scholarly journals Development of a framework for digital literacy

2019 ◽  
Vol 47 (2) ◽  
pp. 91-105 ◽  
Author(s):  
Julia Feerrar
Keyword(s):  
Focus Groups ◽  
Digital Literacy ◽  
Task Force ◽  
Communication Technologies ◽  
Information Communication ◽  
Content Type ◽  
Written Responses ◽  
Group Feedback ◽  
Competency Area

Purpose Institutions seeking to develop or expand digital literacy programs face the challenge of navigating varied definitions for digital literacy itself. In answer to this challenge, this paper aims to share a process for developing a shared framework for digital literacy at one institution, including drawing on themes in existing frameworks, soliciting campus feedback and making revisions. Design/methodology/approach A draft digital literacy framework was created following the work of an initial library task force. Focus groups were conducted to gather feedback on the framework and to identify areas for future development. Findings Focus groups yielded 38 written responses. Feedback themes related to gaps in the framework, structural suggestions and common challenges for learners. Themes in focus group feedback led to several framework revisions, including the addition of Curation as a competency area, the removal of information communication technologies as its own competency area, and the inclusion of Learner rather than Student at the center of the framework. Practical implications The approaches described in this case study can be adapted by those looking to create a shared framework or definition for digital literacy on their campuses, as well as to create or revise definitions for other related literacies. Originality/value This case study presents an adaptable process for getting started with broad digital literacy initiatives, within the context of existing digital literacy frameworks worldwide.

A critical approach to trade-based money laundering

2014 ◽  
Vol 17 (2) ◽  
pp. 230-242 ◽  
Author(s):  
Melvin R.J. Soudijn
Keyword(s):  
Money Laundering ◽  
Task Force ◽  
Critical Approach ◽  
Content Type ◽  
Traded Goods ◽  
True Value ◽  
Police Investigations ◽  
Financial Action Task

Purpose – The purpose of this paper is to broaden the discussion on trade-based money laundering (TBML). The literature is too narrowly focused on the misrepresentation of the value, quantity or quality of the traded goods. This focus leads to the analysis of price anomalies as a signal of over- or under-invoicing. However, TBML can also occur without manipulation of these factors. Design/methodology/approach – A review of the literature and case study of police investigations. Findings – Financial action task force (FATF) definitions are seriously flawed. The question of whether detecting TBML on the basis of statistical trade data is effective should be much more open to debate. Police investigations show that goods are shipped at their true value within the context of TBML. Research limitations/implications – Using outliers to identify and act on cases of TBML has often been propagated, but scarcely been used to actually show TBML. Real findings are needed. Practical implications – Goods intended for TBML can also be paid for in cash. These cash payments are often out of character with the normal clientele. This should alert companies and compliance sections of banks alike. Originality/value – The critique on the FATF definition opens the field for a more fitting definition. The description of actual TBML cases makes it possible to better understand this method of money laundering.

An Interactive Ecosystem of Digital Literacy Services

2015 ◽  
Vol 8 (2) ◽  
pp. 13-31
Author(s):  
José Eder Guzmán-Mendoza ◽  
Jaime Muñoz-Arteaga ◽  
Ángel Eduardo Muñoz-Zavala ◽  
René Santaolaya-Salgado
Keyword(s):  
Digital Divide ◽  
Information And Communication Technologies ◽  
Digital Literacy ◽  
New Technologies ◽  
Knowledge Society ◽  
Communication Technologies ◽  
Economic Changes ◽  
Information And Communication ◽  
Educational Paradigm

Knowledge Society (KS) is influenced by Information and Communication Technologies (ICT), economic changes, political, cultural and social concepts allowing access to other levels of welfare and progress. However, the differences in terms of access and ICT skills between different groups in society have created a problem of digital divide. To overcome this problem, models and strategies are required to achieve a greater impact on the population and that population can develop skills that enhance inclusion in the society knowledge. This work proposes an Interactive Ecosystem of digital literacy that aims to set a new educational paradigm approach to encourage different learning communities to uses new technologies of information and communication that allows them to be more competitive in today's world and thus shorten the digital divide. Finally, a case study is shown as an implementation of the ecosystem throughout an architectural model in the state of Aguascalientes, México.

