scholarly journals Formal and substantial Internet information skills: The role of socio-demographic differences on the possession of different components of digital literacy

First Monday ◽  
2007 ◽  
Author(s):  
Marco Gui
Keyword(s):  
New Media ◽  
Digital Literacy ◽  
Substantial Part ◽  
Digital Inequality ◽  
Search Tasks ◽  
Gender And Education ◽  
Digital Skills ◽  
Information Skills ◽  
The Web

The literature about digital inequality has pointed out the role of so-called "digital skills" in contributing to a full exploitation of the opportunities of the Web for individuals. Research has started to measure the differences in online skills on a socio-demographic base, finding relevant disparities. Since different components of digital skills have been described in theory, it is not clear which of them are influenced by specific social variables and which are not. This study goes a step further in the analysis of "digital skills," concentrating on two different components of them: "formal information skills" and "substantial information skills." Complex search tasks were assigned to a quota sample made up of young people in northern Italy, divided by gender and education level. The results show that when other important variables associated with digital skills (age, experience with the Web, availability of hardware and software) are kept constant differences in gender and education have an influence on substantial information skills, but not on formal ones. This provides evidence for the assumption that a substantial part of digital skills represent a socially relevant factor for digital inequality, even when education and the spread of new media have standardized the level of formal skills.

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.

Tech That, Bully!

2020 ◽  
pp. 668-685
Author(s):  
Maria Rosa Miccoli ◽  
Giulia Gargaglione ◽  
Simone Barbato ◽  
Lorenzo Di Natale ◽  
Valentina Rotelli ◽  
...  
Keyword(s):  
Virtual Reality ◽  
New Media ◽  
Instant Messaging ◽  
Psychological Impact ◽  
Traditional Bullying ◽  
Online Bullying ◽  
Vast Number ◽  
E Mail ◽  
The Web

Cyberbullying is inducing significant socio-cultural problems and psychological disorders, which require a rapid solution. Cyberbullying is an extension of the traditional bullying that involves the typical behaviors of bullying perpetrated through the use of various technologies, electronic devices in particular (e-mail, instant messaging applications, media, etc.). While providing differences between traditional bullying and cyberbullying, this review aims at investigating how the new media can be used to prevent such phenomenon and investigating its psychological impact on victims. The focus will be on tools and interventions that are capable of identifying online bullying, on existent treatments with special regard to strategies that take advantage of technologies to fight cyberbullying. In particular, the web will be considered as a mean to assist a vast number of people; moreover, the role of virtual reality as a tool to help victims overcoming psychological distress within safe and protected environments will be object of discussion.

scholarly journals The Use of the Internet in School Libraries: An International Comparative Survey

2021 ◽  
pp. 217-226
Author(s):  
James E. Herring
Keyword(s):  
The Internet ◽  
School Librarians ◽  
The United Kingdom ◽  
Curricular Material ◽  
Key Issues ◽  
Information Skills ◽  
International Comparative ◽  
Use Of The Internet ◽  
The Web

This research sought to gain an impression of the use of the Internet by school librarians in the United Kingdom and South Africa. The research questions addressed the issues of access to the Internet by school librarians, the purposes for which school librarians used email and the Web, the demand from teachers for access to the Web, the key issues identified by school librarians in relation to the use of the Internet in schools in the next five years, and any differences between the responses of librarians from the two countries. The key findings were that there was limited access to the Internet in the respondents' schools; school librarians used the Web mainly for curricular material; science and geography departments were the heaviest users of the Web; and the key future issues identified included information skills, cost, inservice training, and the role of the school librarian. There were no significant differences between the two countries studied.

Digital Inequality Among States at an European Level

2021 ◽  
Vol 12 (3) ◽  
pp. 0-0
Keyword(s):  
Digital Divide ◽  
Empirical Studies ◽  
Secondary Data ◽  
Social Phenomenon ◽  
European Level ◽  
Digital Inequality ◽  
The Past ◽  
Digital Divides ◽  
Digital Skills ◽  
The Web

For the past twenty-five years, digital inequalities have been analyzed by several scholars. Many empirical studies have shaped a theoretical framework that identifies three main digital divides. However, most of the scientific contributions have been focusing on digital inequalities within countries, leaving inequalities among countries behind. This paper aims at analyzing what kind of digital inequalities emerge among European countries, focusing on the trends that characterized Europe in the last decade, to consider whether some of the main elements of the digital divide literature replicate at the continental level. The paper analyzes secondary data, mainly retrieved from Eurostat. It emerges that inequalities in digital skills and use of the Web persist in Europe, and some of the trends that scholars found among individuals are identifiable among countries as well. These findings contribute to the description of digital inequalities, a social phenomenon not so deeply studied at the continental level.

SCHOOL COURSE OF INFORMATICS IN THE ERA OF DIGITAL TRANSFORMATIONS: THE PRIORITY DIRECTION IS THE DEVELOPMENT OF DIGITAL LITERACY

2021 ◽  
pp. 3-15
Author(s):  
Т. A. Boronenko ◽  
V. S. Fedotova
Keyword(s):  
General Education ◽  
Digital Literacy ◽  
Digital Innovation ◽  
Content Creation ◽  
Leading Role ◽  
Digital Skills ◽  
Security Problem ◽  
Priority Direction ◽  
The Subject

