September 1, 2018): 33–51. http://dx.doi.org/10.36702/zin.380.
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PURPOSE/THESIS: The aim was to study information competencies of Polish students of library and information science (LIS), history and journalism with two aspects taken into consideration: students' belief regarding the importance (BIM) of a set of core information competencies, and their self-efficacy (SE) in this field. APPROACH/METHODS: The IL-HUMASS questionnaire, slightly modified, was used. It consists of 26 information literacy aspects divided into four areas: information retrieval, evaluation and processing, and communication skills. RESULTS AND CONCLUSIONS: The results reveal, on one hand, some common attitudes apparently associated with students' current life phase. On the other hand, some differences emerged that can be connected with the field and character of the study. ORIGINALITY/VALUE: The results enable a preliminary evaluation of information literacy of the students in different study fields, as well as the comparison of their attitudes and skills to those of the respondents of similar foreign projects.
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Matteson, Miriam L. "The Whole Student: Cognition, Emotion, and Information Literacy." College & Research Libraries 75, no. 6 (November 1, 2014): 862–77. http://dx.doi.org/10.5860/crl.75.6.862.
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Information literacy skill acquisition is a form of learning that is influenced by cognitive, emotional, and social processes. This research studied how two emotional constructs (emotional intelligence and dispositional affect) and two cognitive constructs (motivation and coping skills) interacted with students’ information literacy scores. Two studies were carried out with a group of undergraduate students. Correlation and regression analyses revealed that emotional intelligence and motivation significantly predicted students’ information literacy scores. Instruction librarians may consider incorporating greater awareness of the emotional and cognitive aspects of information literacy skill acquisition in their instructional content and delivery.
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Madolimov, Hasanboy Shuhratovich. "FUNCTION OF INFORMATIONAL PUBLICIISTICS AND IMAGE (INFORMATION)." Journal of Central Asian Social Studies 02, no. 03 (May 31, 2021): 84–90. http://dx.doi.org/10.37547/jcass/volume02issue03-a12.
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It is well known that journalism is a unique way of covering social life and is widely used in the press. Journalism is divided into a number of types to cover all aspects of public life. These include socio-political journalism, economic-industrial journalism, journalism reflecting the cultural and spiritual life (there are a number of subtypes, such as scientific journalism, literary journalism, sports journalism, art journalism). There is also a peculiar way of social life, albeit from a socio-political point of view - comic journalism, which illuminates it in a humorous way. In terms of its structure, journalism is divided into informational, analytical and artistic journalism, which depends on how it covers life.
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Kibakin, M. V. "CRITERIA ASPECTS OF SOCIAL DIAGNOSTICS OF FINANCIAL CULTURE OF THE POPULATION OF THE RUSSIAN FEDERATION." Innovatics and Expert Examination, no. 27 (2019): 136–43. http://dx.doi.org/10.35264/1996-2274-2019-2-136-143.
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The article describes the problems of choosing the criteria for success of the system of improving financial literacy of various target groups of residents of Russia. The problems of increasing their relevance in solving the problems of diagnosing individual and group levels of financial literacy, determining its competence, motivational and activity components are shown. The analysis of existing approaches to the use of various indicators and characteristics of financial literacy as the basis of financially literate behavior, as well as an important component of financial culture, is made. The possibility of using the risk criteria of financial behavior of citizens with insufficient financial literacy is indicated. The views on the use of sufficient and necessary criteria for determining the state and dynamics of financial literacy of the population in accordance with the needs of the market, the possibilities of information and communication banking technologies for providing financial services, as well as ensuring the protection of the rights and legitimate interests of the consumers of these services and the prevention of unfair financial practices. The article provides ways to visualize indicators of financial literacy, socio-cultural factors of its determination in order to saturate the state and municipal authorities with management information for the implementation of powers in the financial and economic sphere. The author includes in the article proposals for improving the system of increasing knowledge, skills and competencies among the population on financial issues, creating positive attitudes to actively use the possibilities of the modern financial market to preserve and enhance personal finances, as well as to effectively conduct business.
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Spiranec, Sonja, Mihaela Banek Zorica, and Denis Kos. "Information Literacy in participatory environments." Journal of Documentation 72, no. 2 (March 14, 2016): 247–64. http://dx.doi.org/10.1108/jd-06-2015-0072.
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Purpose – The purpose of this paper is to make a contribution to the theoretical and pragmatic positioning of critical information literacy by interpreting it in the light of epistemological shifts brought about by Web 2.0. Epistemological shifts are elaborated from educational and institutional perspectives as well as from that of scientific research. Design/methodology/approach – This paper brings a theoretical analysis drawing on relevant literature for the purpose of identifying the grounds for the mapping of concepts associated with critical information literacy and participatory information environments. Based on descriptive analysis, the paper clarifies distinctions between/participatory/and /information bank/environments and identifies correlations existing between CIL and participatory information environments. Findings – There are conceptual disagreements between IL as it was defined and perceived by Zurkowski and how it has to be perceived in the context of contemporary participatory information environments. Current environments are congruent with the core principles and values of critical information literacy and call for the reshaping of IL by introducing into it critical and transformative elements. Not technological aspects of Web 2.0 are crucial in this regard, but epistemological shifts. Practical implications – Owing to the fact that Web 2.0 and critical information literacy share many similar features, information environments based on participatory technologies and services provide a context ideally suited for the application of the principles of CIL. Social implications – The paper highlights the correlating dimensions between Web 2.0 and critical information literacy and proposes that Web 2.0 makes necessary a more critical outlook on information literacy. Originality/value – The paper highlights the correlating dimensions between Web 2.0 and critical information literacy, indicates specific differences between information literacy and critical information literacy and closes with the conclusion that Web 2.0 makes necessary a more critical outlook on information literacy.
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Kolesnichenko, Milana, and Olga Burova. "Social aspects of innovation management in digital sector." SHS Web of Conferences 116 (2021): 00045. http://dx.doi.org/10.1051/shsconf/202111600045.
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Innovation management in the digital sector requires taking into account the institutional, socio-structural and socio-cultural context. The article discusses the thesis about unevenness of digitalization in different spheres of society and for different social groups. The actual implementation and use of innovations in everyday life depends not only on development of infrastructure and digital literacy, but also on emerging social norms, including associated with peculiarities of culture of society, belonging to the “artificial” or “natural” type. Artificial intelligence and digital innovations affect the field of health, human corporeality, bioethics, biosociality, etc. There are new sociological approaches which make it possible to study the management of innovations, for example, atypical sociology, augmented reality, concept of posthumanism, etc. An information policy is needed that allows representatives of social groups to perceive innovations more adequately.
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Mihalis, Athanasios. "Καλλιέργεια πρακτικών ψηφιακού γραμματισμού: δημιουργική πρόκληση για το νέο σχολείο." Preschool and Primary Education 4, no. 1 (May 12, 2016): 165. http://dx.doi.org/10.12681/ppej.242.
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<p> </p><p><span> </span>This paper concerns digital literacy as a main dimension of social literacy in general, and especially as an important aspect of multimodal literacy. The main purpos-es of the paper (on a theoretical level) are the following: a) the definition of the nature and the main aspects and principles of digital literacy, which is regarded as not explicitly and sufficiently defined in an era of information and advanced technology; b) the presentation and analysis of students’ cognitive schemata (formal and content), which are a prerequisite for the cultivation of digital literacy practices, the social and linguistic aspects of digital literacy and the cultural dimension of this kind of literacy; c) the inves-tigation of ways to connect digital literacy and multimodality; d) the description of se-miotic resources and semiotic modes which are the main means for meaning making and meaning making transformation and redesigning, considered within the frame of social semiotic theory; e) finally, the discussion of some dimensions of critical digital literacy in </p><p>educational systems. Additionally, the main aims of the present paper, as a contribution to scientific research in the literacy field, are: a) to investigate the ways digital literacy practices are cultivated in Greek primary and secondary education through content analysis of the Greek language curricula and course books in secondary education and through the critical analysis of educational discourse; b) to present Greek language teachers’ attitudes towards the term and the aspects of multimodality and its location in the Greek educational system (the data about teachers’ attitudes are collected through interviews). The results of the research show that, in Greek education, digital literacy practices are considered to be an intentional process and a system of knowledge and skills (according the autonomous model of literacy) without being viewed in their social and ideological aspects within a communicative and cultural community. The considera-tion of semiotic resources and digital tools as isolated from their social context is in con-trast to language as semiotic mode, which is examined and studied in its social and cul-tural context. Also, language teachers are confused as far as the notion and the aspects of multimodality are concerned. Finally an example is provided of analysing a multimodal text positing an argument, so as to highlight the construction of meaning through a vari-ety of semiotic modes.Using this example, the content and practice of Greek language as an educational subject could be rejuvenated.</p>
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Rafid, Rahmad, and Farizal Khusnul Khotimah. "Interaction analysis on social-education of Indonesian school students: A literacy activity." Journal of Social, Humanity, and Education 1, no. 4 (August 25, 2021): 269–80. http://dx.doi.org/10.35912/jshe.v1i4.527.
