scholarly journals Changing patterns of perceived ICT skill levels of elderly learners in a digital literacy training course

2017 ◽  
Vol 27 (1) ◽  
Author(s):  
Miwa Makiko ◽  
Nishina Emi ◽  
Kurosu Masaaki ◽  
Takahashi Hideaki ◽  
Yaginuma Yoshitomo ◽  
...  
Keyword(s):  
Digital Literacy ◽  
Skill Levels ◽  
Training Course ◽  
Literacy Training ◽  
Changing Patterns

Digital Literacy Training in Canada, Part 2: Defining and Measuring Success

2022 ◽  
Vol 92 (1) ◽  
pp. 87-100
Author(s):  
Heidi Julien ◽  
David Gerstle ◽  
Brian Detlor ◽  
Tara La Rose ◽  
Alexander Serenko
Keyword(s):  
Digital Literacy ◽  
Literacy Training

scholarly journals Teaching Open Science: Published Data and Digital Literacy in Archaeology Classrooms

2018 ◽  
Vol 6 (2) ◽  
pp. 144-156 ◽  
Author(s):  
Katherine Cook ◽  
Canan Çakirlar ◽  
Timothy Goddard ◽  
Robert Carl DeMuth ◽  
Joshua Wells
Keyword(s):  
Digital Literacy ◽  
Open Data ◽  
Skills Training ◽  
The United States ◽  
Open Science ◽  
Data Reuse ◽  
Published Data ◽  
Skill Levels ◽  
And Training ◽  
Different Levels

ABSTRACTDigital literacy has been cited as one of the primary challenges to ensuring data reuse and increasing the value placed on open science. Incorporating published data into classrooms and training is at the core of tackling this issue. This article presents case studies in teaching with different published data platforms, in three different countries (the Netherlands, Canada, and the United States), to students at different levels and with differing skill levels. In outlining their approaches, successes, and failures in teaching with open data, it is argued that collaboration with data publishers is critical to improving data reuse and education. Moreover, increased opportunities for digital skills training and scaffolding across program curriculum are necessary for managing the learning curve and teaching students the values of open science.

Impact of a Health Literacy Training Course on Community Pharmacists’ Health Literacy Knowledge and Attitudes

2013 ◽  
Vol 29 (6) ◽  
pp. 283-289
Author(s):  
Cleopatra C. Mihalopoulos ◽  
Mary F. Powers ◽  
Aaron J. Lengel ◽  
Michelle N. Mangan
Keyword(s):  
Health Literacy ◽  
Community Pharmacists ◽  
Training Course ◽  
Knowledge And Attitudes ◽  
Literacy Training ◽  
Literacy Knowledge

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 Digital Literacy of EFL Students: An Empirical Study in Vietnamese Universities

Libri ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Lan Anh Thuy Nguyen ◽  
Anita Habók
Keyword(s):  
Digital Literacy ◽  
Digital Technologies ◽  
English Learning ◽  
Skill Levels ◽  
Use Of Technology ◽  
Frequency Of Use ◽  
Technology Applications ◽  
Efl Students ◽  
Students Attitudes ◽  
Digital Knowledge

Abstract The current research investigates the digital literacy levels of 1661 English as a foreign language (EFL) learner at Vietnamese universities. We used an adapted questionnaire to assess students’ digital knowledge and their perceived skills, their attitudes toward the use of digital technologies, and the frequency of use of technology applications in English learning. The findings reveal that most Vietnamese students can access digital technologies at home and in their institutions. Furthermore, students achieve an adequate level of knowledge regarding digital literacy, and their technological skills range from low to average. Students’ attitudes toward technologies are positive, but they do not use technologies extensively when learning English. Comparisons show that males have better digital knowledge and skills than their female peers. Although female students are more aware of the digital integration benefits of learning than their male peers, males tend to use technologies more extensively than females. There are also discrepancies among different year groups. Seniors have the best digital knowledge, while freshmen possess the highest technical skill levels. Junior and senior students’ attitudes toward technology applications in English learning are more positive than those of freshmen and sophomores.

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.

