scholarly journals Assessing the Graphic Questionnaire Used in Digital Literacy Training

10.28945/4301 ◽  
2019 ◽  
Vol 16 ◽  
pp. 113-126
Author(s):  
Elena Maceviciute ◽  
Thomas D. Wilson ◽  
Zinaida Manžuch
Keyword(s):  
Data Collection ◽  
Digital Literacy ◽  
Skills Training ◽  
Small Scale ◽  
Elderly Persons ◽  
Socially Disadvantaged ◽  
Self Reports ◽  
Digital Skills ◽  
Literacy Training ◽  
The Impact

Aim/Purpose: To capture digital training experiences, the paper introduces a novel data collection method – a graphic questionnaire. It aims to demonstrate the opportunities and limitations of this tool for collecting feedback from socially disadvantaged participants of digital literacy training about their progress. Background: In training of digital skills for disadvantaged audiences through informal educational interventions, it is important to get sufficient knowledge on factors that lead to their progress in the course of training. There are many tools to measure the achievements of formal education participants, but assessing the effectiveness of informal digital skills training is researched less. The paper introduces a small-scale case study of the training programme aimed at the developing of reading and digital skills among the participants from three socially disadvantaged groups – people with hearing impairments, children from low income families, and elderly persons. The impact of the training on participants was evaluated using different tools, including a short graphic questionnaire to capture the perceptions of the participants after each training. Methodology: We performed a thematic analysis of graphic questionnaires collected after each training session to determine how the students perceived their progress in developing literacy and digital skills. Contribution The findings of the paper can assist in designing assessment of digital literacy programmes that focus not only on final results, but also on the process of gaining digital skills and important factors that facilitate progress. Findings: The graphic questionnaire allowed the researchers to get insights into the perception of acquired skills and progressive achievements of the participants through rich self-reports of attitudes, knowledge gained, and activities during training sessions. However, the graphic questionnaire format did not allow the collection of data about social interaction and cooperation that could be important in learning. Recommendations for Practitioners: Graphic questionnaires are useful and easy-to-use tools for getting rich contextual information about the attitudes, behaviour, and acquisition of knowledge in digital literacy training. They can be used in applied assessments of digital literacy training in various settings. Their simplicity can appeal to respondents; however, in the long-run interest of respondents in continuing self-reports should be sustained by additional measures. Recommendations for Researchers: Researcher may explore the variety of simple and attractive research instruments, such as “honeycomb” questionnaires and similar, to facilitate data collection and saturate feedback with significant perception of personal experiences in gaining digital literacy skills. Impact on Society: Designing effective digital literacy programmes, including engaging self-assessment methods and tools, aimed at socially disadvantaged people will contribute to their digital inclusion and to solving the issues of digital divide. Future Research: Exploration of diverse research methods and expanding the research toolset in assessing digital literacy training could advance our understanding of important processes and factors in gaining digital skills.

scholarly journals Assessing the Graphic Questionnaire Used in Digital Literacy Training

10.28945/4302 ◽  
2019 ◽  
Keyword(s):  
Data Collection ◽  
Digital Literacy ◽  
Skills Training ◽  
Small Scale ◽  
Elderly Persons ◽  
Socially Disadvantaged ◽  
Self Reports ◽  
Digital Skills ◽  
Literacy Training ◽  
The Impact