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Abstract Purpose: The purpose of this study is to analyze the socio-educational interactions between teachers and students. This article also looks at a literacy activity utilized by the teachers and students and their interaction patterns. Research methodology: This research applied a naturalistic approach and descriptive qualitative research design. The data were collected through observation, interviews, and documentation. The data then were analyzed descriptively using the Miles and Huberman analysis model, namely data condensation, data presentation, and concluding. Results: The research results show that to improve student literacy, there were two patterns of interaction: first, a one-way interaction pattern centered on the teacher as a facilitator, corrector, evaluator in literacy activities: second, a multi-directional interaction pattern occurred. Literacy activities aim to train the learners’ ability in reading, understanding and commenting. During the core activities, several aspects of the interactions occur between teachers and students, such as conveying information, explaining, motivating, and proposing to students. At the closing stage of literacy, several aspects of the interaction between teachers and students occur. Making summaries and reading about the literacy activities have provided directions for further literacy activities and conducting evaluations that have been carried out. Limitations: There are limitations to the researcher, so this research is limited to one school only with the object of research on all students and teachers assigned to literacy activities at SMA Negeri 1 Latambaga. Contribution: The study is expected to assist the schools in monitoring the literacy activities and developing student literacy, whereas, for students, this study is expected to improve their literacy and broaden their insights about technological and scientific developments.
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Mou, Xiaobo, and Fang Xu. "Examining the factors influencing information poverty in western China." Electronic Library 38, no. 5/6 (November 26, 2020): 1115–34. http://dx.doi.org/10.1108/el-04-2020-0095.
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Purpose The purpose of this study is to explore the factors impacting information poverty in western China and investigate to what extent these determinants contribute to information poverty in these areas. Design/methodology/approach Structural equation modeling (SEM) technique was used to analyze 232 valid responses collected from a survey to examine the research model and hypotheses in this study. Findings The results indicate that information literacy, information supply and information and communication technologies (ICTs) positively and significantly affect information poverty, while social prejudice and information orientation had no significant effects on information poverty. Practical implications Public libraries, government departments and other institutions should pay attention to the significant impact of information literacy, information supply and ICTs on information poverty and formulate corresponding systems and policies to alleviate or reduce information poverty. Originality/values In the past, few studies have focused on information poverty in western China and most of the existing research on information poverty adopts qualitative research methods, such as interview, systematic literature review and so on, while quantitative research is rare. In addition, the focus of these research studies was on one or two aspects, and a few of them can systematically study the influencing factors of information poverty. Inspired by the theories of information literacy, social prejudice and information poverty, this study comprehensively used a questionnaire survey and SEM to investigate the influences of information literacy, social prejudice, information supply, information orientation and ICTs on information poverty.
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Scott, Rachel Elizabeth. "Refugee Youth Leverage Social, Physical, and Digital Information to Enact Information Literacy." Evidence Based Library and Information Practice 12, no. 4 (December 30, 2017): 253. http://dx.doi.org/10.18438/b8th4w.
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A Review of:
Lloyd, A., & Wilkinson, J. (2017). Tapping into the information landscape: Refugee youth enactment of information literacy in everyday spaces. Journal of Librarianship and Information Science. Advance online publication. http://dx.doi.org/10.1177/0961000617709058
Abstract
Objective – To describe the ways in which refugee youth use everyday information to support their learning.
Design – Photo voice technique, a process by which the population under consideration is provided with cameras and asked to visually document an aspect of their experience.
Setting – Social agency in New South Wales, Australia
Subjects – Fifteen 16-25 year old refugees resettled from South Sudan or Afghanistan
Methods – Three workshops were conducted. In the first, participants learned how to use the cameras and the protocols for participation. Between the first and second workshops, participants took several photographs of places, sources and types of information that were personally meaningful. In the second workshop, participants were first split into small groups to share and discuss the five images that they selected as their most important information sources and later reconvened as a large group in which participants again shared and discussed their images. In the third and final workshop, the authors shared their findings and analysis with the participants and invited discussion. The authors analyzed both photos and group transcripts from the workshops using Charmaz’s constant comparative method.
Main Results – Refugee youth use digital, vernacular, meditational, and visual literacies in everyday settings in to order to understand and create their new information landscapes. Information literacy enactment is agile and responsive to context.
Conclusion – Engaging with digital, vernacular, and visual information in a variety of contexts is central to how young refugees (re)form their information landscapes.
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Georgiadou, Elli, Claire McGuinness, Kerstin Siakas, Manolis Koukourakis, Angela Repanovici, Nawaz Khan, and Harjinder Rahanu. "The QUAIL Framework." International Journal of Human Capital and Information Technology Professionals 8, no. 2 (April 2017): 93–105. http://dx.doi.org/10.4018/ijhcitp.2017040106.
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Successful transfer and sharing of knowledge rely mainly on social attitudes, behaviours and networks, rather than ICT-based networks. The availability of Information and Communication Technologies (ICTs) facilitates the management of projects in general. ICTs are central to both managing Information Literacy projects and providing access to learning resources and opportunities for collaborative learning. In this paper, we propose a framework for quality management of information literacy projects. Learning from the field of Information Systems Quality Management the proposed framework encompasses Deming's PDCA (Plan, Do, Check, Act) Cycle and Kitchenham's Process Improvement model. From the Information Literacy field the SCONUL model provide the dimension of standardisation. The framework is customisable to prioritise aspects based on the likelihood, proximity and impact of risks. The success of Information Literacy programmes and projects depends on the availability and use of ICTs and in this paper we argue how the Information Literacy Project success can be enhanced by using our framework.
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Agus Santoso and Isminarti Isminarti. "Media Literacy Levels of Archivists in Institut Teknologi Sepuluh Nopember (ITS)." Wiga : Jurnal Penelitian Ilmu Ekonomi 10, no. 2 (September 30, 2020): 101–17. http://dx.doi.org/10.30741/wiga.v10i2.595.
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Media literacy is a concept that describes a person's ability to utilize media, analyze information, and communicate it. This concept is used by researchers to see a person's ability to relate to information media. This study discusses the level of media literacy of archivists in the Institut Teknologi Sepuluh Nopember (ITS). The archivist has a strategic position in information management of the university. In this respect, it needs to be reviewed related to the competence of the media literacy of archivists. In this era of information, archivists are faced with various job challenges due to the development of information technology, including the fast in disseminating information and the emergence of false or misleading information (hoaxes). This condition causes archivists not only to be required to have competence in utilizing information technology but also to be able to analyze and communicate information correctly to provide a fast, accurate, and reliable service. This competency will be reflected in the level of media literacy of archivists. This research uses the descriptive quantitative method by focusing on the aspects of a phenomenon and the reality of media literacy by archivists in ITS. The level of media literacy can be seen from the Individual competence framework presented by the European Commission (2009). The result of the study showed that the media literacy of archivists in ITS is at a medium level, which indicated the competence is more focused on the ability of technical skill and critical understanding. While in the social competence aspect are classified as passive users.
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Vinogradov, M. V., and O. A. Ulyanina. "Psychological aspects of information impact on employees of internal affairs Officers." Psychology and Law 10, no. 1 (2020): 18–29. http://dx.doi.org/10.17759/psylaw.2020100102.
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The article analyzes the processes of intensive informatization and technologization of modern society, affecting the vector of development of the social, economic, political and military spheres of the state. In this context, the problem of informational impact on a human personality, his consciousness, mindset, spiritual and value orientations is considered. On the scale of the geopolitical interaction of the world community at the information-psychological level, this problem is revealed through the prism of describing the nature and content of the information war carried out in the interests of achieving political and military goals. Areas of informational influence on police officers are specified. In this regard, the need for the formation of information literacy of law enforcement specialists is being updated; the directions of information and psychological counteraction and protection against information attacks are highlighted. Psychological resistance, critical thinking, information security are named among the priority solutions to the highlighted issue.
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Anggraeni, Resti. "IMPROVEMENT OF DIGITAL LITERATION IN ASPECTS OF CREATIVITY THINKING PARTICIPANTS EDUCATION THROUGH PROJECT BASED LEARNING (PBL) IN SOCIAL STUDIES (A Class Action Research Study in SMPN 30 Bandung)." International Journal Pedagogy of Social Studies 4, no. 1 (November 20, 2019): 17–22. http://dx.doi.org/10.17509/ijposs.v4i1.15387.
