scholarly journals Rethinking Social and Economic Development: Promoting Digital Literacy

10.28945/2684 ◽  
2003 ◽  
Author(s):  
Shahram Amiri
Keyword(s):  
Digital Divide ◽  
Information Literacy ◽  
Digital Literacy ◽  
Life Experience ◽  
Literacy Skills ◽  
Collaborative Effort ◽  
Gender And Education ◽  
Social And Economic Development ◽  
The World ◽  
Information Literacy Skills

Today’s digital divide that separates the “haves” and the “have nots” is attributed in part to geography, race, income, employment, age, gender, and education. Not only do some segments of the population remain unconnected, but these sectors also have no desire to connect. Thus, the connected portions of the world must create an urge and necessity to connect so that even the most remote location can access the same information as countries with technological enrichment. The first step towards worldwide connectivity involves worldwide understanding, achieved through information literacy, therefore allowing each person to become an independent, self-sufficient user. These characteristics lead to a better education, where the user can reap the benefits of schooling and life experience because of information literacy skills. The most important reward is an overall improved life where the Internet no longer separates people, but instead brings them together for work, communication, and leisure. These goals can only be accomplished through a collaborative effort involving both those connected, and those not connected. Without cooperation from both sides, the digital divide will continue existing.

scholarly journals COVID-19 MISINFORMATION: HOW DOES SCIENTIFIC INFORMATION LITERACY PREVENT IT?

2021 ◽  
Vol 8 (1) ◽  
pp. 39-76
Author(s):  
Muhammad Retsa Rizaldi Mujayapura ◽  
Karim Suryadi ◽  
Sardin Sardin
Keyword(s):  
Information Literacy ◽  
Digital Literacy ◽  
Scientific Literacy ◽  
Scientific Information ◽  
Thinking Skills ◽  
Literacy Skills ◽  
Critical Thinking Skills ◽  
The Public ◽  
Information Literacy Skills ◽  
News Literacy

This article aims to examine the importance of information literacy and scientific literacy skills to prevent exposure to misinformation in the midst of the Covid-19 pandemic. Believing in misinformation encourages behaviour that is detrimental to individuals and groups due to anxiety, fear, uncertainty, and a lack of critical thinking skills. This study uses a qualitative approach with a systematic literature review (SLR) method. Through the SLR method, this article uses various sources of empirical research by collecting data and information to analyze elements in information literacy and scientific literacy that can identify misinformation. Information literacy is considered to be more useful in preventing belief in misinformation compared to the concepts of digital literacy, media literacy, and news literacy. Information literacy skills with information verification, and supported by scientific literacy with intellectual virtue, can recognize misinformation about COVID-19 so that it can prevent individuals from believing in misinformation that can result in errors of action. Scientific information literacy needs practical intervention to the public, one of which is through the role of educational institutions.

scholarly journals Profil Literasi Informasi Pustakawan Indonesia

2016 ◽  
Vol 12 (1) ◽  
pp. 1 ◽  
Author(s):  
Arief Wicaksono
Keyword(s):  
Information Literacy ◽  
Digital Literacy ◽  
Personal Development ◽  
Computer Literacy ◽  
English Language ◽  
Educational Background ◽  
Literacy Skills ◽  
External Factors ◽  
Information Literacy Skills ◽  
Internal And External Factors

Information literacy is one of the competencies of the library profession. Information literacy is needed in the work of librarianship. Reference service, the key determinant of library status in the society, requires competencies in information literacy. The purpose of this study is to find out how librarians in Indonesia meet the requirement of information literacy competencies and what factors affect the mastery of information literacy. This study is a qualitative research with literature survey. Based on the existing literature, the hypothesis was developed that librarians of Indonesia have information literacy skills if their personal development are supported by both internal and external factors. Internal factors comprise motivation (encouragement of work, efforts to achieve success, material and non-material motivation), attitudes towards the profession (job satisfaction, professional satisfaction, and organizational commitment), and other knowledge-skill-attitude (knowledge, computer literacy, digital literacy, and English language skills), educational background, and level of education. While external factors include availability of computers and Internet network, library policy to support the development of information literacy of librarians.

scholarly journals 21st Century Skills for Sustainable Education: Prediction Level of Teachers’ Information Literacy Skills on Their Digital Literacy Skills

2021 ◽  
Vol 12 (1) ◽  
pp. 85-101
Author(s):  
Seda Gündüzalp
Keyword(s):  
Information Literacy ◽  
Digital Literacy ◽  
Structural Equation ◽  
Literacy Skills ◽  
Equation Modeling ◽  
Cluster Sampling ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Information Literacy Skills ◽  
The Relationship

