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International Journal of Pedagogy and Teacher Education
Journal Homepage: jurnal.uns.ac.id/ijpte
PAPER |10741 p-ISSN: 2597-7792 / e-ISSN: 2549-8525
DOI: https://dx.doi.org/10.20961/ijpte.v8i2.84533
International Journal of Pedagogy and Teacher Education – 8(2) – 2024, pp159-pp180
Student Literacy and Literacy Skills in Higher Education: A Bibliometric Review
Asep Purwo Yudi Utomo*, Dwi Yuwono Puji Sugiharto, Rossi Galih Kesuma, Diyamon Prasandha
Indonesian Language, Literature, and Regional Education, Faculty of Languages and Arts, Universitas Negeri Semarang,
Semarang, Indonesia
ARTICLE INFO
ABSTRACT
Article History
Received : February 11, 2024
1st Revision : May 17, 2024
Accepted : July 11, 2024
Available Online : December 30, 2024
Student literacy and literacy skills are crucial in developing critical thinking,
analytical abilities, and overall academic success in higher education. This study
provides an initial overview of research developments on these topics through
a bibliometric analysis of studies published between 2004 and 2023. Data were
collected from the Scopus database, identifying 675 relevant publications, and
analyzed using tools such as Scopus, Mendeley, and VOSViewer to explore
research trends, dominant keywords, and collaboration networks in this field.
The findings reveal that studies on student literacy have steadily increased over
the past two decades, with the United States and Indonesia as leading
contributors. Key themes frequently emerging in these studies include literacy,
students, writing, reading, and teaching. Despite this growing interest,
research specifically linking literacy and student literacy skills in higher
education remains limited, with most studies focusing on general literacy
aspects. These insights highlight the need for further exploration, particularly
in developing students' critical literacy skills in higher education contexts. This
study aims to map the landscape of student literacy research, provide insights
into researcher contributions, and identify research gaps for future studies.
Ultimately, these findings can guide future research and policy development
to enhance literacy skills critical for academic success and professional
readiness.
Keywords:
student literacy;
literacy skills;
higher education;
bibliometrics;
research trends
*Corresponding Author
Email address:
aseppyu@mail.unnes.ac.id
How to cite: Utomo, A. P. Y., Sugiharto, D. Y. P., Kesuma, R. G., & Prasandha, D. (2024). Student literacy and literacy skills
in higher education: A bibliometric review. International Journal of Pedagogy and Teacher Education, 8(2), 159-180.
https://doi.org/10.20961/ijpte.v8i2.84533
1. INTRODUCTION
Higher education plays a crucial role in shaping essential skills such as critical thinking (Silva et al., 2023;
Zhang et al., 2023), analytical reasoning (Bairagya & Joy, 2022; Shaumiwaty et al., 2020), and creativity (Fischer
& Barabasch, 2023; Mawartiningsih & Cintamulya, 2023), all of which are foundational for academic and
professional success. One of the critical components in developing these competencies is student literacy and
literacy skills (Marini et al., 2023; Werfel & Hendricks, 2023). Broadly, student literacy refers to the ability of
students to comprehend, evaluate, and effectively use information (Mohammadi, 2024). Literacy skills, in
particular, encompass the broader abilities to read, write, speak, and think critically (Alhaider, 2023), which are
indispensable in navigating complex academic and real-world environments.
In the current information-rich and technology-driven era, where access to information is immediate
and widespread (Miloud Dahmane et al., 2023; Schedl & Lex, 2023), the need for students to filter, assess, and
apply relevant and reliable information is more pressing than ever (Van et al., 2022; Wyatt et al., 2023). These
literacy skills are crucial within academic contexts (Castillo-Martínez et al., 2023; De Costa et al., 2022) and in
everyday life and across professional fields (Boudard & Rubenson, 2003). As such, there is a growing demand for
research examining the state and development of student literacy and literacy skills in higher education, making
it a highly relevant and timely study area.