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ABSTRACT This study aims to improve 21st century skills in digital literacy on the creativity aspects of students' thinking through project based learning. Creativity in thinking at this time is how to do combinations of various factors in human beings, the environment and the process of technological development that is rapidly changing so that it can produce new works that are useful or have social meaning. The method used is the classroom action research model of Kemmis and Taggart, the study was conducted on students of class VII-D of SMP Negeri 30 Bandung consisting of 32 students. Data collection techniques used are observation, interviews and documentation. The theory used is the theory of skills in processing information from several experts which are then modified by researchers according to the needs of the research. The increase in digital literacy in the aspects of students' creativity in thinking through project based learning in social studies learning, based on indicators of increasing digital literacy that each cycle has increased, from the category of enough with a percentage of 46.6% in the first cycle then in the second cycle increased to 81.6 % in good category and in the third cycle increased to 88%. Based on the presentation above, it can be concluded that there is an increase in digital literacy in the aspects of creativity of students' thinking through project-based learning in social studies learning. Keywords: Creativity, digital literacy, project based learning.
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Zhong, Meliana. "AN IMPLICATION STUDY OF SOCIAL MEDIA LITERACY AT SCHOOL." WACANA: Jurnal Ilmiah Ilmu Komunikasi 19, no. 1 (June 29, 2020): 1. http://dx.doi.org/10.32509/wacana.v19i1.908.
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Internet has become a familiar instrument for the school aged children in Indonesia. The use of social media platforms – has changed the way of communication. In recent years, many students are drawn to social networking sites. This trend has caused the increasing reports of cyberbullying and potential cyber threats. The study took a qualitative approach and used the perimeter of the focus group discussion among 9-12 years old children in an international school in Jakarta. The thematic analysis grounded from observations, interviews and document reviews. The objective of the study is to seek the implication for schools to stand for a policy to promote constructive and safe school environment through social media literacy. It will deal with the aspects to empower students to understand that filtering and evaluating information are fundamental in daily internet browsing as well as understanding about cyberbullying and its consequences. The study concluded an implication towards the needs for schools to have a guideline for social media using among students. The guideline may serve as social media literacy to be implemented along with the digital literacy taught at schools, in expectance that students may become the responsible and ethical users of social media and technology.
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Truman, Emily, Madison Bischoff, and Charlene Elliott. "Which literacy for health promotion: health, food, nutrition or media?" Health Promotion International 35, no. 2 (February 21, 2019): 432–44. http://dx.doi.org/10.1093/heapro/daz007.
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Abstract Education and literacy are important aspects of health promotion. The potential for health literacy to promote healthier choices has been widely examined, with studies variously incorporating food literacy, nutrition literacy and/or media literacy as components of health literacy, rather than treating each as unique concepts for health promotion. This study examines similarities and differences across health literacy, food literacy, nutrition literacy and health-promoting media literacy to highlight how each literacy type theorizes the relationship between education and health. A meta-review of existing scoping and systematic reviews examining literacy conceptualizations was conducted to examine the four literacies. Representative concept definitions were extracted and key competencies (or skills) and desired consequences were identified and grouped into subcategories for analysis. This study located 378 articles, of which 17 scoping/systematic reviews were included (10 for health literacy, 3 for food, 1 for nutrition and 3 for media). Representative concept definitions of the four literacy types revealed three skill categories (information acquisition, information analysis, and the application of information) and three categories of desired consequences (knowledge, attitudes and behaviors), with each of the four literacy types emphasizing varied collections of skills and desired consequences. Despite perceived similarities in content, health, food, nutrition and media literacy conceptualize the relationship between education and health differently, emphasizing the distinct types of knowledge to promote health-related outcomes. A better understanding of the differences between these four literacies will lead to informed decision making for researchers, educators and health practitioners in intervention design and implementation.
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Frolova, Evgenia L. "“New Literacy” and “New Wave” of Language Policy in Japan." Oriental Studies 19, no. 10 (2020): 130–40. http://dx.doi.org/10.25205/1818-7919-2020-19-10-130-140.
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The concept of literacy has undergone changes from the simple possession of writing and reading skills to functional literacy, which includes many aspects (informational, financial, etc.). All together, this can be called the concept of “new literacy”, or the “concept of competencies”. In Japan, modern Japanese writing presents a significant problem, combining several writing scripts. The basis of functional literacy is the ability to use approximately 2,000 characters. However, the discriminated sections of the population, ethnic minorities, people with disabilities, foreigners and “new migrants” do not reach the required level of literacy. Under these conditions, a “new literacy” strategy has emerged that offers to recognize that there are different levels of literacy. The concept of “Plain Japanese Language” was created as a means of access to information and socialization for all segments of the population of Japan. People with disabilities need to be provided opportunities for basic access to information and participation in public life. The theory of alternative literacy also sets a certain bar, only lowers it much lower, covering practically all segments of the Japanese population. Japanese writing acts as a cultural tool for the daily life of the Japanese. Mastering all aspects of functional literacy is a difficult and inevitable burden for young people in Japan. From this perspective, literacy in Japan is a cultural resource that can lead to social exclusion and discrimination. Considering literacy in the context of publicly available information, changing the existing paradigm of “violence by literacy,” is a new and welcome approach. There is an increase in academic interest in socially-driven diverse language communities in Japan and beyond. This led to changes in the language policy of Japan, called the “New Wave”.
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SHARKOV, FELIX, ELENA NAZAROVA, and ARTYOM ZHUKOV. "DIGITAL LITERACY AND NETWORK COMMUNICATIONS: A SOCIOLOGICAL DIMENSION." Communicology 8, no. 3 (September 2020): 52–62. http://dx.doi.org/10.21453/2311-3065-2020-8-3-52-62.
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Based on the concept of digital turn in sociology proposed by Professor S.Kravchenko, the authors use the example of specific sociological studies of Russian research centers to conduct a correlation analysis between the digital literacy of the population and its activity in social network communications. Network communications of the population in digital format displace analog formats and contribute to active digital transformations in society as a whole. Digital literacy is considered as an integral indicator that includes information, technical, communication and innovation components. In addition to age and gender differentiation, the level of digital literacy is also influenced by settlement and territorial factors, confirming the existence of an urgent problem of digital inequality. The situation with the ethical side of information literacy is also not clear. This indicator shows how deeply a person reflects on the information found and used. The mass transition to digital technologies observed and actively implemented in the last few years, including their application in network communications, increases not only the innovative, spatial and technological, but also the cognitive distance between generations, not only within the framework of family and interpersonal communications, but also on the scale of industrial, industry and institutional interactions. In today’s digital world, the structural elements of social networks include platforms, online services, or websites designed to build, reflect, and organize people’s social connections. It is the presence of an almost limitless number of information exchanges in social networks that forms a certain system of cybernetic power (cyber power). Cyber power is a complex system of resources structured around the production, exchange, and control of digital information. The cyber power is gradually transformed into a powerful hegemony, i.e., the power of the Internet. a superpower that is not limited to controlling purely cybernetic resources that include structural levels of cyberspace. Not only the communication system is changing, but also the way of thinking, which is becoming an actual subject of research not only for sociologists and psychologists, but also for representatives of many related scientific fields. The concept of a digital turn in sociology, which assumes a humanistic basis for the ongoing transformations, could become a methodological basis for a comprehensive study of the social aspects and consequences of digitalization of modern society.
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Adhikari, Janak, Chris Scogings, Anuradha Mathrani, and Indu Sofat. "Evolving digital divides in information literacy and learning outcomes." International Journal of Information and Learning Technology 34, no. 4 (August 7, 2017): 290–306. http://dx.doi.org/10.1108/ijilt-04-2017-0022.
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Purpose The purpose of this paper is to seek answers to questions on how equity of information literacy and learning outcomes have evolved with the ongoing advances in technologies in teaching and learning across schools. The authors’ report on a five-year long bring your own device (BYOD) journey of one school, which was one of the earliest adopters of one-to-one learning devices in New Zealand. Design/methodology/approach Using a socio-cultural ecological lens for analysis, a longitudinal study has investigated aspects of how digital/information literacy, computer self-efficacy, and nature of technology usage are transforming school and classroom curriculum practices. Findings Findings of this study reveal a significant shift in social and academic boundaries between formal and informal learning spaces. One-to-one learning devices provide the link between school and home, as students take more ownership of their learning, and teachers become facilitators. Curricula changes and proper technological support systems introduced in the school structures have given agency to students resulting in greater acceptance of the BYOD policy and extensions to learning beyond formal classroom spaces. Digital divide amongst learners has evolved beyond equity in access and equity in capabilities to become more inclusive, thereby paving the way for equity in learning outcomes. Research limitations/implications This study has been conducted in a school which is located in a relatively high socio-economic region. To achieve a more holistic view, there is a need for further studies to be conducted in schools from low socio-economic communities. Originality/value This paper adds to the existing literature by sharing teacher reflections on their use of innovative pedagogies to bring changes to classroom curricular practice.
