scholarly journals Digital Content Model Framework Based on Social Studies Education

2019 ◽  
Vol 8 (5) ◽  
pp. 214
Author(s):  
Feri Sulianta ◽  
Sapriya Sapriya ◽  
Nana Supriatna ◽  
Disman Disman
Keyword(s):  
Social Studies ◽  
Digital Media ◽  
Digital Literacy ◽  
Social Studies Education ◽  
Digital Content ◽  
Content Standards ◽  
Model Framework ◽  
Content Model ◽  
Digital World ◽  
The People

The growth of the digital world brings positive and also negative influences in the society, For example, the overwhelmed of uneducated material, provoking news, the contents teaches unhealthy behavior, or hoaxes. Most of the people do not have abilities to recognize quality contents or well written contents. Those conditions are really matter, in the 21st century, people must have digital literacy the competencies. In order that the societies will be ready to deal with technology and to address the usefulness of digital content.The community must act as a smart content consumer, and also as a good content producer, so that people have ability to create good digital content and get the benefit of information. However, due to the lack of digital content framework, people have difficulty assessing the quality of digital content, and it is difficult to create content with good criteria. Therefore, it is important to create digital content standards that have a positive goal in the age of technology.To make digital content standards a digital content model was developed which was developed with Research and Development methods, involved students and cyber society on the internet. The digital content framework contains several elements, such as: pillar of social studies education, writing, knowledge, digital media, search engine optimization, and digital copyrights, which will be published in User Generated Content Platform. Furthermore, digital content model framework has been tested and has a useful principle that is used as a guidance for making high quality digital content which considers the virtue of society and the art of state of information technology.

scholarly journals Creating Able Human Beings: Social Studies Education in the Northwest Territories and Nunavut, 1969 to the Present

2015 ◽  
Author(s):  
Catherine A. McGregor
Keyword(s):  
Social Studies ◽  
Northwest Territories ◽  
Culturally Responsive ◽  
Social Studies Education ◽  
Aboriginal Peoples ◽  
Human Beings ◽  
Mandated Curriculum ◽  
The North ◽  
The People ◽  
Integrated Curricula

RésuméAprès le transfert de responsabilité en matière d’éducation dans le nord du Canada par le gouvernement fédéral aux Territoires du Nord-Ouest (TNO) en 1969-1970, le département d’Éducation des Territoires rend, dès lors, obligatoire un programme scolaire axé sur les identités linguistiques et culturelles des élèves dénés et inuits afin de contrer les approches intentionnellement assimilatrices des écoles fédérales antérieures, pensionnats religieux ou écoles publiques. Cet article s’intéresse à l’aspect social des programmes d’études durant les trente années suivantes dans les TNO et de 1999 à 2013 pour le Nunavut. Après consultation de documents pertinents, l’auteure soutient que les programmes d’études instaurés dans le Nord durant cette période de 45 ans reposaient sur la culture autochtone (culturally responsive), mais sans grande conviction. Elle suggère également un nouveau terme « culturally founded education » à savoir une éducation authentiquement autochtone en référence à l’intégration des programmes développés par les peuples aborigènes du Nord d’après leurs propres perspectives culturelles. La conclusion propose des actions concrètes pour garantir que les programmes d’études soient en lien avec la population et préparent adéquatement les élèves à s’impliquer d’une manière significative dans le monde complexe du XXIe siècle. Abstract Upon transfer of responsibility for schooling in Canada’s north from the federal government to the Northwest Territories in 1969-70, the territorial Department of Education immediately mandated curriculum whose central focus was on Dene and Inuit students’ cultural and linguistic identities, in order to counteract the intentionally assimilationist approaches of previous federal and church residential and day schools. This article examines social studies curricula over the next 30 years in the NWT, and from 1999-2013 in Nunavut. Reviewing relevant documents, I argue that social studies curricula developed in the north during these 45 years have featured culturally responsive education, but did not accomplish this consistently. I also suggest a new term, culturally founded education, to refer to integrated curricula developed by northern Aboriginal peoples from their own cultural perspectives. The conclusion recommends future actions to ensure social studies education continues to reflect the people it serves and prepares students to make meaningful contributions in the complex world of the twenty-first century.