Abstract The current digital environment offers a unique access opportunity to information, tools, and sources for teachers to educate and teach using digital. It is vital for teachers, who have important roles to raise future generations, to have information literacy and digital literacy skills. It is essential that teachers who educate individuals raised with a technology called the Z generation to have both, information literacy and digital literacy skills. Within this context, the present study aims to define the relationship between information literacy skills and digital literacy skills of teachers in the age of digitalization, in which the transformation has been experienced in the education sector. A cross-sectional survey was used within this study, which was prepared according to the quantitative research paradigm. The research includes random and disproportionate cluster sampling methods and focuses on teachers who worked in a preschool, or in primary, secondary and high schools in the Eastern and Southeast Anatolia Regions in the 2018–2019 academic year. Structural equation modeling was used to determine to what extent teachers’ information literacy skills predict their digital literacy skills. The relationship between the teachers’ information literacy and digital literacy skills was calculated using Pearson product-moment correlation coefficient, and the frequency, percentage, arithmetic mean, and standard deviation values of the data collected from teachers through scales were calculated. As a result of the analysis, one of the results is that the teachers’ information literacy skills affect their digital literacy skills positively.

Information literacy for visually impaired teachers in Pakistan

2016 ◽  
Vol 50 (1) ◽  
pp. 14-22
Author(s):  
Arif Khan ◽  
Haroon Idrees ◽  
Ali Asghar ◽  
Urrehman Aziz
Keyword(s):  
Information Literacy ◽  
Visually Impaired ◽  
Personal Responsibility ◽  
Literacy Skills ◽  
School Teachers ◽  
Disadvantaged Community ◽  
Blind And Visually Impaired ◽  
Visually Impaired People ◽  
The World ◽  
Information Literacy Skills

There are more than 285 million blind and visually impaired people in the world, 90% of whom live in developing countries. The purpose of this paper is to present the findings of a study on visually impaired school teachers in Pakistan in order to examine how they identify, explore, select, organize, create, present, assess and apply information (IFLA’s Information Literacy Empowering Eight model) in teaching and everyday life. Interviews were conducted in January 2015 with 55 visually impaired teachers in 10 schools for the blind located in the province of Khyber PukhtunKhwa, Pakistan. The study also explores their ability to find, evaluate, and apply pedagogical information. Collected data revealed information on different aspects of information literacy skills. Although basic skills of the studied population were assessed; the study found that visually impaired teachers are highly skilled in terms of organizing the information and they prefer to take personal responsibility while searching for required information. They were found less skilled in using and apply new tools for information searching and lacking in ability to present the data effectively. This is the first research on the information literacy skills of visually impaired teachers in Pakistan. Results are useful for planners and experts to integrate IFLA’s E8 model of information literacy into several courses taught at the blind schools in order to enable the disadvantaged community to benefit from the information literacy skills.

scholarly journals Information literacy skills on the go

2018 ◽  
Vol 12 (1) ◽  
pp. 118 ◽  
Author(s):  
Alice Schmidt Hanbidge ◽  
Tony Tin ◽  
Nicole Sanderson
Keyword(s):  
Information Literacy ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Future Directions ◽  
Second Stage ◽  
Mobile Information ◽  
Information Literacy Skills ◽  
Learning Development ◽  
Stage Analysis ◽  
Literacy Tool

Students’ understanding and integration of information literacy (IL) skills are fundamental to higher education and lifelong learning.  Development and implementation of thirteen mobile lessons application (http://renmil.ca/ ) in the Mobile Information Literacy Tool (MIL) was the result of a unique collaboration between faculty and the library. Lessons demonstrated how to locate, evaluate, and use information effectively. Mixed methods pilot study findings (Hanbidge, Sanderson, & Tin, 2015) informed the Canadian project’s second stage analysis to determine fluency in digital literacy skills and testing of the MIL tool. One hundred and twenty-eight undergraduate Arts students from eight different classes majoring in psychology, social work, English or social development studies participated in the study to determine the effectiveness of using mobile technology to enhance their IL skills.  Preliminary successes and experiences with overcoming the barriers to support anytime, anywhere student mobile information literacy training are discussed and future directions are recommended. 