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Sykes, Susie, and Jane Wills. "Challenges and opportunities in building critical health literacy." Global Health Promotion 25, no. 4 (November 14, 2018): 48–56. http://dx.doi.org/10.1177/1757975918789352.
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Background: Critical health literacy is the least explored domain of health literacy and is addressed by few projects seeking to build health literacy. Lack of research means there is little evidence upon which to design effective interventions. Yet critical health literacy offers potential for individuals and communities to make important contributions to their own and society’s health. This paper reports on an evaluation of a community project designed to develop critical health literacy. Method: The evaluation explored, (a) processes used to build critical health literacy and (b) the impact on the critical health literacy of participants. A mixed methods approach was used combining a pre-and post-intervention assessment of 14 of the 24 participants using the All Aspects of Health Literacy Scale, with participant focus groups and facilitator interviews. Results: Strategies used to build critical health literacy included informal and participatory learning, supported and independent assessment of the problem, appraising information, familiarisation of health systems and services, and social support. Common to these was learning within the context of participants’ lives. Fewer strategies encouraged empowerment and political action. The evaluation showed slight improvements in some critical health literacy competencies: the ability to critically appraise health information and apply it to the context of their own lives and being able to critically question health professionals based on an individual’s own research. However, there was no change in participants’ ability to understand the determinants of health or involvement in activities for social and political change. Conclusion: Informal, participatory community projects can successfully build many characteristics of critical health literacy. However, the political action element of critical health literacy remains the least well understood and faces particular challenges in its implementation.
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Ringsberg, K. C., E. Olander, P. Tillgren, N. Thualagant, and A. Trollvik. "Concerns and future challenges of health literacy in the Nordic countries – From the point of view of health promotion practitioners and researchers." Scandinavian Journal of Public Health 46, no. 20_suppl (February 2018): 107–17. http://dx.doi.org/10.1177/1403494817743903.
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Background: Health literacy is an essential social determinant for promoting and maintaining the health of a population. Aim: From a health promotion perspective, explore health literacy issues, concerns and future challenges among Nordic practitioners and researchers. Methods: Data were collected in a workshop at the 8th Nordic Health Promotion Conference, and in a literature review, with articles from five databases. The search included title and abstract with the search terms health literacy* and health literacy as a MeSH term and all the Nordic countries. Qualitative and quantitative analysis were used. Results: Twenty-five persons participated in the workshop. The discussions were summarized in six themes: concept of health literacy in national language; risk of victim blaming; measuring health literacy; content in school curricula on health literacy; new technologies for information and communication; communication and collaboration between different actors in support of health. Forty-three articles on health literacy were identified, mainly conducted within three fields: development, test and adaptation of instruments for measuring health literacy; measurement of health literacy among patients, or other defined target groups and on populations; and developing and evaluating methods/tools for the training of personnel groups or different target groups. Conclusions: There is a need for further studies providing a more in-depth understanding of the health literacy concept, knowledge on how to measure health literacy, ethical aspects, application in intersectoral collaboration as well as the adaptation to new technologies for information and communication in education supporting health literacy. As health literacy is an essential social health determinant, a concern and a future challenge must be, to make the health literacy concept familiar and visible in health promotion policies, research and practice such as health education.
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Asokan, G. V., Mohamed Yaqoob Ali Yusuf, Richard Kirubakaran, Abdulaziz Mohamed Muqbel Albadwi, Ahmed Ebrahim Saad, Ahmed Hussain S. Mjahed, and Saleh Hamad Saleh. "Levels and Determinants of Health Literacy in Bahrain’s Community Context." Oman Medical Journal 35, no. 6 (November 5, 2020): e195-e195. http://dx.doi.org/10.5001/omj.2020.88.
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Objectives: We sought to assess health literacy (HL) and its associated factors in the Bahraini community using a validated HL scale and address its deficient domains to inform policy. Methods: We carried out a conveniently sampled, cross-sectional survey using the All Aspects of Health Literacy Scale in the Bahraini community. The scale has three key aspects: basic or functional HL (FUN-4 items), which corresponds to basic reading and writing skills, and knowledge of health conditions and health systems; communicative or interactive HL (COM-3 items) on communicative and social skills to extract information from different forms of communication; and critical HL (CR-4 items), the advanced cognitive and social skills to critically analyze information and exert greater control over life events and situations relating to individual and community level wellbeing goals. We examined the association between sociodemographic and health information for the survey tool items using the chi-square test. The relationship between total scale score and subscale scores of the three domains of the survey tool to sociodemographic and health information was investigated using the t-test and ANOVA. Results: Of the 836 participants (mean age = 26.6 years), single (64.0%) and university students (76.6%) were predominant; 15.6% reported long-term sickness and visited the general physician often. The highest mean item scores were for empowerment (1.8) and lowest for functional HL (0.1). The significant domain-specific responses to the survey tool items were 12 for critical HL, 10 for functional HL, six for communicative HL, and five for empowerment. Participants aged < 30 years old, female, married, pursuing/completed Master’s program, employed, and whose self-rating of health was excellent had higher total HL scores. Conclusions: Older, less educated respondents with a poor self-rating of health had low HL scores. We recommend further studies to address the relative importance of functional, interactive, and critical HL in the community to promote health outcomes.
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Mahamutaj, Blerina. "Albanian Digital Communications: Some Aspects of Development." RUDN Journal of Studies in Literature and Journalism 26, no. 2 (December 15, 2021): 331–37. http://dx.doi.org/10.22363/2312-9220-2021-26-2-331-337.
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Internet communications in Albania are developing according to a special scenario. It is explained by the countrys long international isolation and, accordingly, the late arrival of digitalization in this European state. The author notes the high level of currently provided Internet services: Albania is ahead of the leading countries in some indicators. However, this breakthrough is taking place against the background of the generally low level of education of the Albanians and low incomes of the population, so the supply does not match the demand, it overtakes it. A separate problem is the large amount of false information that goes from social networks to online media. The immediate urgent task that the Albanian media community will have to solve is increasing media literacy and regulating the Internet (either through users self-control or with the help of the state).
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Zuhair, Segu, Guneratne Wickremasinghe, and Riccardo Natoli. "Migrants and self-reported financial literacy." International Journal of Social Economics 42, no. 4 (April 13, 2015): 368–86. http://dx.doi.org/10.1108/ijse-09-2013-0203.
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Purpose – The issue of migrant financial literacy remains largely unresolved despite the increasing focus on financial literacy in general. The purpose of this paper is to provide a migrant-based approach to provide a snapshot of the self-reported levels of financial literacy specifically for a group of newly arrived culturally and linguistically diverse (CALD) migrants. Design/methodology/approach – A questionnaire is employed to explore the financial literacy of selected migrant groups representing the regions of Africa, Asia and Europe. Findings – The findings reveal that: migrants are eager to seek further information to assist with their financial decision making; better access and utilisation of basic financial services seems to be an area where improvement is required; and self-reported financial literacy levels are influenced by education levels. Research limitations/implications – Although the research targets newly arrived CALD migrants, no claims can be made regarding the representation of CALD migrants as a whole. The research has implications with respect to the development of a more adequate provision of avenues for CALD migrants to utilise basic financial services. This paper provides recommendations for future research in this area. Originality/value – A migrant’s financial literacy is typically based on a “one-size-fits-all” questionnaire, which only provides a broad examination of financial literacy aspects. This study addresses this gap by undertaking a case study focused solely on newly arrived migrants.
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Tejedor, Santiago, Marta Portalés-Oliva, Ricardo Carniel-Bugs, and Laura Cervi. "Journalism Students and Information Consumption in the Era of Fake News." Media and Communication 9, no. 1 (March 3, 2021): 338–50. http://dx.doi.org/10.17645/mac.v9i1.3516.