The evolution of literacy skills within higher education requires an understanding of how these skills
develop in diverse academic contexts (Kartika-Ningsih & Rose, 2021; Lukman & Wahyudin, 2020). While there is
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a wealth of general literacy research, specific studies focusing on higher education literacy skills such as critical
reading, analytical thinking, and evaluative skills are notably scarce, presenting challenges for institutions striving
to equip students for a complex information landscape. Research indicates that literacy skills are not static; they
transform significantly from secondary to higher education. For instance, Borgonovi and Pokropek (2021) found
that disparities in literacy skills can widen post-schooling, emphasizing the role of higher education institutions
in addressing these gaps through tailored educational practices. Additionally, Thamrin and Agustin (2019)
highlight the importance of higher-order thinking skills (HOTS) in fostering critical reading abilities crucial for
academic success in higher education, underscoring the need to focus on advanced literacy skills beyond
foundational literacy competencies. Integrating digital literacy into higher education curricula has become
increasingly essential in the digital age. Research by Chan et al. (2017) demonstrates that digital storytelling can
significantly enhance students' digital literacy skills, which is vital for today’s information-driven society. Vézina
et al. (2019) underscore the impact of educational context on literacy skill development, noting that the quality
and type of literacy education can vary significantly, particularly for immigrant populations. This variation is also
evident in information literacy, where Krubu et al. (2017) highlight discrepancies between students' perceived
and actual literacy capabilities, suggesting a need for more effective instructional strategies. Sparks et al. (2016)
argue that digital information literacy is essential for academic and professional success, calling for robust
assessment frameworks to effectively evaluate these skills. Together, these studies reveal the importance of a
nuanced approach to literacy in higher education, emphasizing the need for adaptable curricula and targeted
strategies to foster literacy skills that align with students' academic and professional needs.
Current studies on student literacy in higher education often overlook the complex contextual factors
and cultural nuances that shape literacy development among students. While existing research provides a
foundational understanding of literacy, it tends to treat literacy skills as universally applicable without fully
exploring variations across diverse educational systems and sociocultural contexts. In countries like Indonesia,
unique challenges impact student literacy, such as the influence of university curricula (Alhumsi, 2021), limited
access to information resources (Sachdeva & Tripathi, 2019), and variations in technological infrastructure (Cabo
& Lansiquot, 2016). Furthermore, academic culture varies significantly between regions and affects how literacy
is taught, perceived, and practiced. For example, in collectivist cultures with collaborative learning approaches,
literacy skills might develop differently compared to individualistic learning environments, where self-guided
critical thinking is more emphasized (Ramakrishnan et al., 2018). However, these regional and cultural
differences are rarely explored, creating a gap in our understanding of how such factors influence literacy
outcomes globally. This gap underscores the need for a nuanced bibliometric analysis highlighting specific trends,
challenges, and regional variations in student literacy research. By systematically mapping these variations, such
an analysis can reveal underexplored themes, identify unique literacy challenges across regions, and cluster
research around emerging issues. Addressing these gaps will enable educational policymakers and institutions
to develop targeted, context-sensitive strategies to improve literacy instruction that aligns with the specific
needs of students in different cultural and academic environments. Ultimately, this approach not only aims to
broaden our comprehension of student literacy on a global scale but also to enhance the effectiveness of literacy
education through culturally responsive practices that reflect diverse educational contexts.
Bibliometric research provides a powerful framework for systematically evaluating the landscape of
scientific literature. It allows researchers to identify prominent trends, collaborative networks, and the most
frequently used keywords that shape a field (Fernández et al., 2023; Olaleye, 2023; Schirone, 2023). By employing
bibliometric analysis, scholars can map the distribution and evolution of research contributions, analyze the
interconnectedness between themes, and reveal the intellectual structure underlying a research domain. This
approach is particularly valuable for fields with complex, multidisciplinary aspects, as it enables researchers to
identify popular topics and emerging areas of study, key publications, and influential researchers and institutions.