scholarly journals Economics and the civic mission of social studies education: Two critiques of neoclassicism

2019 ◽  
Vol 18 (1) ◽  
pp. 16-32 ◽  
Author(s):  
Erin C Adams
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
Social Studies Education ◽  
State Standards ◽  
Democratic Society ◽  
Content Standards ◽  
Neoclassical Theory ◽  
Good Citizenship ◽  
Theoretical Assumptions ◽  
K 12

This article examines the theoretical assumptions underlying K-12 economic curriculum and the consequences of this curriculum for citizenship education and democracy. Specifically, the article discusses scholarship related to the critique of neoclassic economic theory’s role in influencing the Voluntary National Content Standards in Economics and the trickle-down effects into state standards and textbooks. From the literature, the author uncovers two main critiques of neoclassicism: that neoclassic theory is unrealistic and impersonal. Neoclassic theory has enormous consequences for the civic mission of social studies. The author investigates the extent to which neoclassical theory makes for good citizenship and is desirable for a democratic society.

Unveiling the veiled: Wikipedia collaborating with academic libraries in Africa in creating visibility for African women through Art+Feminism Wikipedia edit-a-thon

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Scholastica Chizoma Ukwoma ◽  
Ngozi Eunice Osadebe ◽  
Victoria Nwamaka Okafor ◽  
Chinwe Nwogo Ezeani
Keyword(s):  
Digital Literacy ◽  
Academic Library ◽  
Data Gathering ◽  
Literacy Skills ◽  
Information And Communications Technology ◽  
African Women ◽  
Digital Content ◽  
Content Type ◽  
The People ◽  
Library Resources

Purpose This study aims to show that digital literacy can serve as a tool for effecting social change and highlights the achievements of an academic library in digital content creation using the Wikipedia platform. Design/methodology/approach The study adopted qualitative research method, Interview and document analysis were used for data gathering. Data gathered were analysed using content (conceptual) analysis. Findings Findings showed that the library has created or edited digital content for various categories of women, such as women in academia, industry and politics. These entries have received more than eight million views over a period of two years, which shows that the entries are being utilised. However, the editing exercise had been confronted with challenges such as accessing reliable citations in terms of the notability and verifiability policy of Wikipedia amongst others. Practical implications Currently, people rely more on online resources for their research, leaving physical library resources unused. Even, more students start their research online using Wikipedia. Thus, libraries could create visibility for their physical material using regularly visited sites like Wikipedia and its sister projects such as Wikidata; otherwise, these physical materials will remain invisible to the people that needed them. Originality/value Contributing to Wikipedia by creating a new entry or editing an existing one can help students to deepen their knowledge about a subject; Wikipedia editing may serve as an avenue for improving information literacy skills. Drawing from the theory of cyberfeminism as used in the study, information and communications technology has the potential to empower women and transform gender relations.

The Role of Parents for Developing Digital Literacy of 0-5 Year Olds

2018 ◽  
pp. 104-113
Author(s):  
Linda Daniela ◽  
Arta Rudolfa
Keyword(s):  
Digital Media ◽  
Digital Literacy ◽  
Digital Environment ◽  
Parental Competence ◽  
Digital World ◽  
Digital Era ◽  
Parents And Children ◽  
Role Of Parents ◽  
Relationship Of

The digitalization of the world has brought with it changes in the mutual relationship of parents and children, upbringing traditions, and challenged the parents' role. Parents' attitudes towards the digital world could be described as “fear and fascination,” where a fraction treats the possibilities provided by the digital environment with uncritical adoration, while another fraction is convinced that the digital environment poses a variety of risks, which is why children should be deterred from the use of digital media for as long as possible. None of the approaches is productive in helping the development and growth of children born in the digitalization era. That is why an objective for the study was set out – to identify parents' competence in promoting children's digital literacy in order to seek solutions and make recommendations for parents to promote children's digital literacy. The chapter summarizes the results of a part of an ongoing study of parental competence in raising kids of the digital era.