Information Literacy Practices Using Active Teaching-Learning Methodologies in Higher Education

2021 ◽  
pp. 124-144
Author(s):  
Cristina Marchetti Maia ◽  
Ariadne Chloe Furnival
Keyword(s):  
Information Literacy ◽  
Literacy Practices ◽  
Literacy Skills ◽  
Learning Approaches ◽  
Active Teaching ◽  
Literacy Initiatives ◽  
The World ◽  
Information Literacy Skills ◽  
Teaching Learning ◽  
Positive Results

Libraries play a fundamental pedagogical role in teaching information literacy skills which include the use of digital tools that take into consideration user rights and duties, a commitment to the cultural collective, the development of an understanding of the current information scenario, and the constant transformations that occur within it. Based on a literature review, this chapter aims to describe and comprehend active teaching-learning approaches used in information literacy initiatives in HE institutions around the world, where the adoption of such innovative approaches can deliver positive results and ensure greater effectiveness in student learning.

scholarly journals Information literacy skills on the go

2018 ◽  
Vol 12 (1) ◽  
pp. 118
Author(s):  
Alice Schmidt Hanbidge ◽  
Tony Tin ◽  
Nicole Sanderson
Keyword(s):  
Information Literacy ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Future Directions ◽  
Second Stage ◽  
Mobile Information ◽  
Information Literacy Skills ◽  
Learning Development ◽  
Stage Analysis ◽  
Literacy Tool

Students’ understanding and integration of information literacy (IL) skills are fundamental to higher education and lifelong learning.  Development and implementation of thirteen mobile lessons application (http://renmil.ca/ ) in the Mobile Information Literacy Tool (MIL) was the result of a unique collaboration between faculty and the library. Lessons demonstrated how to locate, evaluate, and use information effectively. Mixed methods pilot study findings (Hanbidge, Sanderson, & Tin, 2015) informed the Canadian project’s second stage analysis to determine fluency in digital literacy skills and testing of the MIL tool. One hundred and twenty-eight undergraduate Arts students from eight different classes majoring in psychology, social work, English or social development studies participated in the study to determine the effectiveness of using mobile technology to enhance their IL skills.  Preliminary successes and experiences with overcoming the barriers to support anytime, anywhere student mobile information literacy training are discussed and future directions are recommended. 

Meeting the Information Literacy Skills of Diverse Primary School Pupils Through the School Libraries

2011 ◽  
Vol 4 (3) ◽  
pp. 117-122 ◽  
Author(s):  
Nwachukwu V. N. Nwachukwu V. N. ◽  
◽  
ESKAY, M. Eskay, M. ◽  
Ifeanyichukwu, J.N. Ifeanyichukwu, J.N.
Keyword(s):  
Primary School ◽  
Information Literacy ◽  
School Libraries ◽  
Literacy Skills ◽  
Information Literacy Skills ◽  
Primary School Pupils

scholarly journals Improving nurses’ readiness for evidence-based practice in critical care units: results of an information literacy training program

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Jamileh Farokhzadian ◽  
Somayeh Jouparinejad ◽  
Farhad Fatehi ◽  
Fatemeh Falahati-Marvast
Keyword(s):  
Critical Care ◽  
Training Program ◽  
Information Literacy ◽  
Intervention Group ◽  
Literacy Skills ◽  
Evidence Based ◽  
Control Groups ◽  
Critical Care Units ◽  
Literacy Training ◽  
Information Literacy Skills

Abstract Background One of the most important prerequisites for nurses’ readiness to implement Evidence-Based Practice (EBP) is to improve their information literacy skills. This study aimed to evaluate the impact of a training program on nurses’ information literacy skills for EBP in critical care units. Methods In this interventional study, 60 nurses working in critical care units of hospitals affiliated to Kerman University of Medical Sciences were randomly assigned into the intervention or control groups. The intervention group was provided with information literacy training in three eight-hour sessions over 3 weeks. Data were collected using demographic and information literacy skills for EBP questionnaires before and 1 month after the intervention. Results At baseline, the intervention and control groups were similar in terms of demographic characteristics and information literacy skills for EBP. The training program significantly improved all dimensions of information literacy skills of the nurses in the intervention group, including the use of different information resources (3.43 ± 0.48, p < 0.001), information searching skills and the use of different search features (3.85 ± 0.67, p < 0.001), knowledge about search operators (3.74 ± 0.14, p < 0.001), and selection of more appropriate search statement (x2 = 50.63, p = 0.001) compared with the control group. Conclusions Nurses can learn EBP skills and apply research findings in their nursing practice in order to provide high-quality, safe nursing care in clinical settings. Practical workshops and regular training courses are effective interventional strategies to equip nurses with information literacy skills so that they can apply these skills to their future nursing practice.

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