In the context of student literacy, bibliometric analysis offers insights into the thematic and methodological
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trends that define the field, helping to clarify how research on literacy in higher education has evolved. While
bibliometric analyses have been widely used in fields such as medicine, environmental science, and information
technology, their application in studying literacy trends and developments within higher education remains
limited. This underutilization leaves a gap in our understanding of how themes in student literacy interrelate,
particularly regarding regional, cultural, and technological differences that may influence literacy skills in diverse
academic contexts. This research aims to fill both a methodological and contextual gap by applying bibliometric
analysis to student literacy studies. The findings are expected to provide a comprehensive view of the current
research landscape, highlight underexplored areas, and inform future studies that enhance literacy practices
within higher education.
This study aims to conduct a bibliometric analysis of publications on student literacy and literacy skills
in higher education, specifically between 2004 and 2023. By examining publication productivity, collaborative
networks among researchers, frequently recurring keywords, and the journals that most frequently publish on
this topic, the study seeks to present a thorough understanding of the direction and evolution of research in this
field, focusing on critical reading and literacy skills. To achieve these objectives, the study addresses the following
research questions:
• RQ1: What is the publication productivity of research on "student literacy"?
• RQ2: What are the dominant topics and themes related to "student literacy"?
• RQ3: How has the novelty of topics related to student literacy and literacy skills evolved based on the
keyword "student literacy"?
2. MATERIAL AND METHOD
This bibliometric analysis aims to advance research on student literacy and its connection to literacy
skills in higher education by addressing two core objectives. First, this study seeks to identify prevailing research
trends, patterns, and key knowledge hubs within the field of student literacy, thereby providing a detailed visual
and thematic landscape of current studies. Through a systematic examination of influential studies, prominent
authors, and collaborative networks, this analysis offers a comprehensive view of how student literacy research
has evolved and where its current focus lies. This study highlights the areas that have shaped the field by
identifying frequently addressed topics, methodologies, and leading contributors, allowing for a more nuanced
understanding of current student literacy research.
The second objective is to uncover emerging or underexplored areas within student literacy research,
particularly those related to literacy skills in higher education, such as critical reading, analytical thinking, and
digital literacy. By pinpointing gaps in the literature, such as topics or regions that are less represented, this
analysis provides actionable recommendations for future research, especially those that can address the specific
needs of a diverse student population. By systematically mapping themes and research gaps, this study intends
to support educators, researchers, and policymakers in identifying promising areas for exploration and potential
collaborations. Ultimately, this approach aims to improve literacy practices across higher education institutions,
fostering a deeper, evidence-based understanding of student literacy needs that can inform the development of
more effective and context-sensitive literacy programs.
Research Process Overview
The research process is structured into several key steps, as illustrated in Figure 1. Initially, student
literacy is examined in terms of its definitions, measurements, and conceptualizations within existing literature.
Next, a literature review and bibliometric analysis are conducted on selected articles to identify prominent
research patterns. Finally, the analysis concludes with suggestions for future research directions to advance
understanding in this field.
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Figure 1. Review Process
Data Collection
Data for this analysis was collected from the Scopus database to ensure comprehensive coverage and
quality. Inclusion and exclusion criteria were established to filter the publications, as detailed in Table 1. Only
scientific articles, conference papers, book chapters, books, and reviews indexed in Scopus between 2004 and
2023 and written in English were included. However, publications outside this range or unrelated to "student
literacy" were excluded.
Table 1. Inclusion and Exclusion Criteria for Publication Data
Criteria
Inclusion
Exclusion
Type of Publication
Scientific articles, conference papers,
book chapters, books, and reviews
indexed in Scopus.
Publications not indexed in Scopus.
Language
Publications written in English
Publications not written in English
Focus
Scientific publications about "student
literacy."
Publications not about "student
literacy."