Importance of Data Management in Digital Media Literacy

2019 ◽  
pp. 235-247
Author(s):  
Yavuz Kömeçoğlu ◽  
Zumrut Muftuoglu ◽  
Can Umay ◽  
Aysin Tasdelen ◽  
Sebnem Ozdemir
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Digital Literacy ◽  
Digital Technologies ◽  
Three Dimensions ◽  
Digital World ◽  
Learning Techniques ◽  
Competent Person ◽  
The Individual ◽  
Digital Media Literacy

A digital literate person is identified as competent person in the three dimensions of digital technologies, defined as technical, cognitive, and socio-emotional. In particular, under the technical dimension, the person is able to use the tools of the digital world in a competent way. Considering this definition given in technical dimension, it is seen that the individual being a good digital literate is also related to the tools of the digital world. However, no matter how good a digital literate can be, she/he is suffocated in the information if there is no tool to help in accessing information in a certain area, because of the size of digital world. The purpose of this study is to strengthen the technical dimension of digital literacy by developing a tool for reaching the correct visuals by using deep learning techniques. In order to fulfill that purpose, transferring cultural heritage to the next generation by avoiding disturbing visuals, was focused.

scholarly journals CONTEXTUALIZATION AND CONNECTIVITY OF DIGITAL LITERACY IN PRIMARY SCHOOL SOCIAL STUDIES DURING THE COVID-19 PANDEMIC

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Siti Kowiyah ◽  
Yatim Riyanto ◽  
Harmanto Harmanto
Keyword(s):  
Elementary School ◽  
Social Studies ◽  
Digital Literacy ◽  
Social Life ◽  
Social Knowledge ◽  
School Level ◽  
Elementary Social Studies ◽  
Digital World ◽  
Use Of The Internet ◽  
Knowledge Learning

This research identifies and explores Social Science (IPS) learning at the Elementary School level (SD) delivered by utilizing digital technology during the Covid-19 pandemic in Indonesia. This study explores the use of the internet and how social knowledge learning is in dialogue with digital literacy that occurs in it. This research is a qualitative study of digital literacy in social studies learning in elementary schools. The data sources were elementary school teachers using random sampling, with spatial boundaries in Surabaya and Sidoarjo, East Java. The temporal limitation of this research is data taken from April 2020 to January 2021. The collected data is then analyzed with Kathleen Tyner's perspective regarding literacy in the digital world and June Chapin about social studies learning in primary education. The results showed that contextuality and connectivity through digital literacy in elementary social studies raise constructive aspects through collective memory about experiencing something and using previous knowledge through digital literacy. The constructive and cognitive aspects present two essential dimensions that explain the occurrence of elementary social knowledge learning. First, relating to information processing; in terms of receiving, storing, and then remembering information when it has needed. Second, related to meaningful learning about social life in society, how children shape and organize existing and new information that comes to mind. Therefore, this model can teach and study any subject matter related to social studies at the elementary school level.

scholarly journals EXPLORING THE VALUES OF TAHLILAN TRADITION FOR DEVELOPMENT OF SOCIAL INTERACTION TOPIC IN SOCIAL STUDIES EDUCATION LEARNING (Descriptive Study of Analysis in Gintung Ranjeng Village of Cirebon Regency)

2018 ◽  
Vol 2 (2) ◽  
pp. 7
Author(s):  
Badru Jaman
Keyword(s):  
Social Interaction ◽  
Social Behavior ◽  
Social Studies ◽  
Social Relations ◽  
Descriptive Study ◽  
Social Studies Education ◽  
Social Attitudes ◽  
The People ◽  
The Social ◽  
The Subject

