scholarly journals EMPLOYERS DEMANDS ON E-SKILLS OF UNIVERSITY STUDENTS IN CONDITIONS OF DIGITAL ECONOMY

2018 ◽  
Vol 6 ◽  
pp. 146-151 ◽  
Author(s):  
Katarína Gašová ◽  
Tomáš Mišík ◽  
Zuzana Štofková
Keyword(s):  
Education System ◽  
Digital Literacy ◽  
Slovak Republic ◽  
Knowledge Society ◽  
Information And Communications Technology ◽  
Primary Sources ◽  
Digital Era ◽  
The People ◽  
Digital Skills ◽  
The University

The digital era is a society- and worldwide affair culminating in change in every sphere of people’s lives and life. The people of the Slovak Republic are not exempt. Modern trends that determine employers’ demands for digital literacy include the Digital Single Market, Industry 4.0, automation, and digitalization. The potential for usability of digital technologies depends on whether people can perceive their benefits, know how to handle them, and use them in practice. One of the prerequisites for an individual in the ‘information society’ or the ‘knowledge society’ is the acquiring, renewing and deepening of digital skills. Universities augment these processes. This paper analyses the primary sources of acquiring digital skills nationally and compares the digital skills of students from the University of Žilina. The proficient use of information and communications technology for problem solving, teamwork, and communication is the most required skill by employers. This study’s survey results suggest that the education system does not sufficiently reflect the current demands of a rapidly changing labor market. Also, the education system does not meet students’ expectations for e-skills acquired during their study and this result should be a matter of forthcoming discussions.

scholarly journals Summer schools in library service at Aberystwyth (1917-1928)

2015 ◽  
Vol 64 (6/7) ◽  
pp. 489-502 ◽  
Author(s):  
Julie Mathias
Keyword(s):  
50Th Anniversary ◽  
Primary Source ◽  
Primary Sources ◽  
Library Service ◽  
National Library ◽  
Content Type ◽  
The People ◽  
Information Studies ◽  
Summer Schools ◽  
The University

Purpose – The purpose of this paper is to investigate the courses in library service jointly developed and run by the University and the National Library of Wales in Aberystwyth, between 1917 and 1928. Design/methodology/approach – An historical approach is adopted and use has been made of relevant extant primary sources held in the National Library, as well as various notices and reports of the courses published in the journals of the time. Findings – Strong similarities between the Summer Schools in Library Service of 100 years ago and the degree programmes currently offered via distance learning by the Department of Information Studies have been indicated. Research limitations/implications – Due to the nature of the research and the reliance on the survival of primary source material, it has not been possible to trace a complete set of Directors’ Reports, which would have offered greater insight into the content of the later Summer Schools as well as the people who attended these courses. Originality/value – The year 2014 marks the 50th anniversary of the foundation of the College of Librarianship Wales, (which has evolved into the Department of Information Studies at Aberystwyth University). However, the roots of this educational establishment can be traced back nearly 50 years earlier to the University’s Summer Schools in library service. This is a largely unexplored subject but represents the first step towards the establishment of the current Department of Information Studies.

scholarly journals The implementation and embedding of digital skills and digital literacy into the curriculum considering the Covid-19 pandemic and the new SQE

2021 ◽  
Vol 15 (3) ◽  
pp. 119
Author(s):  
Matthew Carl ◽  
Louise Worsfold
Keyword(s):  
Digital Literacy ◽  
Incremental Learning ◽  
Library Service ◽  
Self Assessment ◽  
Learning Journey ◽  
Digital Skills ◽  
Student Cohorts ◽  
The Creation ◽  
Online Skills ◽  
The University

This paper focuses on the introduction of a new model of digital teaching and resource provision for the University of Law (ULaw) Library Service, during the Covid-19 pandemic. It details the processes and steps we took to achieve the three core aims of: a new mode of online skills delivery, the creation of self-directed, independent learners in the various student cohorts at the university and the creation of a flexible self-assessment platform to provide an incremental learning journey for both students and staff. This paper also highlights some of the challenges and difficulties we faced, arising from a project of this size and nature.