Access
Accessible through Scopus
Not accessible through Scopus
Publication Range
Scientific publications within the 2004-
2023 time range
Scientific publications outside the 2004-
2023 time range
Search and Filtering Process
A search was conducted using the keyword "student literacy" across titles, keywords, and abstracts. The
search yielded 652 publications, then refined through VOSviewer to eliminate duplicates and unrelated content,
resulting in 115 relevant articles for analysis. This process is visually summarized in Figure 2, which illustrates the
PRISMA flow for literature selection and refinement.
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Figure 2. PRISMA Flow Diagram for Search and Selection Process
Analysis Methode
Bibliometric analysis
Bibliometric analysis is a quantitative research method used to systematically organize, analyze, and
map the structure of academic publications over a specified period. This approach allows researchers to explore
the landscape of a given field, identifying key trends, influential publications, author collaborations, and the
evolution of specific research themes. By quantifying the impact and frequency of publications, bibliometric
analysis provides a comprehensive view of the intellectual development within a research area, enabling scholars
to understand where the field has been and where it might be headed.
This research follows the four-step bibliometric analysis procedure outlined by Donthu et al. (2021), ensuring a
systematic approach to understanding patterns in student literacy research and its relationship with literacy
skills in higher education. The first step, defining research objectives and scope, involves articulating the goals
of the bibliometric analysis. This study aims to identify trends and explore the interplay between student
literacy and literacy skills in higher education, establishing a focused foundation aligned with specific research
questions.
The second step, selecting analysis techniques, involves choosing appropriate methods to capture
various dimensions of the research landscape. This study employs co-authorship analysis to identify
collaborative networks among scholars, keyword co-occurrence analysis to uncover recurring themes, and
citation analysis to highlight influential publications in the field. These techniques provide a comprehensive
view of the scholarly discourse on student literacy. The third step, data collection, involves gathering relevant
data from the Scopus database, known for its extensive coverage and high-quality indexing. The dataset
includes scholarly articles, conference papers, book chapters, and reviews published between 2004 and 2023.
Inclusion and exclusion criteria are applied to ensure relevance and reliability, focusing solely on "student
literacy" publications and indexed in Scopus.
The fourth step, conducting bibliometric analysis, thoroughly examines the collected data. This step
assesses publication productivity to understand research output trends over time and uses keyword analysis to
reveal main topics and emerging trends in student literacy research. The intellectual structure of the field is
mapped by identifying central themes, leading researchers, and research clusters, providing a comprehensive
understanding of the field. Visualization tools like VOSviewer are employed to create network maps, illustrating
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the relationships between keywords, authors, and institutions and offering valuable insights into the research
landscape.
Content Analysis
Content analysis was employed to supplement the bibliometric approach to gain a deeper, more
qualitative understanding of the themes identified in the student literacy research. While bibliometric analysis
provides a broad overview of trends, publication productivity, and key topics, content analysis enables a more
nuanced interpretation by examining the context, meaning, and connections between various findings in the
literature. By focusing on the content of selected publications, this method allowed the research team to explore
underlying patterns and concepts that are not readily visible through quantitative analysis alone. Content
analysis was particularly valuable for addressing specific research questions related to critical reading skills within
the broader domain of student literacy. Through this approach, the team could interpret how critical reading is
conceptualized across different studies, identify recurring themes, and understand the emphasis on literacy skills
required in higher education contexts. This analysis highlighted the skills most frequently associated with
academic success, such as critical thinking, analytical reasoning, and information literacy, allowing for a more
comprehensive understanding of how these competencies are integrated into student literacy research. Overall,
content analysis provided valuable insights that complemented the bibliometric findings, offering a richer,
contextually informed perspective on the critical areas of student literacy research.
3. Result
Results The findings from the bibliometric analysis are presented based on the answered research
questions. Specifically, the findings relate to publication productivity, prominent themes, theoretical
foundations, variables, and their relationships. The research findings that will form the basis of the discussion to
answer the three research questions are:
Publication Productivity
The number of publications released on a particular subject can reflect changes in specific research over
time. Future research development in critical reading also affects fluctuations in the number of relevant
publications. Figure 3 depicts the annual publication volume from 2004 to 2023 (as of December 2023). In
general, an increase in the number of published publications can be observed. Over 20 years, the number of
Research questions
Research
Methodology
Research findings
Research Questions
RQ1.