Digital Literacy Training for Canadians, Part 1: “It’s … Just Core Public Works”

2021 ◽  
Vol 91 (4) ◽  
pp. 437-456
Author(s):  
Heidi Julien ◽  
David Gerstle ◽  
Brian Detlor ◽  
Tara La Rose ◽  
Alexander Serenko
Keyword(s):  
Digital Literacy ◽  
Public Works ◽  
Literacy Training

PENGENALAN LITERASI DIGITAL SISTEM PERPUSTAKAAN BERBASIS WEB DI SMP KEMALA BHAYANGKARI 1 MEDAN

2021 ◽  
Vol 8 (2) ◽  
pp. 134
Author(s):  
Azqal Azkia ◽  
Devi Silvia Panjaitan ◽  
Fikri Hanif ◽  
Reni Rahmadani
Keyword(s):  
Digital Literacy ◽  
System Change ◽  
Service Process ◽  
Training Module ◽  
Library Service ◽  
Library System ◽  
Implementation Evaluation ◽  
Literacy Activities ◽  
Literacy Training ◽  
Partner Schools

Abstrak: Proses pelayanan perpustakaan di SMP Kemala Bhayangkari 1 Medan awal nya dilakukan secara konvensional lalu berganti menjadi Sistem Berbasis Teknologi (Web). Terdapat beberapa kendala setelah pergantian sistem tersebut. Hal ini dikarenakan kurang familiarnya siswa terhadap pengunaan Sistem Perpustakaan Berbasis Teknologi (Web), sehingga siswa menjadi kebingungan dalam mengimplementasikan pengunaannya. Untuk itu dilakukan kegiatan pengenalan literasi digital untuk membantu siswa dalam menggunakan sistem perpustakaan. Kegiatan ini dilakukan menggunakan metode seperti, Menyusun Rancangan Kegiatan, Pelatihan dan Penerapan, Evaluasi. Sehinga mendapatkan sebuah hasil Modul Pedoman Penggunaan, media pelatihan penggunaan web perpustakaan, serta video pelaksanaan kegiatan berisi informasi tentang Penggunaan Web Perpustakaan, petunjuk serta saran penggunaan media Web Perpustakaan. Program MBKM terlaksana melalui beberapa rangkaian kegiatan maupun persiapan yang bertujuan untuk mengoptimalkan Pengunaan web perpustakaan di SMP Kemala Bhayangkari 1 Medan, sehingga mempermudah pelayanan untuk belajar disekolah mitra. Kata Kunci: Literasi Digital, Pelatihan, Web, Modul Pelatihan Abstract: The library service process at SMP Kemala Bhayangkari 1 Medan was initially carried out conventionally and then changed to a Technology-Based System (Web). There are several problems after the system change. This is because students are less familiar with the use of the Technology-Based Library System (Web), so that students become confused in implementing its use. For this reason, digital literacy activities were carried out to assist students in using the library system. This activity is carried out using methods such as Preparing Activity Plans, Training, and Implementation, Evaluation. the result of this activity is the Usage Guidelines Module, training media on the use of the library's web, as well as a video of the implementation of activities containing information about the use of the library's web, instructions, and suggestions for using the library's web media. The MBKM program is implemented through several series of activities and preparations aimed at optimizing the use of the library web at SMP Kemala Bhayangkari 1 Medan, thus facilitating services for learning at partner schools. Keyword: Digital Literacy, Training, Web, Training Module

The efficacy of digital literacy training initiatives led by local community organizations

2019 ◽  
Vol 56 (1) ◽  
pp. 634-635
Author(s):  
Brian Detlor ◽  
Mona Nasery ◽  
Heidi Julien
Keyword(s):  
Digital Literacy ◽  
Local Community ◽  
Community Organizations ◽  
Literacy Training

Virtual world global collaboration: an educational quest

2017 ◽  
Vol 118 (9/10) ◽  
pp. 547-565 ◽  
Author(s):  
Valerie Hill ◽  
K. Brant Knutzen
Keyword(s):  
Experiential Learning ◽  
Virtual Worlds ◽  
Digital Literacy ◽  
Virtual World ◽  
Mediated Learning ◽  
Participatory Action ◽  
Skill Levels ◽  
Content Type ◽  
Field Notes

Purpose This research case study shares the partnership between librarians and educators to create a live digital literacy experience at The Quest (Camelot Project), a virtual world medieval simulation. The purpose of the partnership was to gain understanding of the learning elements addressed with a group of participants from across the globe, working at various skill levels and interacting with an immersive virtual world simulation. Design/methodology/approach Using field notes, machinima and interviews (participatory action research), the study identifies learning elements within three contexts: technological, pedagogical and content. Learners cycle toward intended learning outcomes in a virtual-world treasure hunt game from the perspective of both designers and participants. Findings Findings of the case study illustrate the value of collaboration in a digital game-based learning (DGBL) environment through scaffolding of knowledge and skills in a virtual world. Findings exemplify the experiential learning cycle within a virtual world for constructing learning, and support a proposed new theoretical framework of technology-mediated learning which may help educators in both design and implementation. Originality/value As virtual worlds and immersive learning opportunities continue to expand for learners and educators, this study shares the value of experiential learning from the perspective of both the teacher and the learner. Socially constructing knowledge and acquiring skills across distance with a team of librarians and educators are innovative examples of DGBL in an alternative reality setting.

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