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Technological platforms, such as social media, are disrupting traditional journalism, as a result the access to high-quality information by citizens is facing important challenges, among which, disinformation and the spread of fake news are the most relevant one. This study approaches how journalism students perceive and assess this phenomenon. The descriptive and exploratory research is based on a hybrid methodology: Two matrix surveys of students and a focus group of professors (n = 6), experts in Multimedia Journalism. The first survey (n = 252), focused on students’ perception of fake news, the second (n = 300) aims at finding out the type of content they had received during the recent confinement caused by the Covid-19 pandemic. Results show that most of the students prefer online media as a primary source of information instead of social media. Students consider that politics is the main topic of fake news, which, according to the respondents, are mainly distributed by adult users through social networks. The vast majority believe that fake news are created for political interests and a quarter of the sample considers that there is a strong ideological component behind disinformation strategies. Nonetheless, the study also reveals that students do not trust in their ability to distinguish between truthful and false information. For this reason, this research concludes, among other aspects, that the promotion of initiatives and research to promote media literacy and news literacy are decisive in the training of university students.
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Conde, Ma Jose Rodríguez, Susana Olmos Miguelanez, Maria Pinto Molina, Fernando Martinez Abad, and Blanca Garcia Riaza. "Informational Literacy And Information And Communication Technologies Use By Secondary Education Students In Spain: A Descriptive Study." Contemporary Issues in Education Research (CIER) 4, no. 4 (March 22, 2011): 1. http://dx.doi.org/10.19030/cier.v4i4.4162.
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Informational literacy and the use of technologies by Secondary Education students in Spain: A descriptive study. The development of Information and Communication Technologies (ICTs), together with their application to research carried out on educational areas, are factors which contribute to the promotion of a new educative model constructed on literacy-based competences and skills, and which sets technologies as essential tools for a life-long learning process (Unesco, 2005). This is the framework where we can insert the research that we are currently carrying out, funded by the research Program I+D+I of the Spanish Ministry of Education, and in the frame of which we are developing a diagnostic assessment of informational literacy competence in students between 14 and 16 years (Secondary Education), based on the fact that one of the main aspects in knowledge generation and acquisition is the capacity to use information extracted from documents and electronic resources, available in informational networks in a correct way. In this paper we present the results obtained from evidences on the contrast existing between the level of use of technologies (videogames, social networks...) and the level of informational literacy shown by students. The data were gathered from a sample of more than 1000 Secondary Education students who are around 15 years old.
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Jimoyiannis, Athanassios, and Maria Gravani. "Digital Literacy in a Lifelong Learning Programme for Adults." International Journal of Digital Literacy and Digital Competence 1, no. 1 (January 2010): 40–60. http://dx.doi.org/10.4018/jdldc.2010101903.
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The study presented explores aspects of adult learning on digital literacy in the context of a lifelong learning programme for social cohesion in Greece. The article outlines the framework of the digital literacy subject and underlines its associated objectives regarding adults’ knowledge and competence in Information and Communication Technologies (ICT). The exploration draws upon the experiences and perceptions of eight adult ICT educators. The findings reveal that the educators tried to use flexible instructional practices that were adjusted to adult learners’ needs and interests. Common effective instructional practices used were: ICT competence sessions, interdisciplinary and multi-literacy lessons, ICT-based projects, individual instruction sessions. Additionally, the article reveals the difficulties that adults faced in the course of developing ICT literacy skills. The article ends with implications for the design of adult digital literacy courses in lifelong learning programmes, and for the preparation and development of the ICT educators in the years to come.
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Celik, Serkan. "Experiences of internet users regarding cyberhate." Information Technology & People 32, no. 6 (December 2, 2019): 1446–71. http://dx.doi.org/10.1108/itp-01-2018-0009.
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Purpose The purpose of this paper is to explore internet users’ experiences of cyberhate in the aspects of ethnicity, religion, sexual preference and political perspective. Design/methodology/approach Researchers employed an exploratory survey method to examine internet users’ experiences of cyberhate. The participants of the study were determined by purposive sampling methods to attain maximum variety among internet users with high-level digital literacy skills. The data were collected from 355 internet users affiliated with two universities in Turkey and the USA using a personal data form and a survey (Cyberhate Experience Survey) of which reliability and validity indexes were ensured. Findings The results indicated that participants have observed and experienced cyberhate at different levels targeting their ethnic, religious, gender-based and political identities. The findings also pointed out that gender, income and socio-political identities are significant variables on exposure to cyberhate regardless of cultural and educational boundaries. The majority of survey respondents reported that they had encountered cyberhate mostly on social media platforms. Social implications The findings of the study imply that to address the hate speech problem comprehensively, the author must enlighten people, change their way of thinking and broaden their perspectives by using measures such as intercultural dialogue, critical thinking, media literacy, education on tolerance and diversity. Originality/value This research was intended to contribute into the need to elaborate on various aspects of cyberhate, which is shared by academics, thinkers, journalists and educators. It may also serve to clarify how frequently internet users encounter hateful content and harassment online, which can have social consequences and influence young people’s trust to other people.
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Arata, Stephen. "Literature and Information." PMLA/Publications of the Modern Language Association of America 130, no. 3 (May 2015): 673–78. http://dx.doi.org/10.1632/pmla.2015.130.3.673.
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The Tenth and final “anchor standard for reading” in the common core state standards defines as “college and career ready” a student who can “[r]ead and comprehend literary and informational texts independently and proficiently” (35). I want to remark on just one aspect of this worthy if blandly unremarkable goal. The distinction between “literary” and “informational” texts has the sanction of common sense, but, like many commonsense notions, it cloaks some knotty issues. For the authors of the standards, “literacy” requires mastering two different if closely related sets of reading skills. One lays the groundwork for “understanding and enjoying complex works of literature,” while the other is needed “to pick carefully through the staggering amount of information available today in print and digitally” (3). Pedagogically, one is the job of the “English language arts teacher,” the other the responsibility of “teachers of history/social studies, science, and technical subjects” (8).The axiom that literature cannot be read in the same way as other forms of writing is by no means universally held, but it has long governed the teaching of reading in high school and college classrooms. In ways that humanists can find heartening, the Common Core standards valorize the traits that reading literature both requires and strengthens: habits of attention and intellectual rigor; the refinement of sensibility and emotional response; the ability to analyze, to synthesize, to discriminate, to evaluate. Such virtues travel well, too. The authors of the standards recognize that students who have mastered literary reading skills are better equipped to meet the challenges posed by texts in other disciplines.
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Cooperman, Larry. "Book Review: Motivating Students on a Time Budget: Pedagogical Frames and Lesson Plans for In-Person and Online Information Literacy Instruction." Reference & User Services Quarterly 59, no. 2 (March 4, 2020): 135. http://dx.doi.org/10.5860/rusq.59.2.7282.
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Information literacy is one of the most important aspects of librarianship. If students do not understand how to find and successfully use library resources, of what use and purpose is a library? In the past (and mostly to this day), live instructional classes were the norm for introducing students to library resources, but for convenience and reach of a wider audience, more and more information literacy sessions are being held online. However, these sessions only last an hour or two. With such a short time frame, how can instructional librarians make an impact on their audience? Editors Sarah Steiner and Miriam Rigby, an instruction librarian at Western Carolina University and a social sciences librarian at the University of Oregon respectively, have created a one-volume library instruction book with enough information on this topic to cover multiple volumes. Throughout its nineteen chapters, Motivating Students on a Time Budget explores diverse tools to foster motivation and learning for library instruction students, for both in-person and online library instruction.
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Rokhayati Rosa, Ade Tutty. "MULTICULTURAL EDUCATION SYSTEM VALUE ENGINEERING MODEL IN STRENGTHENING NATIONAL IDENTITY IN THE ERA OF THE INDUSTRIAL REVOLUTION AND SOCIETY 5.0 (R&D STUDY IN TEBU IRENG HIGHER EDUCATION IN EAST JAVA)." Education, Sustainability And Society 3, no. 1 (January 22, 2020): 01–04. http://dx.doi.org/10.26480/ess.01.2020.01.04.
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The Industrial Revolution led to disruption of the teaching profession. One real impact of the problems of education in the digital age is the failure of multicultural education of national identity began to fade in the younger generation especially in higher education. The urgency of research is the challenges faced by the government and universities, namely how to prepare, map the workforce in the profession of education graduates in the face of the industrial revolution 4.0 and society 5.0. The purpose of the research is the importance of understanding multicultural education for resources including: (1) Solving various problems of an institution related to managing the multicultural education value system formed, so that they survive in the midst of the development of science and technology; (2) Providing strengthening of multicultural education and National Identity, equipping students with various digital-based skills. (3) Creating an Engineering Model of an education system that is able to strengthen the new literacy movement in Era Society 5.0 becomes a great opportunity for Indonesia. The research method uses qualitative methods with trials, field research, literature and social media, providing certain training, (coding, information management, real-time accounting needs to stakeholders). Research solutions include: (1) Cultivating educational value systems for adaptation to the development of science and technology and formulating strategic policies in various aspects, enhancing the nation’s competitiveness, being able to provide research-based learning infrastructure. The results of the research include: The achievement of strategic objectives of research-based tertiary institutions, strengthening national identity that is creative, innovative, characterized, with integrity so as to produce skilled graduates in aspects of data literacy, technological literacy, human literacy, through human digital approaches, digital based expertise. Conclusion that: Engineering Model in multicultural education systems based on information technology and digitalization is one solution to realize quality education, character, there are aspects that will restore the glory of human civilization, namely aspects that collaborate with each other physically, digitally, and biologically, as well as complemented by the presence of spiritual aspects means that Revolution Society 5.0 is the new future of humanity.
