Digital Citizenship for All

2018 ◽  
Vol 9 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Quincy Conley ◽  
Jessica Scheufler ◽  
Gina Persichini ◽  
Patrick R. Lowenthal ◽  
Michael Humphrey
Keyword(s):  
Young Adults ◽  
Digital Literacy ◽  
Modern Society ◽  
Transition To College ◽  
Literacy Skills ◽  
Digital Citizenship ◽  
College And Career ◽  
Use Of Technology ◽  
Computer Based ◽  
Literacy Experience

Digital literacy is important, particularly for young people as they prepare for college and a career in modern society. From computer-based tests used to measure student progress on college applications and online job applications, the transition to college and career requires the use of technology. Individuals must have digital literacy skills to fully participate and contribute on the job and at school. This includes people with disabilities. These young adults have aspirations for jobs and higher education just like others their age and therefore deserve to be taken seriously. This article is a review of literature that explores what it means to be digitally literate, the digital literacy experience for young adults with disabilities, and the implications for education and the workplace. It also proposes instructional solutions to aid in the preparation of young adults for college and career.

Digital Citizenship for All

2019 ◽  
pp. 829-850
Author(s):  
Quincy Conley ◽  
Jessica Scheufler ◽  
Gina Persichini ◽  
Patrick R. Lowenthal ◽  
Michael Humphrey
Keyword(s):  
Young Adults ◽  
Digital Literacy ◽  
Modern Society ◽  
Transition To College ◽  
Literacy Skills ◽  
Digital Citizenship ◽  
College And Career ◽  
Use Of Technology ◽  
Computer Based ◽  
Literacy Experience

Digital literacy is important, particularly for young people as they prepare for college and a career in modern society. From computer-based tests used to measure student progress on college applications and online job applications, the transition to college and career requires the use of technology. Individuals must have digital literacy skills to fully participate and contribute on the job and at school. This includes people with disabilities. These young adults have aspirations for jobs and higher education just like others their age and therefore deserve to be taken seriously. This article is a review of literature that explores what it means to be digitally literate, the digital literacy experience for young adults with disabilities, and the implications for education and the workplace. It also proposes instructional solutions to aid in the preparation of young adults for college and career.

scholarly journals EVERY CLICK YOU MAKE: ALGORITHMIC LITERACY AND THE DIGITAL LIVES OF YOUNG ADULTS

2020 ◽  
Author(s):  
Monica Jean Henderson ◽  
Leslie Regan Shade ◽  
Katie Mackinnon
Keyword(s):  
Young Adults ◽  
Digital Literacy ◽  
Essential Element ◽  
Digital Citizenship ◽  
Sustainable Living ◽  
Popular Discourse ◽  
Document Type ◽  
The Everyday ◽  
Self Discovery ◽  
Algorithmic Bias

Critical digital literacy comprises subsets of medium- and content-related skills necessary for digital privacy and digital citizenship. Frameworks for defining and evaluating digital literacy proliferate in academia and policymaking; however, in a networked climate subsumed by dataveillance, algorithmic bias, political bots, and deep fakes, these frameworks need to be updated. Algorithms may be the greatest determinant in sociopolitical online interactions and information gathering, and without a multivalent literacy of algorithms, nuanced understandings of digital privacy and digital citizenship may be unachievable. We therefore propose ‘algorithmic literacy’ become an essential element for digital literacy in young adult media education. Researchers have highlighted how intersectional aspects of gender, ability, and socioeconomic status are stronger predictors of low digital literacy than age. Following a tradition of participatory (rather than protectionist) research about youth privacy online, our research foregrounds young adults’ practices and perspectives on algorithmic culture in order to co-develop a framework for algorithmic literacy. Our paper shares findings from a participatory project co-designing an algorithmic literacy toolkit with young adults as co-researchers and participants. We created a curriculum focusing on reviewing the current critical scholarly literature, policy, and popular discourse on algorithms. After two weeks of intensive research, our student co-researchers met amongst themselves to devise a sustainable, ‘living-document’ type of toolkit, comprising a website, an Instagram page, and a Medium blog. Reflected in the toolkit's name, The Algorithmic You uses an intersectional lens to facilitate peer-oriented ‘self-discovery’ of how algorithms shape and produce interactions in the everyday lives of young adults.

Developing and Managing Digital/Technology Literacy and Effective Learning Skills in Adult Learners

2013 ◽  
pp. 394-413 ◽  
Author(s):  
Jeffrey Hsu ◽  
Zhongxian Wang ◽  
Karin Hamilton
Keyword(s):  
Distance Learning ◽  
Adult Learners ◽  
Undergraduate Students ◽  
Digital Literacy ◽  
Adult Learner ◽  
Literacy Skills ◽  
Technology Literacy ◽  
Use Of Technology ◽  
Computing Skills ◽  
Improved Learning

The needs of adult learners are different from those of traditional undergraduate students, and programs must be designed to meet this need. In particular, digital and technology literacy needs, including general computing skills, computerized communications, online and distance learning, and Web 2.0 tools make navigating coursework an additional challenge. In this paper, the authors examine the technology and digital literacy needs and backgrounds of adult learner students and discuss research on the interaction between technology and adult learner education. Using the features of intensive weekend classroom sessions, on-line distance learning, and specialized teaching methods, an improved learning environment tailored to unique needs and career goals can be offered to business undergraduate adults. An important component is the development of technology and digital literacy skills to “fill the gaps” of students who may have extensive business or working experience, but are less than proficient in the use of technology. More depth and analysis is given to the following areas: digital and technology skills and knowledge improvement, pedagogical features, the use of intensive weekend and evening sessions, and the role of distance learning to supplement the classroom sessions.