How is the publication productivity of research on "student literacy"?
RQ2. What are the dominant topics and themes related to "student
literacy"?
RQ3. How has the novelty of topics related to student literacy and literacy
skills evolved based on the keyword "student literacy"?
Step 1. Describe the objectives and scope of the research
Step 2. Determine analysis techniques
Step 3. Collecting data
Step 4. Perform a bibliometric analysis
Step 5. Report the findings from the analysis.
1. Views on the productivity of research publications on student literacy.
2. Findings of the most dominant topic and research theme of "student
literacy."
3. Findings on the novelty of student literacy topics with literacy skills
based on the keyword "student literacy".
Figure 3. Research Framework
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published publications and those with relevant titles, abstracts, and keywords experienced fluctuations.
However, overall, publications have increased and peaked in 2020 to 2022. In 2022, the number of published
articles reached 70 publications. Based on these findings, it can be concluded that publications or research
related to "student literacy" are expanding. Research related to critical reading has gained increased attention
across various fields of study and diverse topics. As seen in the graph below.
Figure 4. Graph the number of publications searched for with the keyword "student literacy.”
Table 2. High-frequency keywords represent topic or theme clusters in the field of research conducted
Keyword
Occurrences
Total link strength
Literacy
100
239
Students
89
301
Writing
36
139
Reading
27
107
Teaching
24
102
Education Computing
24
88
Human
23
193
Engineering education
17
84
Education
16
66
Professional development
14
64
Scientific literacy
14
40
Student
13
82
e-learning
13
52
Teacher Education
12
58
Assessment
12
34
Learning systems
11
47
Pisa
11
9
Mayor clinical study
10
81
Comprehension
10
71
Language
10
61
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Dominant Topics and Themes Related to "Student Literacy"
Based on the analysis of 652 collected scholarly articles, the keyword frequency function in VOSviewer
software generated a keyword map containing 2,230 interconnected keywords. The size of the circles and letters
reflects keyword frequency, with larger nodes and text indicating more frequent mentions of that keyword
during the specified period. Lines connecting circles illustrate relationships between keywords, with the color
and thickness of these lines indicating the timing and frequency of each keyword’s occurrence. After filtering,
high-frequency keywords related to critical reading were identified, and invalid terms, such as overly general
words like “gender” or specific country names, totaling 13 keywords, were removed. Synonyms were also
merged to ensure accuracy. This process resulted in 115 interconnected keywords, as displayed in Figure 2. The
top 20 high-frequency keywords, which represent clusters of prominent topics or themes in the research field,
are shown in Table 2.
The novelty of Student Literacy Topics with Literacy Skills Based on the Keyword "Student Literacy"
In bibliometric analysis, a visual representation overlay uses bright-colored circles to indicate topics
requiring more research or not being widely explored. In contrast, darker-colored circles signify that a topic has
been extensively studied, as illustrated in Figure 10. Using the keyword "student literacy," several intriguing
topics emerged, including "students," "literacy," "reading comprehension," "literacy skills," "critical literacy,"
"language learners," "college/university students," and "higher education." This section aims to group these
fascinating themes that have not yet been thoroughly investigated by presenting previous research to highlight
the relevance of these keywords.
Figure 5. “Students literacy” cluster overlay diagram
4. Discussion
Publication Productivity with the Keyword “Student Literacy”
Based on Figure 4., it can be concluded that publications or research related to "student literacy" are
becoming more extensive. Research related to critical reading has received increasing attention across many
fields of study and various topics. Meanwhile, research related to the keyword "Student literacy" across various
countries from 2004 to 2023 shows significant differences in publications (Figure 5). The United States takes the
top position with the highest number of publications, reaching 263 publications related to the keyword "student
literacy." One of these publications investigates teaching-related literacy with a focus on students. The article
explores how prospective teachers at a university in the northwestern mountainous region of the United States
understand and apply literacy and how they position themselves in terms of literacy knowledge. (Borti, 2023).