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Крилова-Грек, Юлія. "Psycholinguistic Aspects of Humanitarian Component of Cybersecurity." PSYCHOLINGUISTICS 26, no. 1 (November 12, 2019): 199–215. http://dx.doi.org/10.31470/2309-1797-2019-26-1-199-215.
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Introduction. The paper focuses on language means exploited by social engineers in their activities in terms of humanitarian aspects of cybersecurity. The goal of this research is to analyze the methods and techniques employed by social engineers in their malicious activity and its features from a psycholinguistic point of view for further development of counteraction mechanisms.
Methods. To obtain results we used the following methods: primary source analysis, analysis of spoken and written speech and speech products, and intent analysis.
Results. The activity theory has been successfully applied to consider the key features of social engineers’ work. On the base of AT we presented a three-component model which we may consider only in the case of a social engineer’s successful attack (action).
Based on the analysis of the sources, we distinguished the types of spoken and written communication actions (these types correspond to direct and indirect actions), used by social engineers to affect the cognitive processes for retrieving “sensitive data” and confidential information. Besides, we also categorized psychological and language means, which social engineers evidently apply in their activities. We stress that in most cases social engineers’ activities are aimed at a) affecting the person’s emotions and feelings; b) blocking rational and critical thinking; c) manipulating moral and ethic values, and d) using positive incentives that have an interest to a user. Taking into account the abovementioned types of communication, psychological and language means, we systematized and described the general techniques of using oral and written forms of language and technologies: 1) techniques related to the use of spoken speech; 2) techniques related to the use of written speech; 3) techniques related to the use of USB flash drives, applications, and program software.
The findings are applicable for developing a mechanism to counter social engineers’ attacks and contribute to improving the level of cyber literacy.
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Widi Winarni, Endang, Endina Putri Purwandari, Rizqa Dwi Shofiya M. I., and Shofiya M. I. "The Effect of Learning Models and Academic Ability on Students’ Scientific Literacy in Disaster Preparedness." Journal of Social Sciences Research, no. 65 (May 25, 2020): 592–97. http://dx.doi.org/10.32861/jssr.65.592.597.
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Scientific literacy is important for elementary students, especially for disaster preparedness issues. The research purpose was to analyze the effect of Problem Based Learning models and students’ academic abilities on scientific literacy in attitudes, contexts, competencies, and knowledge. The research method used a quasi-experimental with the matching only pretest-posttest control group design. The populations were 4 elementary schools with a disaster preparedness program. Samples were taken by cluster random sampling. The homogeneity test based on the average scores from odd semester 2018/2019 in fourth-grade elementary school for subjects such as civic education, mathematics, Indonesian language, science, and social sciences. The independent variable was thematic with PBL learning model. The moderator variable was a student’s academic ability and the dependent variable was scientific literacy which includes attitude, context, knowledge, and competence. Instruments in this study were attitude questionnaire, context and knowledge test, and science competency observation. Quantitative data were analyzed with IBM SPSS Statistics 25. The research experiments show that (1) PBL model has a significant influence on the student in scientific literacy aspects such as attitudes, contexts, knowledge, and competencies; (2) academic ability does not significantly influence the scientific literacy aspects. School principals, teachers, and future researchers suggested to download the information and make learning resources about earthquake disaster preparedness education on the www.wartabencana.com to foster earthquake safety culture for students optimally.
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Robinson, Lyn, and David Bawden. "“The story of data”." Library Management 38, no. 6/7 (August 15, 2017): 312–22. http://dx.doi.org/10.1108/lm-01-2017-0009.
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Purpose The purpose of this paper is to describe a new approach to education for library/information students in data literacy – the principles and practice of data collection, manipulation and management – as a part of the Masters programmes in library and information science (CityLIS) at City, University of London. Design/methodology/approach The course takes a socio-technical approach, integrating, and giving equal importance to, technical and social/ethical aspects. Topics covered include: the relation between data, information and documents; representation of digital data; network technologies; information architecture; metadata; data structuring; search engines, databases and specialised retrieval tools; text and data mining, web scraping; data cleaning, manipulation, analysis and visualisation; coding; data metrics and analytics; artificial intelligence; data management and data curation; data literacy and data ethics; and constructing data narratives. Findings The course, which was well received by students in its first iteration, gives a basic grounding in data literacy, to be extended by further study, professional practice and lifelong learning. Originality/value This is one of the first accounts of an introductory course to equip all new entrants to the library/information professions with the understanding and skills to take on roles in data librarianship and data management.
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Kustini, Siti, Didi Suherdi, and Bachrudin Musthafa. "BEYOND TRADITIONAL LITERACIES: A MULTIMODAL-BASED INSTRUCTION TO FOSTERING STUDENT DIGITAL LITERACY LEARNING." Jurnal Pendidikan Bahasa dan Sastra 20, no. 1 (June 30, 2020): 37–47. http://dx.doi.org/10.17509/bs_jpbsp.v20i1.25969.
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The fourth Industrial Revolution (IR 4.0) marked by artificial intelligence and cyber-physical systems has transformed the landscape of education including English literacy instruction. Some literacy educators claim that the success of students’ today as millennial kids (Gen-Zs) and future employees has been linked to digital literacy. This term is defined as the skills associated with using digital technology to enable users to locate, organize, understand, evaluate and create information and using those skills to solve problems in technology-rich environments. This study attempts to investigate the extent to which multimodal pedagogy helps improve students’ digital literacy skills in an English for Specific Purposes (ESP) setting in a vocational higher education. A theoretical multimodal semiotic approach along with multiliteracies pedagogy is served as the overarching guideline in the overall instructional procedures grounded specifically from the principles of learner-centeredness, constructivist learning, and social interaction. A qualitative case study approach was adopted to provide an in-depth explication and analysis of students’ literacy development. Data collection included classroom observations and students’ digital artefacts. In the course of the study, the students were engaged in the creation of two digital projects of different genres: digital information report in the form of text-image creation and digital persuasive talk in the form digital video production. The key findings of this study suggest that multimodal pedagogy is an effective instructional method for digital literacy learning in that several aspects of digital literacy had proven to be significantly improved.
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Yulida, Roza, Rosnita Rosnita, Eri Sayamar, Yeni Kusumawaty, and Yulia Andriani. "Analysis of Media Literacy Levels of Palm Oil Farmers in Riau Province, Indonesia." Asian Social Science 15, no. 11 (October 21, 2019): 48. http://dx.doi.org/10.5539/ass.v15n11p48.
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Oil palm plantations are a potential commodity of Riau Province and the highest contributor to palm oil production in Indonesia. The development of agricultural science and technology, which is disseminated through various media, is a source of information for farmers. However, the availability of information sources does not guarantee that farmers will benefit from the information. This is influenced by media literacy from these farmers. This research aimed at analyzing the media’s literacy of oil palm farmers. The research was conducted in three districts with potential oil palm at Riau Province. They are Pelalawan District, Rokan Hilir District and Rokan Hulu District. The respondents of oil palm farmers were 185 farmers, which were selected by stratified random sampling. This research applied Likert Summated Rating Scale (LSRS) method. The results of this research are: The literacy level of oil palm farmers is in the medium level (average score of 1.72), while for three aspects which are technical skill and critical understanding are in the medium level and communication skill is basic level. Role of government and related parties are needed to help improve the literacy level of oil palm farmers. This is necessary so that the farmers together with extension workers, will be ready to face the challenge of the development of science and technology in the oil palm industry, by utilizing the development of information and communication technologies such as smartphones.
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Aronis, Konstantinos N., Brittany Edgar, Wendy Lin, Maria Auxiliadora Parreiras Martins, Michael K. Paasche-Orlow, and Jared W. Magnani. "Health Literacy and Atrial Fibrillation: Relevance and Future Directions for Patient-centred Care." European Cardiology Review 12, no. 1 (2017): 52. http://dx.doi.org/10.15420/ecr.2017:2:2.
