Empowering Students to be Scientifically Literate through Digital Literacy

2010 ◽  
pp. 11-31 ◽  
Author(s):  
Wan Ng
Keyword(s):  
Conceptual Framework ◽  
Digital Technology ◽  
Digital Literacy ◽  
Scientific Literacy ◽  
Science Literacy ◽  
Personalized Learning ◽  
Learning Science ◽  
Multiple Literacies

The objective of this chapter is to discuss the relationships between the three literacies that are mentioned above: digital literacy, science literacy and multiple literacies. The chapter will define digital literacy and scientific literacy and argue that being digitally literate would enhance the development of scientific literacy. It will look at the similarities in skills required for the two literacies (i.e., skills derived from learning science and learning to use digital technology). These are skills at both the operational and conceptual levels. The chapter will draw on these similarities to discuss how being digitally literate could better support the independent and personalized learning of science in the development of individuals who are scientifically literate. The use of multiple literacies pedagogy, the multimodal means of learning and communicating, as bridging the two literacies will be made. Specific examples will be used to illustrate the objective of this chapter. The chapter will conclude with a conceptual framework for the development of digital literacy in empowering students to become scientifically literate.

Empowering Students to be Scientifically Literate through Digital Literacy

2013 ◽  
pp. 1219-1239 ◽  
Author(s):  
Wan Ng
Keyword(s):  
Conceptual Framework ◽  
Digital Technology ◽  
Digital Literacy ◽  
Scientific Literacy ◽  
Science Literacy ◽  
Personalized Learning ◽  
Learning Science ◽  
Multiple Literacies

The objective of this chapter is to discuss the relationships between the three literacies that are mentioned above: digital literacy, science literacy and multiple literacies. The chapter will define digital literacy and scientific literacy and argue that being digitally literate would enhance the development of scientific literacy. It will look at the similarities in skills required for the two literacies (i.e., skills derived from learning science and learning to use digital technology). These are skills at both the operational and conceptual levels. The chapter will draw on these similarities to discuss how being digitally literate could better support the independent and personalized learning of science in the development of individuals who are scientifically literate. The use of multiple literacies pedagogy, the multimodal means of learning and communicating, as bridging the two literacies will be made. Specific examples will be used to illustrate the objective of this chapter. The chapter will conclude with a conceptual framework for the development of digital literacy in empowering students to become scientifically literate.

Conclusion

2020 ◽  
pp. 698-719
Author(s):  
Ronald E. Rice ◽  
Simeon J. Yates ◽  
Jordana Blejmar
Keyword(s):  
Digital Technology ◽  
Digital Literacy ◽  
Theory Development ◽  
Policy Implications ◽  
Digital Culture ◽  
Future Research ◽  
Technology And Society ◽  
Ongoing Research ◽  
Positive Effects ◽  
Research Areas

We conclude the Handbook of Digital Technology and Society by identifying topics that appear in multiple chapters, are more unique to some chapters, and that represent general themes across the material. Each of these is considered separately for the ESRC theme chapters and the non-ESRC chapters. In the ESRC theme chapters, cross-cutting research topics include digital divides and inequalities; data and digital literacy; governance, regulation, and legislation; and the roles and impacts of major platforms. Cross-cutting challenges include methods; theory development, testing, and evaluation; ethics; big data; and multi-platform/holistic studies. Gaps include policy implications, and digital culture. In the non-ESRC chapters, more cross-cutting themes include future research and methods; technology venues; relationships; content and creation; culture and everyday life; theory; and societal effects. More unique, these were digitization of self; managing digital experience; names for the digital/social era; ethics; user groups; civic issues; health, and positive effects. The chapter also shows how the non-ESRC chapters may be clustered together based on their shared themes and subthemes, identifying two general themes of more micro and more macro topics. The identification of both more and less common topics and themes can provide the basis for understanding the landscape of prior research, what areas need to be included in ongoing research, and what research areas might benefit from more attention. The chapter ends with some recommendations for such ongoing and future research in the rich, important, and challenging area of digital technology and society.

scholarly journals Equity and Digital Literacies: Issues of Access, Ethics and Engagement in a Youth Community Setting

2018 ◽  
Vol 20 (3) ◽  
pp. 67-72
Author(s):  
Colin Andrew Ford
Keyword(s):  
Digital Technology ◽  
Digital Literacy ◽  
Community Setting ◽  
Unintended Consequences ◽  
Ethical Challenges ◽  
Ethical Practices ◽  
Digital Footprint ◽  
Youth Agency ◽  
Youth Community ◽  
Prevalent Form