The purpose of the article is to identify possible directions for the development of the content of the school informatics course in the era of digital transformations for the formation of digital literacy of students. The study is based on the results of the analysis of approximate basic educational programs of secondary general education in the aspect of the planned personal, metasubject and subject learning outcomes, including in the study of informatics, a review of the content of school textbooks on informatics, scientific developments in the field of teaching informatics by domestic and foreign authors, generalization existing pedagogical experience in teaching informatics in different countries. The authors define digital literacy as an interdisciplinary educational result and substantiate the leading role of informatics in its development. The authors indicate the directions for the development of informatics in schools in various areas of digital literacy (hardware and software fundamentals, information literacy, digital content creation, security, problem solving, career competencies). The authors talk about a new section of school informatics, "Fundamentals of digital literacy and cybersecurity". which consistently and systematically demonstrates to students the changes caused by digital innovation. The authors indicate the possible content of this section. This is a new, valuable and practically significant material for domestic and foreign school education. A detailed description of digital reality in a school informatics course allows us to model the development of students' digital literacy and establish criteria and indicators for its assessment in various situations: from motivation to mastering digital literacy, acquiring digital skills with a general way of performing educational actions and on the subject content of a school informatics course to meaningful and the systematic practical use of digital skills.

Investigating Information in the Multi-screen Society

2008 ◽  
pp. 207-216
Author(s):  
Manuel Joaquim Silva Pinto
Keyword(s):  
New Media ◽  
Public Service ◽  
Digital Literacy ◽  
Point Of View ◽  
Public Service Broadcasting ◽  
Social Distribution ◽  
Consumption Activity

This chapter presents some new aspects to think about public service broadcasting, emphasizing the role of emotion and entertainment to the understanding of the television experience. Television is discussed in the context of the multiscreen society and technological devices, from an ecological point of view. This means to consider it in the context of the transformations produced by new media and their social distribution. These changes deeply impact on the consumption activity forcing it to assume new characters and modalities. According to this point, it becomes possible to discuss some aspects dealing with digital literacy.

scholarly journals The role of school mediation in the development of digital skills among Spanish minors

2021 ◽  
Author(s):  
Maialen Garmendia ◽  
Inaki Karrera ◽  
Nekane Larrañaga ◽  
Carmelo Garitaonandia
Keyword(s):  
Digital Literacy ◽  
Childhood And Adolescence ◽  
Digital Education ◽  
Positive Feeling ◽  
Digital Devices ◽  
Primary And Secondary Education ◽  
Early School ◽  
Digital Skills ◽  
Use Of The Internet

Given the growing importance of digital literacy in children’s education, this article analyzes the role of school mediation in the development of digital competences among Spanish minors. Based on the results obtained from a survey of 2,900 Spanish schoolchildren between the ages of 9 and 17 years conducted at the end of 2018, we explore their attachment to their school, the digital mediation they receive at the center, and their digital competences. The data show that they have a positive feeling of belonging to their school. The most widespread competences among minors are precisely those most related to the playful use of digital devices. Analysis of the association between school mediation and the acquisition of various types of digital skills shows that mediation is effective in the acquisition of most competences among pre-adolescents, confirming the need for early school mediation. There is no doubt that media and digital education contributes to the achievement of more inclusive environments. Educational policies oriented toward safer use of the Internet and a change in the pedagogical paradigm in primary and secondary education should contribute to enhanced development of digital skills during childhood and adolescence.

scholarly journals Insights on the future of science journalism

2012 ◽  
Vol 11 (01) ◽  
pp. C01
Author(s):  
Alessandro Delfanti
Keyword(s):  
New Media ◽  
Digital Media ◽  
Science Communication ◽  
Media Ecology ◽  
Science Writing ◽  
Science Journalism ◽  
Unpaid Labor ◽  
The Future ◽  
The Web

With this commentary JCOM continues its analysis of the transformations of science journalism in the new media ecology. The purpose of the papers we present here is enriching the discussion raised in past issues and giving the Science communication community new insights on the role of digital media in shaping the way science is communicated, distributed and discussed by new actors and with new publics. What is the future of science journalism in the new ecosystem? In “Has blogging changed science writing?” Alice Bell discusses blogs' impact on science journalism, arguing that in some areas the changes related to the emergence of the web are overstated. Rather than crystal ball gazing into the future, we should realize it is up for debate. In “Web 2.0: netizen empowerment vs. unpaid labor” Carlo Formenti goes further, casting doubts on the utopian fantasies of knowledge democratization and urging us to focus on the new forms of power concentration and exploitation that are emerging within the system of science communication. Finally, in “The future of science journalism in Ghana” Bernard Appiah and colleagues argue in favour of the potential of the web as a tool to increase the quality and quantity of African science journalism. Yet they warn us: issues of access to both information and resources are still in place and threaten the promises of digital media.

Data literacy. Kompetencje w zakresie korzystania z danych w odniesieniu do przemian komunikacji naukowej

2017 ◽  
Vol 4 (50) ◽  
pp. 36-49
Author(s):  
Justyna Jasiewicz ◽  
Michalina Stopnicka
Keyword(s):  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Communication Technologies ◽  
Data Literacy ◽  
Digital Skills ◽  
Information And Communication ◽  
Ict Tools ◽  
The Subject ◽  
Academic Communication

The aim of this article is to present the problem of data literacy in the context of the ongoing changes within the academic society and the sphere of academic communication caused by the development of the information and communication technologies. Therefore in the first part of the article the Van Dijk’s model of four types of access to ICT is presented, which – extended – enables to view the problem of digital literacy in a broader perspective. Secondly, the definitions of information literacy and data literacy are discussed. The last part of the article presents the components of data literacy and the relations between this concept and other issues that are the subject of informatology research. The background for these considerations shall be the models of scientific communication, in which the role of ICT tools and digital skills is particularly evident.

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