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Atrial fibrillation (AF) is a common cardiac arrhythmia with significant clinical outcomes, and is associated with high medical and social costs. AF is complicated for patients because of its specialised terminology, long-term adherence, symptom monitoring, referral to specialty care, array of potential interventions and potential for adversity. Health literacy is a frequently under-recognised, yet fundamental, component towards successful care in AF. Health literacy is defined as the capacity to obtain, process and understand health information, and has had markedly limited study in AF. However, health literacy could contribute to how patients interpret symptoms, navigate care, and participate in treatment evaluation and decision-making. This review aims to summarise the clinical importance and essential relevance of health literacy in AF. We focus here on central aspects of AF care that are most related to self-care, including understanding the symptoms of AF, shared decision-making, adherence and anticoagulation for stroke prevention. We discuss opportunities to enhance AF care based on findings from the literature on health literacy, and identify important gaps. Our overall objective is to articulate the importance and relevance of integrating health literacy in the care of individuals with AF.
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Milner, Allison, Marissa Shields, and Tania King. "The Influence of Masculine Norms and Mental Health on Health Literacy Among Men: Evidence From the Ten to Men Study." American Journal of Men's Health 13, no. 5 (September 5, 2019): 155798831987353. http://dx.doi.org/10.1177/1557988319873532.
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Background: Adherence to masculine norms, such as self-reliance, has been thought to predict lower health literacy. Additionally, males with poor mental health may have low health literacy. Using two waves of the Ten to Men cohort, the current study examined whether masculinity and depressive symptomology explained three aspects of health literacy among men. Methods: Three subscales of the Health Literacy Questionnaire were used as the outcomes: Ability to find good health information; Ability to actively engage with healthcare providers, and Feeling understood and supported by healthcare providers. Exposures were masculine norms, measured by the Conformity to Masculine Norms Inventory (CMNI-22), and depressive symptoms, measured by the Patient Health Questionnaire (PHQ). We controlled for confounders of the relationship between exposure and outcome. Ordinary least squares regression was used to assess the CMNI and depressive symptoms (measured in Wave 1) on health literacy (measured in Wave 2). Results: Across all three health literacy scales, increased global conformity to masculine norms was associated with a decrease in health literacy. Moderate-to-severe depressive symptoms were likewise associated with a decrease in health literacy on all three scales, with the effects particularly strong for “Ability to engage with healthcare providers” (coef. −1.54, 95% CI [−1.84, −1.24], p value < .001). Conclusions: The results of this article highlight that both conformity to masculine norms and depressive symptoms may be predictors of health literacy among men. The results of this study suggest the need for health literacy media campaigns that address the complexities of gendered help-seeking behaviors. Trial registration: Not applicable.
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Marcella, Rita, and Gobinda Chowdhury. "Eradicating information poverty: An agenda for research." Journal of Librarianship and Information Science 52, no. 2 (October 14, 2018): 366–81. http://dx.doi.org/10.1177/0961000618804589.
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Information poverty remains a critical issue for societies today. The literature of information poverty is reviewed tracking its origins in library and information science and the various approaches that have been taken to tackling information poverty, including international development programmes such as the Global Libraries Initiative, working response to the UN’s Sustainable Development Goals, the importance of access to health information and so on. The paper sets out themes that emerged in a roundtable discussion of library and information science academics in 2017. Discussion centred on: definitions of information poverty which reflect the wide variety of ways in which it is possible to be information poor; literacy and information literacy; the ways in which information can reduce poverty and disadvantage; library and information science initiatives to tackle information poverty; and information poverty in the context of social justice. The group agreed that there was a major piece of work to be done in reframing the library and information science discipline in terms of information poverty. Four key dimensions of information poverty for collaborative future research are: (1) information as an agent to eradicate poverty; (2) the causal factors resulting in information poverty; (3) creation and production activities to combat information poverty; and (4) better understanding of areas of extreme disadvantage and aspects of information need. A list of the key causal factors in creating information poverty which came out of the discussion is presented. Further research initiatives are underway for setting up a partnership/consortium that would lay the foundations for a multidisciplinary network on information poverty, sharing expertise internationally.
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Burton, Jenny M., Karla N. Washington, and Maureen Samms-Vaughan. "Parent Report of Communication Skills of Jamaican Children With Autism Spectrum Disorder: A Pilot Study." Communication Disorders Quarterly 41, no. 1 (March 19, 2018): 54–66. http://dx.doi.org/10.1177/1525740118760816.
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Most research related to communication skills in children with autism spectrum disorder (ASD) has been obtained from monolingual English-speaking children from high-income countries. Based on questionnaires completed by parents, this pilot study aimed to describe the communication characteristics of six children with ASD living in Jamaica. Parents had concerns about their child’s speech intelligibility, expressive language, and social communication. All children were reported to speak using Standard Jamaican English (SJE). Exposure to SJE and Jamaican Creole (JC) was reported by half of the parents. Emergent literacy was considered a relative strength. All parents reported that their child could recite the alphabet and identify some letters and that family members also helped their child print and read letters or words. Other aspects of the home literacy environment and early literacy skills were varied. Information from this group provides some insights into communication skills in children with ASD from Caribbean backgrounds.
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Rudyakov, A. N. "Linguistic Functionalism as a Basis for the Formation of Reading Literacy." Uchenye Zapiski Kazanskogo Universiteta. Seriya Gumanitarnye Nauki 162, no. 5 (2020): 89–100. http://dx.doi.org/10.26907/2541-7738.2020.5.89-100.
Full textAbstract:
The theoretical and applied aspects of linguistics associated with the use of the functional approach were studied. The analysis of the interrelated problems of the formation and development of functional literacy, reading literacy, as well as perception and understanding of the text was carried out taking into account the principles of studying and describing linguistic phenomena outlined in the earlier own publications. The text was described as a major object of Russian philology at the present stage and as an instrument of social interaction, which is structurally determined by its function. The obtained results confirm the relevance of the problem of studying the patterns of perception and understanding the text as an integral object rather than a source of linguistic units of different tiers. The functional definition of the text was introduced, thereby making it possible to supplement the educational practice with a methodology of work that takes into account the need to develop students’ skills and abilities associated with the conscious and systematic extraction of information from texts of various kinds and the use of this information in their activities.
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Martzoukou, Konstantina, and Elham Sayyad Abdi. "Towards an everyday life information literacy mind-set: a review of literature." Journal of Documentation 73, no. 4 (July 10, 2017): 634–65. http://dx.doi.org/10.1108/jd-07-2016-0094.
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Purpose Information literacy (IL) within the everyday life context is regarded as an important condition for civic participation and engagement, informed citizenship, health and well-being. However, compared to the significant amount of IL research within educational and workplace settings, there has been relatively little research in relation to the value of IL within everyday life situations. The purpose of this paper is to explore existing empirical research that addresses aspects of IL within the context of everyday life, identifying current gaps in the literature, highlighting key theoretical positions, and mapping trends. Design/methodology/approach The review has been conducted in the form of a scoping study that aims to map the key concepts underpinning this research area and the main sources and types of evidence available. It is based on journal literature reporting primary research, published from 2000 to 2016 and sourced from a range of different databases covering IL research. Findings IL practices take place within diverse everyday life contexts. The key research directions have been categorised into four broad contextual areas, encompassing leisure and community activities, citizenship and the fulfilment of social roles, public health and critical life situations. These point to the need for developing an IL mind-set which is discussed as an adaptive, transferable and ongoing activity that transgresses the boundaries of prescribed skills within the specific contexts of work and education. Originality/value This research area is still in its infancy and more varied contexts need to be explored to nurture a robust understanding of the use and impact of IL in people’s everyday lives. The paper also highlights the implications of the lack of IL and identifies the key players in the advocacy of IL within different everyday life settings.
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Kaprisma, Hendra. "PSYCHOLOGICAL OPERATIONS: FROM THE COMMUNICATION, MEDIA, PROPAGANDA, AND SOCIAL-CULTURE PERSPECTIVE." Jurnal Pertahanan: Media Informasi ttg Kajian & Strategi Pertahanan yang Mengedepankan Identity, Nasionalism & Integrity 6, no. 2 (August 11, 2020): 225. http://dx.doi.org/10.33172/jp.v6i2.492.