Conceptions of digital libraries: an African perspective

2020 ◽  
Vol 36 (3) ◽  
pp. 231-247
Author(s):  
Christopher M. Owusu-Ansah
Keyword(s):  
Digital Library ◽  
Digital Libraries ◽  
Communication Technologies ◽  
Information Communication ◽  
African Countries ◽  
Content Type ◽  
Institutional Repositories ◽  
Development Agenda ◽  
Global Digital Divide ◽  
Library Development

Purpose The purpose of this paper was to explore African conceptions of digital libraries from the perspective of the historical literature. This paper argues that the concept of digital libraries is a western creation and that there was a need for developing societies to develop their own conceptions to guide their own digital library development agenda. Design/methodology/approach The paper is based on a literature review. The paper makes use of publicly-available literature on the theme of digital libraries from both the Western and African perspectives. The search terms used were “digital libraries”, “Africa digital libraries”, “electronic libraries”, “information communication technologies/libraries” and “institutional repositories”. A total of 89 publications were examined for this purpose. Findings The analysis revealed that most of the initial digital library initiatives in Africa emanated from the west with African countries benefiting from international initiatives to expand access to information resources to bridge the global digital divide. However, due to a number of contextual challenges such as lack of sustainable funding and inadequate capacity and strategy, the development of digital libraries was hampered. Thus, even though digital libraries enjoy considerable goodwill, there remain negative conceptions of digital libraries in Africa. Practical implications Information institutions in African countries must evolve a unified conception of digital libraries as this would largely drive the direction of digital library development towards achieving the developmental goals of the continent. Originality/value The study applies the attributes of innovation to explain contextual factors shaping African conceptions of digital libraries.

scholarly journals Developing high performance working through case study evidence

2018 ◽  
Vol 32 (2) ◽  
pp. 5-8
Author(s):  
Kirsteen Grant ◽  
Gillian A. Maxwell
Keyword(s):  
Focus Groups ◽  
Human Resource ◽  
Empirical Research ◽  
High Performance ◽  
Design Methodology ◽  
Content Type ◽  
Qualitative Case Studies ◽  
Human Resource Interventions ◽  
Depth Interviews

Purpose This paper aims to theoretically proffer and empirically evidence five inter-related high performance working (HPW) groupings of value to practitioners interested in developing HPW in their organizations. Design/methodology/approach The empirical research is based on three UK-based qualitative case studies. Data are drawn from nine in-depth interviews with managers (three from each case) and three subsequent focus groups (one in each case). Focus groups comprised six, eight, and four employee (non-manager) interviewees. Findings The empirical findings validate the theoretical importance of the five identified HPW groupings. More, they imply a number of relationships within and between the five groupings, confirming the need to view the groupings collectively and dynamically. Originality/value The five HPW groupings provide a foundation for further research to closely evaluate the dynamism within and across the groupings. They also offer practical types of human resource interventions and actions for practitioners to evaluate the strengths and weaknesses of HPW in their organizations.

A qualitative analysis of the digital literacy of arts education teachers in Chinese junior high and high schools

2016 ◽  
Vol 50 (1) ◽  
pp. 77-87 ◽  
Author(s):  
Pei Zhao ◽  
Heikki Kynäshlahti ◽  
Sara Sintonen
Keyword(s):  
Digital Media ◽  
Digital Literacy ◽  
Arts Education ◽  
Communication Technologies ◽  
Traditional Education ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Close Link ◽  
Arts Teachers ◽  
Study Designs

Information communication technologies and media have challenged traditional education and changed teachers’ thinking. These technologies present unique opportunities for supporting creativity, which is the key aim of learning in arts education. Despite the direct and close link between them and arts education, how to integrate these technologies into traditional education has long challenged government and educational experts. Teachers’ digital literacy has been regarded as an important part of information communication technologies-enabled education. Because an arts education uses more equipment than other types of education, it is more dependent on digital media. Thus, arts teachers’ digital literacy has directly affected their teaching, and has played an increasingly important role in education. This paper, having investigated eight Chinese arts teachers’ digital concepts and utilities in their teaching, explores digital literacy in arts teaching in China from different perspectives. It also offers recommendations for research into arts teachers’ digital literacy and arts education research in China for the future. Overall, this study designs a framework of factors for Chinese arts teachers’ digital literacy.

scholarly journals ICTs as the Bullring: A Case Study of the Rainbow Flag Incident in Cairo

2018 ◽  
Vol 4 (Summer) ◽  
pp. 80-93
Author(s):  
Lara Mansour
Keyword(s):  
Middle Class ◽  
Communication Technologies ◽  
The State ◽  
Information Communication Technologies ◽  
Main Role ◽  
Information Communication ◽  
Upper Middle Class ◽  
The One

In this paper I am studying an incident that started with a concert in one of Cairo’s upper middle class districts, and ended up with a crackdown on the LGBTIQA++ Community in Egypt. In that incident Information Communication Technologies (ICTs) played a main role of contesting positions and representations of state and LGBTIQA++ persons in Egypt. Through the following lines, I am trying to unfold the intricacies of ICTs usage among both the state apparatuses and representatives of their discourse online on the one hand, and the LGBTIQA++ people and allies narratives. And how is it that this very same space acted as a presence- and forced absence- for both. My study is based on personal interviews with members who were directly involved in these events.