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: To capture digital training experiences, the paper introduces a novel data collection method – a graphic questionnaire. It aims to demonstrate the opportunities and limitations of this tool for collecting feedback from socially disadvantaged participants of digital literacy training about their progress. Background: In training of digital skills for disadvantaged audiences through informal educational interventions, it is important to get sufficient knowledge on factors that lead to their progress in the course of training. There are many tools to measure the achievements of formal education participants, but assessing the effectiveness of informal digital skills training is researched less. The paper introduces a small-scale case study of the training programme aimed at the developing of reading and digital skills among the participants from three socially disadvantaged groups – people with hearing impairments, children from low income families, and elderly persons. The impact of the training on participants was evaluated using different tools, including a short graphic questionnaire to capture the perceptions of the participants after each training. Methodology: We performed a thematic analysis of graphic questionnaires collected after each training session to determine how the students perceived their progress in developing literacy and digital skills. Contribution The findings of the paper can assist in designing assessment of digital literacy programmes that focus not only on final results, but also on the process of gaining digital skills and important factors that facilitate progress. Findings: The graphic questionnaire allowed the researchers to get insights into the perception of acquired skills and progressive achievements of the participants through rich self-reports of attitudes, knowledge gained, and activities during training sessions. However, the graphic questionnaire format did not allow the collection of data about social interaction and cooperation that could be important in learning. Recommendations for Practitioners: Graphic questionnaires are useful and easy-to-use tools for getting rich contextual information about the attitudes, behaviour, and acquisition of knowledge in digital literacy training. They can be used in applied assessments of digital literacy training in various settings. Their simplicity can appeal to respondents; however, in the long-run interest of respondents in continuing self-reports should be sustained by additional measures. Recommendations for Researchers: Researcher may explore the variety of simple and attractive research instruments, such as “honeycomb” questionnaires and similar, to facilitate data collection and saturate feedback with significant perception of personal experiences in gaining digital literacy skills. Impact on Society: Designing effective digital literacy programmes, including engaging self-assessment methods and tools, aimed at socially disadvantaged people will contribute to their digital inclusion and to solving the issues of digital divide. Future Research: Exploration of diverse research methods and expanding the research toolset in assessing digital literacy training could advance our understanding of important processes and factors in gaining digital skills.

scholarly journals Concept of Digital Literation Based on Value of Local Wisdom Piil Pesenggiri in History Learning in the Industrial Revolution 4.0

2020 ◽  
pp. 12-20
Author(s):  
Regiano Setyo Priamantono ◽  
Warto . ◽  
Akhmad Arif Musadad
Keyword(s):  
Data Collection ◽  
21St Century ◽  
Digital Literacy ◽  
Industrial Revolution ◽  
Participant Observation ◽  
Primary Data ◽  
Public High School ◽  
Distinctive Character ◽  
History Learning ◽  
The Impact

Literacy is one of the abilities that are considered important in facing the 21st-century world. The distinctive character of the 21st-century world is the industrial revolution of 4.0. The impact of the industrial revolution 4.0 has been felt by anyone in every aspect of life, including aspects of education. The low condition of Indonesia's digital literacy capability must be overcome immediately. For this reason, this study aims to propose a thesis on the concept of digital literacy based on value of local wisdom piil pesenggiri in learning history in the era of the industrial revolution 4.0. Local wisdom piil pesenggiri is the behavior and outlook on life of Lampung people who are still held firm to this day. It is hoped that through this strategy the historical awareness of the students at Public High School 2 Kalianda in Lampung Province will increase amidst the current of Industrial Revolution 4.0. This study used qualitative research methods. Data collection was conducted in January and February 2020 with natural conditions, primary data sources and more data collection techniques in participant observation, in-depth interviews, and documentation. The results show that there must be a change in conventional history learning resources to a digital history book that can understand current students without losing their cultural identity.

How to Use Parody and Humour to Teach Digital Literacy

2016 ◽  
pp. 423-435
Author(s):  
Luis Pereira
Keyword(s):  
Critical Thinking ◽  
Young People ◽  
Digital Media ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Practical Approach ◽  
Digital Skills ◽  
The Impact

Based on the assumption digital literacy needs a practical approach and actions, this chapter presents an initiative that intends to develop digital skills in a very creative way. Considering the challenge educators (for instance, teachers or librarians) face to promote digital literacy skills especially to young people in a very engaging way, some training was developed to create a possible answer to that problem. This chapter discusses the impact of that initiative that highlights the potential of humour and parody that we can find on digital media to teach digital literacy. According to some attendants, this approach was creative, engaging and built in their minds alternative paths to explore digital literacy and critical thinking.

scholarly journals Understanding Digital Literacy Training Success: An Exploration Across Canada