Following the United States, Indonesia ranks second with 95 publications. This indicates that there is still a
significant gap in terms of publication productivity. Despite considerable interest, research on students and
literacy, especially focusing on higher education students, still needs to be expanded. One research conducted
on literacy in higher education focusing on literacy skills among university students is the study by Yuniawan et
al. (2022), where literacy in the research is linked to the concept of the environment. Additionally, research on
literacy in higher education is associated with utilizing literacy skills to understand IT. (Arifin & Setiawan, 2022).
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Publications indexed in Scopus from 2004 to 2023 focusing on student literacy or literacy skills in higher
education still need to be made available. Published research often intersects with literacy or higher education
in specific discussions but may only partially be dedicated to these topics.
Figure 6. Distribution diagram of publication by country
Dominant Keywords and Their Network with Other Keywords
Research related to the keyword "literacy" has been conducted 100 times from 2004 to 2023. An
analysis of the keyword co-occurrence graph revealed 20 popular keywords closely associated with the research
topic, particularly regarding "student literacy." The popularity of these keywords is determined by the number
of studies that have utilized them over the past fifteen years.
Figure 7. Research network diagram relating to “student literacy.”
The VOSviewer keyword cluster analysis shows that "student literacy" research is organized into
thematic clusters with dominant keywords. The primary keyword in this area is "students," illustrated with
complex networks in Figure 5. Another related keyword is also "students," depicted in Figure 8. One Scopus-
indexed article that discusses "Students" and "Literacy" examines literacy assessment through educational
games for students (Fang et al., 2023) and also addresses "reading comprehension," which is closely related to
the other keywords.
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Figure 8. Network diagram of the “students” cluster.
One commonly used keyword is "literacy" in the context of complex networks, as illustrated in Figure 9.
One article indexed in Scopus that features the keyword "literacy" discusses the development of dialogic reading
attitudes, which are supported by skills in both expressive and critical reading (Marini et al., 2023). Research
related to the keyword "literacy" is often associated with educational themes, including "teaching," "e-learning,"
"evaluation," and "assessment," among others. Additionally, it is connected to language-related topics such as
"language," "linguistics," "writing," and "reading comprehension."
Figure 9. “Literacy” cluster network diagram.
Another frequently used keyword in research related to "student literacy" is "writing," which forms
relatively complex networks, as illustrated in Figure 10. Studies related to "writing" are often associated with
topics in education, teaching, students, and linguistics. One example of research linking "student literacy" and
"writing" is Andersen et al.'s (2022) study, which explores the development of writing skills through shared
reading interventions conducted at home.
Figure 10. Network diagram of the "writing" cluster.
Additionally, a commonly used keyword in research related to "student literacy" is "curriculum," which
is associated with fairly complex networks, as illustrated in Figure 11. Within the "curriculum" cluster, research
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pertains to students, technology, higher education, digital literacy, online learning, and more, as shown in Figure
9. One notable study that explores the relationship between "student literacy" and "curriculum" is Ristiana's
(2023) research on managing Self-Managed Curriculum Learning to enhance students' literacy and numeracy
competencies in schools.
Figure 11. Network diagram of the "curriculum" cluster
The novelty of the topic of student literacy skills based on the keyword "student literacy"
This section addresses RQ3, which explores the novelty of the topic of student literacy skills, focusing
on the keyword "student literacy." The primary keywords that drive interest in this topic are "students" and
"literacy." Numerous relevant studies on these concepts are conducted worldwide, reflecting diverse approaches
and contexts. For instance, Cockerill et al. (2023) studied the use of proficiency teaching and strategies to address
reading comprehension difficulties to enhance reading outcomes. Bazalgette & Buckingham (2013) investigated
the impact of literacy feedback on teachers. Farias-Gaytan et al. (2023) examined digital transformation and
digital literacy within the complexities of higher education. De Oliveira (2017) focused on the development of
numeracy and early literacy skills. Additionally, Orhan (2023) explored critical thinking and new media literacy
by studying the detection of fake news on social media. Thomson (2023) contributed research on information
literacy support for postgraduate students. Together, these studies highlight the evolving interest in student
literacy and its various applications across educational settings.