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<p>This millennial era that is inseparable with technological advancement, the role of media and communication become more crucial. Those two components shape up and influence human psychological development. Media and communication are two aspects that intertwined from both good and bad influence. Those good and bad stigmas are also inseparable from propaganda. The strength of propaganda depends on whether or not the socio-cultural element is accurately used to deliver the selected message. Sciences regarding social system have become more important because it is related to potential target to support the psychological operations. The psychological operations consisted of delivering a particular message or information through selected media (product) to influence or modify the behavior of the receiver (target audience). In the context of national resilience, <em>astagatra</em> is also known as one of the aspects that influence the success of psychological operations. Therefore, this paper will discuss the study of psychological operations from several disciplines such as communication, media, propaganda, and socio-cultural perspective. The study regarding history and development of psychological operations will be explained using critical-literacy methods strengthened by literature review. This research finds that psychological operations are one of the ways that shown to influence human mindset and trait, or behavior to a specific target audience that supported by intertwining aspects such as communication, media, propaganda, and socio-cultural aspects that significant to the success of psychological operations of a particular country.</p>
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DE OLIVEIRA SOUZA, LEANDRO, CELI ESPASANDIN LOPES, and NOLEINE FITZALLEN. "CREATIVE INSUBORDINATION IN STATISTICS TEACHING: POSSIBILITIES TO GO BEYOND STATISTICAL LITERACY." STATISTICS EDUCATION RESEARCH JOURNAL 19, no. 1 (February 29, 2020): 73–91. http://dx.doi.org/10.52041/serj.v19i1.120.
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Statistics education has the potential to assist students to develop their identities and engage in problems and social contexts that assist in empowering them to act politically in the future. The actions and narrative reported in this paper seek to identify the way in which teachers could develop and implement statistical inquiries that utilize aspects of creative insubordination to enhance student learning experiences. This paper reports on two students who were supported to produce information and act politically on a problem founded in their social and cultural context. Reported practices in this research involved inquiry tasks that promoted collaborative exploration of ideas, data analysis, and reporting. Results evidence that teaching statistics through projects that focus on the development of political actions, Creative Insubordination, have the potential to improve students’ statistical skills. As a consequence, the students were able to go beyond being data producers and data consumers to being statisticians and political activists, a shift necessary for students to understand how data can be used to transform their lives and those of others.
First published February 2020 at Statistics Education Research Journal Archives
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Dewi, Citra Ayu, Pahriah Pahriah, and Ary Purmadi. "The Urgency of Digital Literacy for Generation Z Students in Chemistry Learning." International Journal of Emerging Technologies in Learning (iJET) 16, no. 11 (June 4, 2021): 88. http://dx.doi.org/10.3991/ijet.v16i11.19871.
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Chemistry learning is faced with problems that emphasize students' difficulty in learning the basic chemistry concepts to become increasingly difficult and less meaningful. Digital literacy can understand chemistry concepts and develop critical thinking skills because digital literacy emphasizes reading, writing, understanding, evaluating, communicating, and using the information in different formats. This research aims to determine the role and urgency of digital literacy for generation Z students in chemistry learning. This research is descriptive qualitative research. The research subjects were chemistry education students of FSTT of Universitas Pendidikan Mandalika. In this study, there were two types of data; primary and secondary data. The primary data was collected through direct observation and interviews. Secondary data was collected through the literature review. The results showed that digital literacy is needed in chemistry learning by focusing on the needs of Generation Z students in accessing the internet as a medium to promises ease of community connectivity, starting from how to communicate, collaborate, be creative, solve problems, make decisions, and consume information. In chemistry learning, digital technology can help improve chemistry teaching quality in technical, cognitive, and social aspects. Also, digital technology has become necessary in chemistry learning because it can help students learn better with various ICT-enabled features that can motivate understanding of chemistry concepts and reduce cognitive memory load when studying ICT-based chemistry. Thus, digital literacy is urgent for Generation Z students in chemistry learning.
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Alamsyah, Feri Ferdinan, Diana Amaliasari, and Imani Satriani. "TINGKAT KEPERCAYAAN KHALAYAK TERHADAP PEMBERITAAN DI MEDIA MASSA DI KOTA BOGOR (Pengembangan Media Literasi Pada Khalayak)." Jurnal Komunikasi Pembangunan 16, no. 2 (June 25, 2018): 266–73. http://dx.doi.org/10.29244/jurnalkmp.16.2.266-273.
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The magnitude of the influence of the dissemination of information in the mass media to the audience, makes the audience should be accustomed to doing media literacy. In the concept of media literacy, a good culture of media is to look at aspects of the level of public trust in information in the mass media. The purpose of this study is to determine the level of public confidence in the news in the mass media. This study uses descriptive quantitative correlational methods. The population in this study were students who enrolled in the city of Bogor, determining the sample using incidental sampling techniques. Khalayak agreed (76.9 percent) that they knew new information from the mass media. By receiving information from the mass media, respondents can add insight related to information displayed in the mass media. On the other hand, the more they receive a lot of information from the mass media, the respondents understand if the news displayed in the mass media is not always objective, some of which benefit certain parties. Therefore, respondents felt the need to know the same news in different mass media. A total of 54.4 percent agreed that respondents believed more in the information conveyed by mass media than social media.
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Webkamigad, Sharlene, Wayne Warry, Melissa Blind, and Kristen Jacklin. "An Approach to Improve Dementia Health Literacy in Indigenous Communities." Journal of Cross-Cultural Gerontology 35, no. 1 (December 18, 2019): 69–83. http://dx.doi.org/10.1007/s10823-019-09388-2.
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AbstractThis project aims to improve health literacy in Indigenous communities through the development of evidence-based culturally relevant health promotion materials on dementia that bridge the gap between Indigenous and Western perspectives of the illness. The research team worked in partnership with Health Canada’s First Nations and Inuit Home and Community Care Program (FNIHCC) and consulted with Indigenous elders to utilize a two-eyed seeing framework that draws upon Indigenous knowledge and Western biomedicine. A consolidated review of materials and research involving Indigenous perspectives of Alzheimer’s and age-related dementias led to the development of two culturally appropriate fact sheets. Two Indigenous-specific fact sheets were developed “What is Dementia? Indigenous Perspectives and Cultural Understandings” and “Signs and Symptoms of Dementia: An Indigenous Guide.” The fact sheets prioritize Indigenous knowledge and pay particular attention to Indigenous languages, diverse Indigenous cultures, and literacy levels. The content uses phrasing and words from Indigenous people involved in the research to share information. Biomedical concepts and words were included when necessary but language or presentation of these aspects were often modified to reflect Indigenous conceptualizations. This project provides a foundation for evidence-based knowledge translation in relation to cultural safety in dementia care. Specifically, the researchers outline how health care providers can develop culturally appropriate health promotion material, thus increasing Indigenous cultural understandings of dementia and health literacy.
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Tai, Yaming, Yu-Liang Ting, and Teng-Hui Tseng. "A Proposed Cohesive Use of Online Discussion Board from the Aspects of Instructional and Social Interactions in Engineering Education." International Journal of Online Pedagogy and Course Design 8, no. 3 (July 2018): 33–44. http://dx.doi.org/10.4018/ijopcd.2018070103.
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This article uses instructional and social interactions in the current era of networked learning as a conceptual metaphor to guide the design of engineering learning practice. Because of students' digital literacy and their customary means of acquiring information and peer-to-peer interaction, researchers have also explored the potentials of implementing social networks for student learning. This article values these two trends and explores how both mechanisms can be implemented in an engineering course. The topics delivered to students should be based on the needs of daily life. In addition, students in online discussion board-related learning are introduced to discussing their works. A learning activity design is proposed with the aim of providing a richer understanding of the interactional relationship between instructional and social interactions regarding the use of online discussion boards. The main findings reveal the importance of re-designing the online discussion board to bridge students' study between in-class and out-of-class discussion.
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Puspitasari, Ira, Shukor Sanim Mohd Fauzi, and Cheng-Yuan Ho. "Factors Driving Users’ Engagement in Patient Social Network Systems." Informatics 8, no. 1 (February 9, 2021): 8. http://dx.doi.org/10.3390/informatics8010008.
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Participatory medicine and e-health help to promote health literacy among non-medical professionals. Users of e-health systems actively participate in a patient social network system (PSNS) to share health information and experiences with other users with similar health conditions. Users’ activities provide valuable healthcare resources to develop effective participatory medicine between patients, caregivers, and medical professionals. This study aims to investigate the factors of patients’ engagement in a PSNS by integrating and modifying an existing behavioral model and information system model (i.e., affective events theory (AET) and self-determination theory (SDT)). The AET is used to model the structure, the affective aspects of the driven behavior, and actual affective manifestation. The SDT is used to model interest and its relations with behavior. The data analysis and model testing are based on structural equation modeling, using responses from 428 users. The results indicate that interest and empathy promote users’ engagement in a PSNS. The findings from this study suggest recommendations to further promote users’ participation in a PSNS from the sociotechnical perspective, which include sensitizing and constructive engagement features. Furthermore, the data generated from a user’s participation in a PSNS could contribute to the study of clinical manifestations of disease, especially an emerging disease.