Thinking Skills in the Digital Era

2011 ◽  
pp. 1840-1845 ◽  
Author(s):  
Yoram Eshet
Keyword(s):  
User Interfaces ◽  
Digital Literacy ◽  
Cognitive Skills ◽  
Thinking Skills ◽  
Design Guidelines ◽  
Technical Ability ◽  
Digital Era ◽  
Digital Skills ◽  
Digital Environments ◽  
Fast Development

The fast development in digital technologies during the digital era confronts individuals with situations that require the utilization of an ever-growing assortment of technical, cognitive, and sociological skills that are necessary in order to perform and solve problems in digital environments. These skills have been termed in recent literature digital literacy (Bruce and Peyton, 1999; Gilster, 1997; Lenham, 1995; Pool, 1997; Swan, Bangert-Drowns, Moore-Cox, & Dugan, 2002; Tapscott, 1998). But unlike the common attitude toward this term in most of these papers, digital literacy is more than just the technical ability to operate digital devices properly; it comprises a variety of cognitive skills that are utilized in executing tasks in digital environments, such as surfing the Web, deciphering user interfaces, working with databases, and chatting in chat rooms. In fact, digital literacy has become a survival skill in the modern era: a key that helps users to work intuitively in executing complex digital tasks. In recent years, extensive efforts were made to describe and conceptualize the cognitive skills that users employ in digital environments (e.g., Burnett & McKinley, 1998; Cothey, 2002; Hargittai, 2002; Zins, 2000). Unfortunately, these efforts are usually local, focusing on a selected and limited variety of skills—mainly information-seeking skills (e.g., Marchionini, 1989; Zins)—and, therefore, they do not cover the full scope of the term digital literacy. Eshet (2004) has established a holistic conceptual model for digital literacy, arguing that it covers most of the cognitive skills that users and scholars employ while working in digital environments and, therefore, providing researchers and designers of digital environments with a powerful framework and design guidelines. This framework was derived from the analysis of large volumes of empirical and qualitative information regarding the behavior of users in digital environments. Its exclusive nature was discussed by Aviram and Eshet (in press), and its feasibility was tested by Eshet and Amichai-Hamburger (2004), who tested the performance of different groups of computer users with tasks that require the utilization of different digital skills. In these experiments they showed that the range of digital skills is restricted to the five skills discussed in the present paper. The present paper describes the major cognitive skills that comprise digital literacy, discusses their value in refining our understanding of how people interact in their work and in digital environments, and examines their application in improving communication among users, scholars, and designers of digital environments. The digital thinking skills that are discussed in the paper are the photovisual, reproductive, branching, informational, and socioemotional thinking skills. We suggest that these five digital thinking skills exist in every learner, but their volumes or magnitudes differ from person to person.

scholarly journals The Archive and the Digital Age: Field Notes from the Pedagogical Front

2019 ◽  
Vol 20 (35) ◽  
pp. 23-36
Author(s):  
Irena R. Makaryk ◽  
Ann Hemingway
Keyword(s):  
Digital Literacy ◽  
Historical Context ◽  
Digital Environment ◽  
Print Material ◽  
New Learning ◽  
Digital Skills ◽  
Field Notes ◽  
The University ◽  
Personal Understanding ◽  
Learning Laboratories

The digital environment in which the humanities are now firmly immersed has opened the door to innovative ways for students to interact with traditional formats such as archival and print material, and to develop a deep and personal understanding of topics and issues. Libraries, museums and archives are in the unique position of facilitating the creation of digital initiatives in the classroom by offering up their collections as “learning laboratories,” and by sharing their expertise in technology, information, and digital literacy as well as data management. Through active collaboration with course instructors, they can build bridges between their collections and the digital skills students need in order to embrace the new learning paradigm and to help lead them into the future. This paper outlines an archival-digital pilot launched in 2015 at the University of Ottawa, Canada. It situates the project in its historical context; details its early and subsequent iterations; and surveys the assumptions, challenges, surprises, and pleasures of introducing students to archival sources and to acquiring digital skills.