This article reports on the issue of confidentiality faced by a community youth agency that provides access to digital technology for homeless or street-involved youth. Social media is the prevalent form of communication in displaced communities and presents certain ethical challenges as a result of creating and sharing media with potential unintended audiences. Ensuring ethical practices is a key aspect of the ongoing process of developing digital literacy that changes as technology evolves. It requires the facilitator’s focused attention to guide the youth in their ability to consider their digital footprint and potential unintended consequences of their practices.

scholarly journals DIGITAL LITERACY AMONG CHILDREN IN ELEMENTARY SCHOOLS

2020 ◽  
Vol 3 (2) ◽  
pp. 157-170
Author(s):  
Hario Bismo Kuntarto ◽  
Amit Prakash
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
School Children ◽  
Digital Technology ◽  
Digital Literacy ◽  
Elementary School Children ◽  
Digital Technologies ◽  
Field Work ◽  
Internet Service ◽  
Digital Devices

The use of digital devices by children is on the rise and a better understanding of their usage behaviour can be helpful in designing better ways of imparting education. As per data from the Indonesia Internet Service Provider Association (APJII), in 2018, almost 50% of elementary school children were using the internet. However, an introduction to digital technologies is not included under the topics covered in state elementary schools in Indonesia. Field work involving teachers and children in state and non-state elementary schools, officials in ministries, ICT vendors, parents were conducted through interviews, observations and workshops related to the use of digital technology to better understand the digital behaviour of children. It was found that elementary school children get exposed to digital technology at a very early age and while the duration of use varies according to parental involvement and awareness, the content consumed by children is, in most cases, not appropriate for their age. This study illustrates that monitoring digital use among children is currently a challenge for parents, and digital literacy, which includes introduction to both positive and negative effects of digital devices as well as appropriate digital use behaviour, should become an important part of the theme of learning in elementary schools in Indonesia to ensure digital technologies help in the shaping of children's attitudes and character, in a manner that is valued and beneficial to the society. Kata Kunci: literasi digital, pemanfaatan digital oleh anak sekolah dasar, pengenalan digital pada anak   Abstract – Use of digital devices by children is on the rise and a better understanding of their usage behaviour can be helpful in designing better ways of imparting education. As per data from the Indonesia Internet Service Provider Association (APJII), in 2018, almost 50% of elementary school children were using the internet. However, an introduction to digital technologies is not included under the topics covered in state elementary schools in Indonesia. Field work involving teachers and children in state and non-state elementary schools, officials in ministries, ICT vendors, parents were conducted over a six-month study period to better understand the digital behaviour of children. It was found that elementary school children get exposed to digital technology at a very early age and while the duration of use varies according to parental involvement and awareness, the content consumed by children is, in most cases, not appropriate for their age. This study illustrates that monitoring digital use among children is currently a challenge for parents, and digital literacy, which includes introduction to both positive and negative effects of digital devices as well as appropriate digital use behaviour, should become an important part of the theme of learning in elementary schools in Indonesia to ensure digital technologies help in the shaping of children's attitudes and character, in a manner that is valued and beneficial to the society.

scholarly journals Digital literacy in a post Coronavirus era: a management perspective for small businesses in Africa

2020 ◽  
Vol 1 (3) ◽  
pp. 203-212
Author(s):  
Arachie Augustine Ebuka ◽  
◽  
Hope Ngozi Nzewi ◽  
Emejulu Gerald ◽  
Kekeocha Mary Ezinne ◽  
...  
Keyword(s):  
Digital Technology ◽  
Digital Literacy ◽  
Small Businesses ◽  
Management Skills ◽  
Qualitative Review ◽  
Digital Ecosystem ◽  
Study Results ◽  
Digital Skills ◽  
Review Study ◽  
The Difference

Purpose: This study examined how small businesses in Africa can use technology to grow and sustain their businesses in a post-Covid-19 world. The paper looked at various digital skills needed by these businesses to navigate and profit from the digital space's massive opportunities. It also ascertained the challenges facing them from keying into the digital ecosystem. The place of technology in the fight against Covid-19 was also highlighted. Research methodology: This study is a qualitative review study. Results: The study concluded that possessing some form of digital skills by business owners and employees could be the difference between a competing and a non-competing organization. Limitations: The work did not use methodology as it is a qualitative review study that limited the study's generalizability. Contribution: This work represents a current work in digital technology and how it relates to pandemic situations and economic challenges, especially in Africa. Keywords: Digital, Technology, Covid-19, Small businesses, Management, Skills

Natural scientific literacy in biology assignments formed by the teacher

2021 ◽  
pp. 130-151
Author(s):  
Elena Yuryevna Pimonova ◽  
◽  
Tatyana Vasilevna Rybakova ◽  
Keyword(s):  
Natural Science ◽  
Scientific Literacy ◽  
Science Literacy ◽  
Positive Impact ◽  
Educational Process ◽  
Educational Systems ◽  
Actual Problem ◽  
Modern Approach ◽  
Functional Literacy ◽  
Educational Achievements