Children and Youth Librarians

2016 ◽  
pp. 25-50
Author(s):  
Sylvia Vincent Stavridi ◽  
Dalia Ragaa Hamada
Keyword(s):  
Young Adults ◽  
Digital Literacy ◽  
Technical Skills ◽  
Literacy Skills ◽  
Children And Youth ◽  
High Tech ◽  
Specific Knowledge ◽  
Digital Skills ◽  
Children And Young Adults

In a high-tech environment where knowledge and information are delivered in a fast paced mode, the role of librarians serving children and young adults is being re-directed from being solely responsible for information and knowledge transfer to teaching and research. The children and young adult libraries at the Bibliotheca Alexandrina have been trying to extend their ways to deliver the services and understand the challenges in integrating various technologies. The chapter locates a series of technology competencies and skills that are currently expected of librarians working with children and young adults. In addition to their non-technical skills, librarians have to be technologically empowered and learn a variety of technical behaviors and acquire the digital skills needed to embrace the constantly changing complexities and advances in digital technology. This chapter upgrades the digital literacy skills in discipline-specific knowledge to support the integration of digital proficiencies as relevant skills for librarians to serve in their new role as teacher librarian.

scholarly journals Development Of Digital Literacy Assessment Scale To Measure Student’s Digital Literacy

2021 ◽  
Vol 12 (02) ◽  
pp. 137-143
Author(s):  
Anggi Ristiyana Puspita Sari ◽  
Suandi Sidauruk ◽  
Ruli Meiliawati ◽  
Maya Erliza Anggraeni
Keyword(s):  
Learning Strategies ◽  
Digital Literacy ◽  
Information Access ◽  
Literacy Skills ◽  
Assessment Scale ◽  
Access To Information ◽  
Development Research ◽  
Literacy Assessment ◽  
Use Of Technology ◽  
Academic Activities

The COVID-19 pandemic requires lecturers to change learning strategies through online learning. The use of technology which has grown exponentially in the world of education requires students to be proficient in using technology in finding information as a source of knowledge. To be able to prepare competitively students in this 4.0 education era, an instrument is needed to find out to what extent students' digital literacy abilities are. This research is development research (R&D) which aims to develop a Digital Literacy Assessment Scale (DLAS) instrument to measure students' digital literacy skills. The procedure of this research includes determining the construct and specifications of the instrument, writing the items, and analyzing the items. Based on the results, the DLAS instrument has a total of 52 items consisting of 3 aspects including access to information (access), student involvement in academic activities (behavioral engagement), and socio-emotional (socio-emotional). The results of content validity carried out by 5 expert judgments showed that the DLAS instrument was proven to be content valid with the acquisition of Aiken's V index of 0.87.

Exploring the Use of Instructional Technology: A Survey of Academics at Two Nigerian Universities

Mousaion ◽  
2018 ◽  
Vol 35 (4) ◽  
Author(s):  
Adefunke Olanike Alabi ◽  
Stephen Mutula
Keyword(s):  
Instructional Technology ◽  
Digital Literacy ◽  
Technology Use ◽  
Instructional Delivery ◽  
Literacy Skills ◽  
Instructional Technologies ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Research Findings ◽  
Spss Software

The article reports empirical research findings on the use of instructional technology among Nigerian academics for effective instructional delivery. Using a quantitative approach, 267 questionnaires were distributed to academics from two purposively selected Nigerian universities in the South West geopolitical zone. A total of 215 questionnaires (80.5%) were returned and found useful for data analysis. The data were analysed with SPSS software to generate both descriptive and inferential statistics. The results indicated that various types of instructional technologies are used by academics for lecture preparation, presentation and communication. The findings also revealed that digital literacy skills and the use of instructional technology were positively related (R = 0.289). The variable digital literacy skills accounted for 7.9 per cent of the total variance in technology use (R2 = 0.079). The result indicates a positive relationship between digital literacy skills and technology. The article concludes that academic libraries, being the nerve centre of the institutions which they serve, should accept responsibility for fostering the extensive use of technology in teaching in the academia. Therefore, librarians should develop and implement initiatives that will help Nigerian academics imbibe such a culture at institutional level.