Abstract-The globalization causes Indonesian people prefer to choose foreign cultures compared with preserve their local culture. Beside the local cultured that begin to be threatened, the globalization also affects the decreasing of peoples’ social attitudes and social behavior, this will certainly vulnerable with the cause of social conflicts. In other aspect. The problems also arise in the social studies education learning which is considered boring, where the material taught does not relate with phenomena of local social and cultural that develop around students. This fact must be sought solution, one of the solutions developed in this research is exploring the values of tahlilan tradition in the social environment of Gintung Ranjeng village, and expected can be used as learning sources that are integrated in the social interaction topic in the social studies education subjects. The findings of this research are : One, the people of Gintung Ranjeng village still hold the tradition of tahlilan with the purpose as one way of their worship to Allah SWT, give console and empathy to abandoned families, efforts to strengthen social relations among society, and  prevent the conflict in the community. Two, the interaction pattern of Gintung Ranjeng society is found in the tradition of tahlilan, it can be seen in the activity of “atur-atur” and “ngobeng” activities in tahlilan tradition. Three, tahlilan tradition that has a noble value in the social relations, can be used as learning sources in social studies especially on the subject matter social interaction. Keywords : Tahlilan Tradition, Social Interaction, and Social Studies

scholarly journals Young people confronting the challenge of reading and interpreting a digital world

2021 ◽  
Vol 14 (2) ◽  
pp. e905
Author(s):  
Jordi Castellví Mata ◽  
Breogán Tosar Bacarizo ◽  
Antoni Santisteban Fernández
Keyword(s):  
Secondary School ◽  
Digital Media ◽  
Citizenship Education ◽  
Digital Literacy ◽  
Cognitive Skills ◽  
Secondary School Students ◽  
Literacy Programs ◽  
School Students ◽  
Daily Lives ◽  
Digital World

Critical citizenship education must consider the global and digital context in which we live. Digital media and global processes have a decisive influence on people’s daily lives. However, digital literacy programs rarely go beyond teaching technological skills. Similarly, critical thinking approaches to education focus on developing cognitive skills, omitting the weight of values and emotions in decision making. This research analyses Spanish secondary school students’ narratives and reflections about two publications on Twitter that present biased information to encourage undemocratic attitudes. The results show that most students are far from being critical of the information they read on the internet, and they easily fall into the trap of defending undemocratic discourses.

scholarly journals Parents’ knowledge and skills about the risks of the digital world

2021 ◽  
Vol 41 (1) ◽  
pp. 1-19
Author(s):  
Łukasz Tomczyk ◽  
Katarzyna Potyrała
Keyword(s):  
Digital Media ◽  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Well Being ◽  
Research Area ◽  
Online Information ◽  
School Students ◽  
Knowledge And Skills ◽  
Digital World ◽  
Online Safety

In this article we present the level of knowledge and literacy held by the parents of primary school students regarding internet safety (online safety, digital safety) in the context of digital literacy (DL) in terms of both technical skills and knowledge. The study reported on here was conducted in Poland, and was commissioned by the Ministry of National Education. The research involved measuring the knowledge and skills regarding the prevention of electronic threats (e-threats) which are defined as problematic situations and behaviour mediated by digital media and the internet. E-threats are related to mental and physical health, social aspects and technical matters related to the use of information and communication technologies (ICTs). In order to narrow down the research area, 6 components related to e-threats were selected, namely: the ergonomics of using digital media; the evaluation of the reliability of online information; the influence of advertising on consumers’ choices; risky online relationships; understanding the mechanisms of secure logging-in; and protection against malware. The DL level was measured using a competence test. An analysis of 514 tests revealed that the most neglected areas were the protection of children against unwanted communication with other users, and secure logging-in. The strongest component was the ergonomics of using ICT. We also noted that more than one fifth of parents showed a satisfactory level of DL related to online safety. Another observation was that DL is a complex and heterogeneous concept. The DL components are related with one another to different extents. Some DL elements are determined by the level of education, place of living, subjective sense of own well-being or intuitive perception (self-evaluation).

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