The article is devoted to the actual problem of independent construction by teachers of tasks for the formation and assessment of the formation of natural science literacy within the content of the school biology course. Natural science literacy is a component of functional literacy – the central concept of the modern approach to determining educational achievements in the world practice of research of educational systems of different countries. The purpose of the article is to present the results of the study of identifying problems and approaches to the design of tasks aimed at the formation of natural science literacy within the framework of the educational subject “biology”. For this purpose, the concepts of tasks for the formation and assessment of the formation of natural science literacy in the framework of the PISA study are considered, as well as strategies for constructing such tasks are developed. The paper provides an example of step-by-step implementation of the developed strategies, author’s tasks with detailed characteristics of the questions. Based on the results of the study, conclusions were formed that it is possible to distinguish a sequence of actions for designing tasks and the availability of these actions for teachers. The experience of designing tasks will have a positive impact on the efficiency of including tasks in the educational process.

Proposing an M-Government Framework for the Ministry of Housing in Oman

2021 ◽  
Vol 13 (4) ◽  
pp. 21-44
Author(s):  
Yahya Ahmed Alwahaibi ◽  
Shamsul Arrieya Ariffin ◽  
Salem Garfan ◽  
Aslina binti Saad ◽  
Ramalingam Dharmalingam
Keyword(s):  
Conceptual Framework ◽  
Rural Areas ◽  
Digital Literacy ◽  
Service Providers ◽  
Fuzzy Delphi ◽  
Technology Changes ◽  
Tam Model ◽  
Housing In Oman ◽  
Government Development

In the dynamic world of technology, changes and transformations have emerged rapidly in recent years. Service providers such as government departments transformed their services from e-government to m-government for widespread customer reach. However, several issues existed that were obstructing the implementation of such a system by the Ministry of Housing in Oman, especially in rural areas. This study proposes a novel framework based on the fuzzy delphi and TOPSIS models to provide digital literacy and services. This framework considered the variables extracted from previous studies. Furthermore, a survey was conducted on 20 experts to determine the accepted variables. Thirty-five pre-service engineers evaluated the questionnaires using TOPSIS to determine the skills of pre-service engineers based on delphi criteria outcomes. The conceptual framework developed from the accepted results uses 11 different variables based on the TAM model. The study benefits the stakeholders in the area of m-government development.

Digital Literacy and Competence in Students Attending a Faculty of Humanities

2013 ◽  
pp. 55-64 ◽  
Author(s):  
Antonio Cartelli ◽  
Angela Di Nuzzo
Keyword(s):  
Social Networks ◽  
University Students ◽  
Digital Technology ◽  
Digital Literacy ◽  
Digital Technologies ◽  
Short Discussion ◽  
Compulsory School ◽  
The University

In this paper the behaviors and tendencies in the use of digital technologies by university students are analyzed. After a short discussion of former studies and the presentation of the model for digital literacy structure and assessment in students attending compulsory school, the investigation carried out by the authors is described and the results obtained from the analysis of the university students’ answers is reported. The survey was submitted to 331 students in the Faculty of Humanities at the University of Cassino, Italy, and the students’ answers show a contradictory reality: on one side, digital technologies are mainly used to communicate in social networks or to play music and movies, on another side it is evident the students’ interest for the most recent aspects of the application of digital technology and for the improvement in the quality of their use.

Transforming Digital Literacy With Culturally Diverse, Personalized Learning

2017 ◽  
pp. 170-195
Author(s):  
Patricia J. Donohue ◽  
Kevin Kelly
Keyword(s):  
Media Literacy ◽  
Digital Literacy ◽  
New Technologies ◽  
Universal Design For Learning ◽  
Learning Experience ◽  
Personalized Learning ◽  
Literacy Education ◽  
Literacy Skills ◽  
Media Literacy Education ◽  
Design For Learning

The chapter reports on the research and efforts of two faculty members in an Instructional Technologies (ITEC) Master's program to transform their undergraduate and graduate courses into culturally sensitive personalized learning experiences in media literacy education. The 20-year-old ITEC program needed upgrading to meet the paradigm shift in new technologies and global education that its students would enter on graduation. Cultural and social justice issues have been the mission of the University for 40 years and that dimension of media literacy education was missing from the ITEC curricula. Researchers found that introducing techniques of gamification, heutagogical methods, and universal design for learning principles into their online and blended-learning courses provided a way to help students personalize their learning experience and interact more engagingly with each other, and to master the media literacy skills being taught.

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