Moving on the connectivity continuum: performing gender in times of constant connectivity

2018 ◽  
Vol 33 (7) ◽  
pp. 526-543
Author(s):  
Isabell Loeschner
Keyword(s):  
Gender Gap ◽  
Communication Technologies ◽  
Cultural Backgrounds ◽  
Content Type ◽  
Family Balance ◽  
Female Employees ◽  
And Gender ◽  
Work Family ◽  
Depth Interviews

Purpose Given the reality of expectations of constant connectivity with work anytime, anywhere, this paper aims to investigate the gendered implications of these new expectations in the workplace focusing on the gender gap in work connectivity as well as the reasons behind it. Design/methodology/approach This paper is based on a large cross-national mixed methods study, using a quantitative survey within one multinational technology company (N = 7,256) and 69 in-depth interviews with female employees from five different countries all employed by the case study organization, exploring the extent and reasons behind the gender gap in work connectivity. Findings New communication technologies enable us to work temporally and spatially flexibly by providing us the opportunity for constant work connectivity from anywhere, anytime. This paper finds that women across a diverse set of cultural backgrounds reject the possibility for work connectivity significantly more often than their male peers leading to a gender gap in connectivity and it brings to the fore how and why women negotiate their level of connectivity as they do. Originality/value This study contributes to the existing work-family-balance and gender workplace study literatures by statistically and qualitatively expanding our knowledge on the gender gap in work connectivity across multiple countries and cultural contexts and by dismantling a further mechanism that leads to the glass ceiling.

scholarly journals Beyond Apple Pies, Popsicles and Patriotism: Leveraging Digital Literacy to Unpack Matters of Race, Power, and Privilege

2021 ◽  
Vol 23 (3) ◽  
pp. 25-42
Author(s):  
Crystal Shelby-Caffey
Keyword(s):  
Preservice Teachers ◽  
Social Justice ◽  
Digital Literacy ◽  
Communication Technologies ◽  
Methods Course ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Digital Terrain ◽  
Literacy Methods ◽  
Do So

It is important for all educators, but especially those working in P-12 systems, to not only be prepared to navigate the digital terrain but to do so while taking a critical stance and encouraging students to critically examine and confront injustice. To that end, this article spotlights the work being done in a literacy methods course for preservice teachers. Consideration is given to efforts to engage preservice teachers in the integration of information communication technologies (ICTs) in ways that develop critical consciousness while promoting social justice and equity.

scholarly journals PRE-SERVICE TEACHERS’ CONCEPTIONS AND COMPETENCES ON DIGITAL LITERACY IN AN EFL ACADEMIC WRITING SETTING

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Salim Nabhan
Keyword(s):  
Critical Thinking ◽  
Academic Writing ◽  
Digital Literacy ◽  
Qualitative Data ◽  
Digital Culture ◽  
Information Communication ◽  
Safety Skills ◽  
Functional Skills ◽  
Online Safety

This case study seeks to examine pre-service teachers’ digital literacy conceptions in an EFL academic writing context. Despite the recent growth of research regarding general conceptions of digital literacy, little attention has been given to its conception focusing on EFL digital writing environment. To bridge the gap, this research offers a new perspective of the conception of digital literacy from the perspective of pre-service teachers in their academic writing setting. Also, the study aims to identify pre-service teachers’ competences concerning the predominant dimensions of digital literacy encompassing critical thinking, online safety skills, digital culture, collaboration and creativity, finding information, communication, and functional skills. This case study involved both quantitative and qualitative data taken from 107 pre-service teachers’ online questionnaires and one 5-member focus group discussion delivered to pre-service teachers taking Academic Writing subjects in English Language Education Department in an urban university in Indonesia. While thematic analysis was involved for qualitative data, the quantitative ones were analyzed using descriptive analyses. Emergent themes related to the conception of digital literacy in academic writing context included basic conception of digital literacy, competences related to digital literacy, awarness of the importance of digital literacy, and challenges of digital literacy. In general, the result of the study revealed that the pre-service teachers’ conceptions of digital literacy were principally associated with the narrow proficiency of utilizing online tools and technological devices and set aside a critical mindset. Further, in spite of the fact that most participating students were found to have lack of understanding of critical thinking and digital culture towards digital literacy, they appeared to possess the competencies of finding information, communication, and functional skills. Additionally, quantitative result of the pre-service teachers’ competences demonstrated that communication dimension was the highest of all with the mean value of 3.95, followed by online safety skills (3.87), finding information (3.79), critical thinking (3.77), functional skills (3.75), as well as collaboration and creativity (3.43). The lowest mean (3.40) belonged to digital culture dimension. The findings have important implications for developing digital literacy framework in an EFL academic writing.

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