Unveiling the veiled: Wikipedia collaborating with academic libraries in Africa in creating visibility for African women through Art+Feminism Wikipedia edit-a-thon

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Scholastica Chizoma Ukwoma ◽  
Ngozi Eunice Osadebe ◽  
Victoria Nwamaka Okafor ◽  
Chinwe Nwogo Ezeani
Keyword(s):  
Digital Literacy ◽  
Academic Library ◽  
Data Gathering ◽  
Literacy Skills ◽  
Information And Communications Technology ◽  
African Women ◽  
Digital Content ◽  
Content Type ◽  
The People ◽  
Library Resources

Purpose This study aims to show that digital literacy can serve as a tool for effecting social change and highlights the achievements of an academic library in digital content creation using the Wikipedia platform. Design/methodology/approach The study adopted qualitative research method, Interview and document analysis were used for data gathering. Data gathered were analysed using content (conceptual) analysis. Findings Findings showed that the library has created or edited digital content for various categories of women, such as women in academia, industry and politics. These entries have received more than eight million views over a period of two years, which shows that the entries are being utilised. However, the editing exercise had been confronted with challenges such as accessing reliable citations in terms of the notability and verifiability policy of Wikipedia amongst others. Practical implications Currently, people rely more on online resources for their research, leaving physical library resources unused. Even, more students start their research online using Wikipedia. Thus, libraries could create visibility for their physical material using regularly visited sites like Wikipedia and its sister projects such as Wikidata; otherwise, these physical materials will remain invisible to the people that needed them. Originality/value Contributing to Wikipedia by creating a new entry or editing an existing one can help students to deepen their knowledge about a subject; Wikipedia editing may serve as an avenue for improving information literacy skills. Drawing from the theory of cyberfeminism as used in the study, information and communications technology has the potential to empower women and transform gender relations.

scholarly journals Digital Literacy and Digital Skills in University Study

2020 ◽  
Vol 9 (8) ◽  
pp. 52
Author(s):  
Galina Alexandrovna Аbrosimova
Keyword(s):  
Distance Education ◽  
Digital Literacy ◽  
Industrial Revolution ◽  
Digital Learning ◽  
Advantages And Disadvantages ◽  
Digital Era ◽  
Language Classes ◽  
Digital Skills ◽  
Insight Into ◽  
Shed Light

Recently, the digitalization phenomenon has been trending upwards globally. This term has occupied all spheres of our lives, including education. Along with global tendencies and calls of the Industrial Revolution, 4.0 national projects outlined by the president in the particular project “Digital economy” have provided many impulses to the Digitalization of education.This research paper is mainly devoted to exploring digital education and digital learning in Russia's realities today. The author utilizes the current situation with lockdown and, therefore, distance education and learning to try to shed light on some aspects of educational Digitalization. The article provides a theoretical discussion of the irreversibility and necessity of Digitalization of education, its components, stages, structure, advantages, and disadvantages; of what has been done and what is to be done in this field. The author also provides empirical data of studying Kazan Federal University students in foreign language classes during distance education and learning period. Remarkably, the article offers some insight into students’ readiness for the digital era, evaluating their digital literacy and digital skills and competencies, their motivation to keep on studying while on distance, their abilities to take responsibility for their learning as well as some issues challenging students during distance learning.

scholarly journals Digital Competence and Web Technologies: Analysis of a Research Project and its Instruments

10.28945/3245 ◽  
2008 ◽  
Author(s):  
Antonio Cartelli
Keyword(s):  
Digital Divide ◽  
Digital Literacy ◽  
Knowledge Society ◽  
Testing System ◽  
Digital Competence ◽  
Research Project ◽  
Web Technologies ◽  
Literacy Support ◽  
University Of Florence ◽  
The University

The paper reports on the features of the framework for digital literacy support and documentation, developed within a research project the author is working on, with some colleagues in other Italian universities. First a short introduction on the features of today society often called “knowledge society” is reported, and the problems of digital divide and digital literacy are discussed. Soon after the research project, planned and carried out under the coordination of the University of Florence, for the development of the instruments to be devoted to the construction of a digital competence is drafted. To let the reader better understand how the project situates in the panorama of today studies, a synthesis of the international works on those topics is described, with a special attention to the connections between them and the new generations’ digital basic skills. The description of the general features of the project and of the instruments the author hypothesized for the hitting of the attained results are then discussed, while paying attention to the information systems to be used for the creation of an online testing system and for the management of digital literacy bibliography. The paper ends with some considerations on the evolution of the project and the possible results from it as regards informing science.

