Tracing the Global Trend on the Study of Digital Literacy

Using the SCOPUS database, this paper aims to quantify global research output on digital literacy (DL) from 2011 to 2020. In addition, there were 7388 documents and 42504 citations. The average number of citations received per publication was 5.63. The result of the study `depicts that the growth of publication on digital literacy has an incremental trend, and year-wise citation is also found to increase from 64 to 13163 during the study period. Furthermore, the research found that Relative Growth Rate (RGR) and Doubling Time (DT) had a fluctuating pattern throughout the study. "Internet skills and the digital divide" were learned to be the leading article among the most important source titles used for the publication of DL studies, with 368 citations. However, the "Journal of Medical Internet Research" received the highest mean citation per document (24.26), and G. Merchant was identified as the most prolific author with a mean citation per document of 24.38.

Digital Inequality Among States at an European Level

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.

The Value of Data Driven and Human Centered Approaches in Legal Technology Startups

Through interviews, this research investigated the business logic of two legal technology (legal tech) startup companies and revealed the crucial value of human-centered thinking for technological innovation. In this research, the social values of technological innovation are described from the humanistic perspective. Based on the practical achievements of the companies, a new humanistic dimension was verified, which involved combining technological innovation and a human-centered path and adopting altruistic thinking, which was of great value in traditional thinking. Such practice contributed to the companies' achievements and carried profound significance to artificial intelligence (AI) development in the age of big data. Moreover, incorporating human-centered into businesses is crucial in controlling the use of AI to prevent the possible social destruction caused by AI applications. This research maintains that an approach combining data-driven and human-centered thinking is based on technological advances and social influences.

An Examination of Literacy and Computer Literacy Amongst Adults Who Are Incarcerated

In this study, the relationships between literacy, computer experience, and age among and between the general (i.e., "household") and prison samples were examined using the Program for the International Assessment of Adult Competencies (2012, 2014). Literacy scores and computer experiences were significantly lower (p < .001) for the prison sample than for the household sample. There were significant differences in the mean literacy scores between the household and prison samples for those with no computer experience, t(2048) = -3.58, p < .01 and for those with computer experience, t(7721) = 8.99, p < .01. Computer experience predicted literacy proficiency across both samples (R-squared = .10, SE = .01, p < .01). Lastly, there was an inverse relationship between age and computer experience, with a widening gap between the household and prison samples as age increased. The inequalities in the essential skills of print and computer literacy between the general and prison populations are concerning and indicate a need for literacy and computer education in prisons.

Medical Science Potential Predatory Journal in Reputed and Counterfeit Indexing Databases

Getting a journal indexed reflects high-quality scientific integrity, which differentiates it from a non-indexed journal. Quantitative analysis of indexing status of a randomly selected sample of 121 predatory journals listed on https://beallslist.net/standalone-journals/ was carried out to ascertain their presence in various reputed bibliographic databases. The study's findings divulge that the presence of predatory journals in bibliographic databases is not significantly widespread. However, some indexing databases such as Emerging Sources Citation Index (ESCI) and PubMed reflect slightly greater values than anticipated and need to be scrutinized and reviewed regularly. Further, the study found that these journals incorporate many metrics under indexing/ abstracting information which are not in a true sense suitable to be categorized as indexing abstracting databases. Further, Index Copernicus, Scientific Journal Impact factor (SJIF), National Academy of Agricultural Sciences (NAAS), Global Impact Factor (GIF) are the most used Counterfeit indexing services by the journals.

Learning the Code

The concept of "digital literacy" has been much discussed and variously misunderstood in our society. Owing to digital communication technologies, it is often confused with other literacies and skills necessary for utilizing and evaluating digital information. As information and communication is increasingly produced, accessed, and controlled in digital formats there is significant need to clarify among "information literacies" what "digital literacy" means and demands. In order to accomplish this the author reviews what is meant by literacies in human society; examines the nature of the digital as a language; describes genuine digital literacy; and elucidates the sociopolitical importance of the growing digital illiteracy in global citizenry and how this might be addressed.

Book review

Congcong Wang and Lisa Winstead are editors of this 386-pages volume, which contains five sections and 17 chapters, the first of which is a 46-pages long introduction followed by 16 original research papers, all of which offer valuable insights into the advantages and disadvantages of a current problem of foreign language education in the digital age. The first section of the volume is entitled Commentary, the second section is entitled Technologies across Continents, the third section of the volume is entitled Web Collaboration across Languages, the fourth section is entitled Less Commonly Taught Languages, and finally, the fifth section focuses on Teacher Education and Learning Strategies.

A Framework for Educational Robotics in Kindergarten

This systematic review defines a framework for educational robotics in kindergarten. We performed our search in online databases via keyword search and snowball sampling. At the end of the process, we analyzed 46 papers. In-depth analysis of them has led to the identification of a four dimensions framework: (1) design and execution of robotics curricula: most of them used programmable floor robots, like Bee-Bot, but also more sophisticated tools, like KIBO; and tend to be created from scratch, often designed and carried out by researchers directly; (2) design and implementation of the research studies: there is a balance among adopted research methodologies (qualitative, quantitative and mixed); most studies are non-experimental; data are mainly collected by observations, tests, and interviews; (3) outcomes on the participants' skills: a large share of papers reports outcomes other than technical skills; it has also investigated the impact on soft and cognitive skills, learning engagement, and emotions; (4) the gender dimension: around one in five papers investigated it.

The Forms of Education

A key figure as an interpreter of the spirit of the time, the educator needs continuous training. This is an essential requirement for carrying out what is one of the main aspects of his work: facilitating inclusion, limiting any type of marginality and social exclusion. The role of the educator, based primarily on humanistic and social knowledge, is also rich in ethical values. Two valuable allies that the educator cannot help but resort to are observation and active listening; in fact, while observation allows us to collect the necessary information, by listening we welcome the other, with his strengths and weaknesses. To educate is also to communicate, to be close to the student, to communicate also with looks and gestures. In his action, the effective educator must also follow the path of dialogue, reciprocity, and communicative integration. This chapter explores these forms of education.

Learning Management in Massive Open Online Courses

Massive open online courses (MOOCs) are the unconventional and latest means of education in the present society. MOOCs are the strong alternative to traditional education and latest development in the area of open and distance learning. MOOCs are the online courses which are delivered with little rigidity in place of learning, time of learning, pace of learning, etc. Learning management in MOOCs is one of the prime features of MOOCs that helps for the delivery of MOOCs. Learning management in MOOCs plays a vital role for the success of MOOCs. The stakeholders of MOOCs must be well conversant with different aspects of learning management in MOOCs for achieving the success of the MOOCs. Referring to these contexts, in the present paper, thematic discussions have been made on different aspects of learning management in MOOCs. In the paper, special emphasis in discussion is given on different components of learning management in MOOCs, learning management in different platforms of MOOCs, and issues in learning management in MOOCs.