Developing and Managing Digital/Technology Literacy and Effective Learning Skills in Adult Learners

2011 ◽  
Vol 2 (1) ◽  
pp. 52-70 ◽  
Author(s):  
Jeffrey Hsu ◽  
Zhongxian Wang ◽  
Karin Hamilton
Keyword(s):  
Distance Learning ◽  
Adult Learners ◽  
Undergraduate Students ◽  
Digital Literacy ◽  
Adult Learner ◽  
Literacy Skills ◽  
Technology Literacy ◽  
Use Of Technology ◽  
Computing Skills ◽  
Improved Learning

The needs of adult learners are different from those of traditional undergraduate students, and programs must be designed to meet this need. In particular, digital and technology literacy needs, including general computing skills, computerized communications, online and distance learning, and Web 2.0 tools make navigating coursework an additional challenge. In this paper, the authors examine the technology and digital literacy needs and backgrounds of adult learner students and discuss research on the interaction between technology and adult learner education. Using the features of intensive weekend classroom sessions, on-line distance learning, and specialized teaching methods, an improved learning environment tailored to unique needs and career goals can be offered to business undergraduate adults. An important component is the development of technology and digital literacy skills to “fill the gaps” of students who may have extensive business or working experience, but are less than proficient in the use of technology. More depth and analysis is given to the following areas: digital and technology skills and knowledge improvement, pedagogical features, the use of intensive weekend and evening sessions, and the role of distance learning to supplement the classroom sessions.

scholarly journals Poverty and Digital Divide: A Study in Urban Poor Neighborhoods

2021 ◽  
Vol 24 (2) ◽  
pp. 189
Author(s):  
Tri Mulyaningsih ◽  
Rutiana Wahyunengseh ◽  
Sri Hastjarjo
Keyword(s):  
Digital Divide ◽  
Digital Literacy ◽  
Urban Areas ◽  
Urban Poor ◽  
Age Groups ◽  
Literacy Skills ◽  
Central Java ◽  
The Poor ◽  
Use Of Technology ◽  
Digital Diffusion

Literature suggests that the penetration of digital technology may create a digital divide, particularly for groups that lack resources and the capacity to access technology. This study is keen to examine the poverty and digital divide, particularly in urban poor areas. There are two research objectives. Firstly, to examine the digital diffusion and digital literacy within poor urban neighborhoods in the City of Magelang, Central Java, Indonesia. Secondly, to understand the variation of digital diffusion and digital literacy across areas (with different levels of poverty), age groups, genders and occupations. The data is collected from surveys focused on measuring the access to information, digital diffusion and the use of technology among the poor. This study found that there is a digital divide problem among people in urban areas, especially among people with low incomes. Moreover, the diffusion is dominated by certain groups such as younger people and females. Furthermore, digital literacy among the poor is low. The policy implication is to improve access for digital diffusion and provide assistance to improve digital literacy skills.

Developing and Managing Digital/Technology Literacy and Effective Learning Skills in Adult Learners

2013 ◽  
pp. 94-113
Author(s):  
Jeffrey Hsu ◽  
Zhongxian Wang ◽  
Karin Hamilton
Keyword(s):  
Distance Learning ◽  
Adult Learners ◽  
Undergraduate Students ◽  
Digital Literacy ◽  
Adult Learner ◽  
Literacy Skills ◽  
Technology Literacy ◽  
Use Of Technology ◽  
Computing Skills ◽  
Improved Learning

The needs of adult learners are different from those of traditional undergraduate students, and programs must be designed to meet this need. In particular, digital and technology literacy needs, including general computing skills, computerized communications, online and distance learning, and Web 2.0 tools make navigating coursework an additional challenge. In this paper, the authors examine the technology and digital literacy needs and backgrounds of adult learner students and discuss research on the interaction between technology and adult learner education. Using the features of intensive weekend classroom sessions, on-line distance learning, and specialized teaching methods, an improved learning environment tailored to unique needs and career goals can be offered to business undergraduate adults. An important component is the development of technology and digital literacy skills to “fill the gaps” of students who may have extensive business or working experience, but are less than proficient in the use of technology. More depth and analysis is given to the following areas: digital and technology skills and knowledge improvement, pedagogical features, the use of intensive weekend and evening sessions, and the role of distance learning to supplement the classroom sessions.

Digital Access and Literacy

2020 ◽  
pp. 129-149
Author(s):  
Margarida M. Pinheiro ◽  
Dora Simões
Keyword(s):  
Digital Literacy ◽  
Online Communication ◽  
Digital Citizenship ◽  
Digital Inclusion ◽  
Development Education ◽  
Global Context ◽  
Goods And Services ◽  
Full Participation ◽  
Computer Based ◽  
Social Economic Development

The subject of digital literacy (DL) is critical to encourage the development of indispensable skills for full participation in the information society where we live. At the same time, the concept of digital divide (DD) embraces a multidimensional character justifying the reformulation of the name to digital inclusion (DI) that integrates factors such as social economic development, education, gender, or physical characteristics. The notion of DL works together with the notion of digital citizenship (DC): a DC is one who has the ability to participate in society by means of online communication, of finding information, or of using goods and services. The present study analyzes the digital access and literacy in schools in 21 OECD countries, positioning Portugal in the global context. To accomplish this objective, the study uses the results on familiarity with ICT and digital skills based on the PISA 2009 to 2015 computer-based assessment.

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