2020 ◽  
Author(s):  
Brian Detlor ◽  
Heidi Julien
Keyword(s):  
Best Practices ◽  
Digital Literacy ◽  
Public Libraries ◽  
Skills Training ◽  
Literacy Skills ◽  
Theoretical Understanding ◽  
Factors Affecting ◽  
Literacy Training ◽  
Training Activities ◽  
Training Success

This paper reports progress of a SSHRC-funded research investigation that studies the factors affecting the success of digital literacy skills training offered by community-led organizations, such as public libraries, across Canada. The goal of the study is to identify best practices. The study also seeks to contribute to the theoretical understanding of digital literacy instruction led by community organizations. This paper reports preliminary results of the analysis of interviews with administrators and instructors from organizations in Canada which offer such training, as well as from interviews and surveys collected from people who took part in these organizations’ training activities. Cet article fait état de l'avancement d'une recherche financée par le CRSH qui étudie les facteurs influant sur le succès de la formation en littératie numérique offerte par des organismes communautaires, comme les bibliothèques publiques, partout au Canada. Le but de l'étude est d'identifier les meilleures pratiques. L'étude cherche également à contribuer à la compréhension théorique de l'enseignement de la littératie numérique menée par des organisations communautaires. Cet article présente les résultats préliminaires de l’analyse des entrevues avec des administrateurs et des formateurs d’organismes au Canada qui offrent une telle formation, ainsi que des entrevues et des sondages recueillis auprès de personnes ayant participé aux activités de formation de ces organismes.

scholarly journals EFFECT OF UTILIZING E-LEARNING AS A LEARNING MEDIA AND THE LEVEL OF DIGITAL LITERATURE ON STUDENT LEARNING OUTCOMES IN PRACTICUM COURSES

2021 ◽  
Vol 9 (10) ◽  
pp. 871-878
Author(s):  
Gatot Susilo ◽  
◽  
Sukris Sutiyatno ◽  
Bambang Dewantoro ◽  
◽  
...  
Keyword(s):  
Data Collection ◽  
Student Learning ◽  
Learning Outcomes ◽  
Digital Literacy ◽  
Student Learning Outcomes ◽  
Survey Method ◽  
P Value ◽  
Digital Literature ◽  
E Learning ◽  
The Impact

The purpose of this study was to investigate the effect of using e-learning as a learning medium and the level of digital literacy on student learning outcomes in practicum courses. The research was conducted with a quantitative approach with a survey method. The population in this study were STMIK Bina Patria students. Data collection techniques were carried out by giving questionnaires to respondents. The results showed that the use of e-learning as a learning medium and the level of digital literacy had a significant effect on student learning outcomes for practicum courses, namely the variable utilization of e-learning had a significance value of 0.000 (p-value <0.05) and the variable digital literacy had a significant value. significance value of 0.035 (p-value <0.05). The impact of this research can be a means of alternative solution for lecturer to teach practicum courses and improve the outcome of students learning.

scholarly journals PILOT STUDY ON CHILDREN’S READING IN NAMIBIA: PITFALLS AND NEW STRATEGIES

Mousaion ◽  
2016 ◽  
Vol 32 (2) ◽  
pp. 2-24 ◽  
Author(s):  
Andree-Jeanne Tötemeyer ◽  
Emmarentia Kirchner ◽  
Susan Alexander
Keyword(s):  
Pilot Study ◽  
Data Collection ◽  
Small Scale ◽  
Main Study ◽  
Pilot Studies ◽  
Reading Levels ◽  
Rural And Urban ◽  
The Social ◽  
The Impact ◽  
New Strategies

The aim of this article is to report on a pilot study conducted in 2011 that preceded a main study undertaken in 2012, investigating the reading behaviour and preferences of Grade 6 Namibian students. The aims of the pilot study were to develop an easy to answer and reliable questionnaire; to enable emerging researchers to gain experience in data collection through small-scale sampling; and to test whether the instruments of data collection were covering the main aims of the study. The questionnaire was developed and tested three times on small groups before the pilot study. In all 226 students, both rural and urban, from three educational regions in Namibia were included in the pilot study. Vast differences in the students’ language ability and socio-economic situation were observed. The data analysis showed that the researchers underestimated the impact of the social desirability factor and the reading levels of the respondents. The questionnaire had to be drastically redesigned. Six further versions of the questionnaire were developed and tested before implementation in the main study. Careful reporting and recording of the pilot process ensured that a successful main study was conducted in 2012. While pilot studies are not frequently fully documented and reported on, it is argued that valuable lessons can be learnt from this honest report.