More Christian Apocrypha

2012 ◽  
Vol 41 (3) ◽  
pp. 16-21
Author(s):  
Tony Burke
Keyword(s):  
New Testament ◽  
Old Testament ◽  
North American ◽  
English Language ◽  
Primary Sources ◽  
University Of Edinburgh ◽  
The University ◽  
First Time ◽  
Medieval Christianity

Scholars interested in the Christian Apocrypha (CA) typically appeal to CA collections when in need of primary sources. But many of these collections limit themselves to material believed to have been written within the first to fourth centuries CE. As a result a large amount of non-canonical Christian texts important for the study of ancient and medieval Christianity have been neglected. The More Christian Apocrypha Project will address this neglect by providing a collection of new editions (some for the first time) of these texts for English readers. The project is inspired by the More Old Testament Pseudepigrapha Project headed by Richard Bauckham and Jim Davila from the University of Edinburgh. Like the MOTP, the MCAP is envisioned as a supplement to an earlier collection of texts—in this case J. K. Elliott’s The Apocryphal New Testament (Oxford 1991), the most recent English-language CA collection (but now almost two decades old). The texts to be included are either absent in Elliott or require significant revision. Many of the texts have scarcely been examined in over a century and are in dire need of new examination. One of the goals of the project is to spotlight the abilities and achievements of English (i.e., British and North American) scholars of the CA, so that English readers have access to material that has achieved some exposure in French, German, and Italian collections.

PENGEMBANGAN MODUL PEMBELAJARAN PERANCANGAN SISTEM INFORMASI PADA MATERI PERANCANGAN TERSTRUKTUR BERBASIS TEKNOLOGI KOMPUTER

2019 ◽  
Vol 2 ◽  
Author(s):  
Marlina Marlina
Keyword(s):  
College Students ◽  
Computer Technology ◽  
Learning Method ◽  
Design Development ◽  
Structured Design ◽  
Learning Module ◽  
The People ◽  
Post Test ◽  
Analysis Design ◽  
The University

This research discussed the issue of the development of learning module based computer technology especially a powerpoint. This module is intended to help students receive the material that was delivered by lecturer especially design structured matter which currently learning module media shaped print and the contents of the text are form module so the university students ca not see the material . Based on these problems was built a module learning computer technology with a powerpoint . The reason the manufacture of the module was structured design material with a picture and a symbol of in designing a system so it needs to ease student visualiasi received mater learning. Method of development this module use the model ADDIE (analysis, design, development, implementation and evaluation). Results in this research validated by 2 ( two ) experts namely the people of material said 80% module very reasonable used without revision and media experts said 84% module very reasonable used without revision while results trial by college students by means of pre-test and post-test. The results obtained module very well be used.

On Advisor Education: Evaluating Departmental Training and Professional Development Practices of Academic Staff in a Japanese University

Relay Journal ◽  
2019 ◽  
pp. 271-291
Author(s):  
Huw Davies
Keyword(s):  
Professional Development ◽  
Academic Staff ◽  
Realist Evaluation ◽  
International Studies ◽  
Peer Observation ◽  
Research Issue ◽  
Training Aids ◽  
The People ◽  
The University ◽  
Initial Research

This study is an evaluation of the professional development (PD) programme for learning advisors employed in the self-access centre at Kanda University of International Studies in Japan. The research issue investigated was whether the PD activities of advisors allow them to provide appropriate support to students at the University. The implementation of policies, the people and the setting were all considered in building an understanding of what may make the programme work. The framework used to understand this programme is realist evaluation (Pawson & Tilley, 1997), in which theories related to the initial research issue were refined and developed to offer new perspectives. Results suggest that initial training aids advisors in supporting students, but that future implementation decisions are needed for the mentoring element of the programme and on whether more peer observation should take place. The implication that informal discussion among the workgroup and the freedom to choose personal PD journeys are fundamental drivers of effective practice is a finding that may be applied to other teacher and advisor education settings.

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