How to Use Parody and Humour to Teach Digital Literacy

2017 ◽  
pp. 79-92
Author(s):  
Luis Pereira
Keyword(s):  
Critical Thinking ◽  
Young People ◽  
Digital Media ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Practical Approach ◽  
Digital Skills ◽  
The Impact

Based on the assumption digital literacy needs a practical approach and actions, this chapter presents an initiative that intends to develop digital skills in a very creative way. Considering the challenge educators (for instance, teachers or librarians) face to promote digital literacy skills especially to young people in a very engaging way, some training was developed to create a possible answer to that problem. This chapter discusses the impact of that initiative that highlights the potential of humour and parody that we can find on digital media to teach digital literacy. According to some attendants, this approach was creative, engaging and built in their minds alternative paths to explore digital literacy and critical thinking.

DIGITAL TECHNOLOGIES INTRODUCTION FOR THE OWNERS OF FAMILY FARMS

2020 ◽  
Vol 10 (7) ◽  
pp. 1275-1280
Author(s):  
E.V. Bocharova ◽  
Keyword(s):  
Business Models ◽  
Agricultural Sector ◽  
Labor Demand ◽  
Digital Technologies ◽  
Skills Training ◽  
Strategic Partnership ◽  
Small Scale ◽  
Family Farms ◽  
Private Households ◽  
Digital Skills

The value of digital technologies for owners of family farms lies in the possibility of ensuring their relationship with potential suppliers and buyers of small-scale products. The introduction of digitalization in agriculture will allow organizing a strategic partnership, gaining access to educational, financial and legal services. The digitalization of the agricultural sector will contribute to a qualitative change in the nature of labor, labor demand and qualifications. Appropriate education and training is one of the main requirements for improving digital knowledge. In Russia, there are not enough independent advisory services that provide support to the owners of private households (PHH), and the heads of peasant farms (PF). The field that requires a comprehensive study of this issue, namely the objective need to create a digital skills training model focused on farmers and family owners, is highlighted. The methodological basis is the materials of the survey among the owners of private household plots. According to the results of the study, it was revealed that more than 70% of respondents do not plan to continue improving their professional competencies. The problem of the digital gap is that this population group is lagging behind due to the lack of e-literacy and digital skills. It is concluded that its solution should become one of the priorities of socio-economic policy. State authorities should provide the owners of private households, potential private sector investors, and start-up enterprises with the socioeconomic grounds for digitalization, organize the collection and analysis of data on digital technologies at the regional and national levels, and also ensure the development of sustainable business models and digital solutions for the inclusion of small producers into the digital transformation of agriculture.

Indirect Assessment of Attitudes with Response-Time-Based Measures

2006 ◽  
Vol 37 (3) ◽  
pp. 131-139 ◽  
Author(s):  
Juliane Degner ◽  
Dirk Wentura ◽  
Klaus Rothermund
Keyword(s):  
Social Cognitive ◽  
Incremental Validity ◽  
Self Report ◽  
Small Scale ◽  
Implicit Measures ◽  
Scale Theory ◽  
Starting Point ◽  
Self Reports ◽  
Predicting Behavior ◽  
Social Cognitive Theories

Abstract: We review research on response-latency based (“implicit”) measures of attitudes by examining what hopes and intentions researchers have associated with their usage. We identified the hopes of (1) gaining better measures of interindividual differences in attitudes as compared to self-report measures (quality hope); (2) better predicting behavior, or predicting other behaviors, as compared to self-reports (incremental validity hope); (3) linking social-cognitive theories more adequately to empirical research (theory-link hope). We argue that the third hope should be the starting point for using these measures. Any attempt to improve these measures should include the search for a small-scale theory that adequately explains the basic effects found with such a measure. To date, small-scale theories for different measures are not equally well developed.

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