The analysis results presented in Figure 12 indicate the presence of a central cluster that functions as a
distribution point for topics related to "students." There are opportunities to connect the concept of "students"
with various existing keywords, as highlighted by previous researchers in the areas of "e-learning" (Battista et al.,
2023; Rufia Thaseen et al., 2024), "science literacy" (Liang et al., 2023; Purwanti & Desstya, 2023), "reading
comprehension" (Moghadam et al., 2023; Zadkhast et al., 2023), "information literacy" (Mawartiningsih &
Cintamulya, 2023; Smith & Sanger, 2023), and "education computing" (Gunness et al., 2023; T. Wang, 2023).
These connections demonstrate the broad scope of student-related research and its intersections with various
educational themes
.
Figure 12. “students” cluster overlay diagram
The analysis results from Figure 13 indicate a cluster that acts as a central distribution point for topics
related to "literacy." This cluster presents opportunities to connect the concept of "literacy" with various existing
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keywords, as explored by previous researchers. For instance, studies have linked "literacy" to "e-learning" (Ali et
al., 2023; Kageyama et al., 2023), "reading comprehension" (Feller et al., 2023; Stiff et al., 2023), "multimodality"
(Kenalemang-Palm, 2023; Liang et al., 2023), "early childhood" (Dahm et al., 2023; Hasan et al., 2023), and
"education computing" (Grover & Twarek, 2023; Haskel-Ittah, 2023). These connections illustrate the expansive
scope of literacy-related research and its intersections with diverse educational themes.
.
Figure 13. “Literacy” cluster overlay diagram.
The third key term driving interest in this topic is "reading comprehension," a concept that has been extensively
studied worldwide. For example, Tong et al. (2023) explored the role of prosodic sensitivity in enhancing reading
comprehension. Meng et al. (2023) integrated belief-based knowledge to improve comprehension outcomes.
Ahmed Abdel-Al Ibrahim et al. (2023) examined how collaborative learning, scaffolding-based teaching, and self-
assessment influence reading comprehension, along with their effects on student motivation and anxiety.
Hammad Al-Rashidi et al. (2023) analyzed the comparative impact of portfolio-based assessment, self-
assessment, and peer assessment on reading comprehension, vocabulary learning, and grammatical accuracy.
Meanwhile, Z. Wang et al. (2023) investigated the relationship between morphological awareness and reading
comprehension among Chinese children, adding to the growing body of knowledge on this skill.
The analysis results, shown in Figure 14, reveal a cluster that serves as a central hub for topics related
to "reading comprehension." This cluster indicates further opportunities to connect "reading comprehension"
with other keywords explored by researchers, such as "education computing" (Liu et al., 2022; Serrano-
Mendizábal et al., 2023), "elementary schools" (Nurmahanani 2023; Zhou et al., 2023), and "middle school" (Lim
& Park, 2023; H.-H. Wang et al., 2023). hese connections underscore the extensive research possibilities within
the "reading comprehension" cluster, linking it with various educational levels and technological applications,
and demonstrating the multi-faceted interest in understanding and improving reading comprehension skills.
Figure 14. Overlay diagram of the “reading comprehension” cluster.
The fourth key term driving interest in this topic is "literacy skill," a concept examined in numerous studies
worldwide. For example, Conica et al. (2023) explored the relationship between preschool language and
children's literacy and numeracy skills. Chang (2023) investigated how early numeracy and literacy skills influence
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later mathematical achievement. Kertész & Honbolygó (2023) conducted a study predicting literacy skill
development in children, while Susanta et al. (2023) focused on literacy skills among elementary school students.
Additionally, Damsgaard et al. (2023) examined learning activities aimed at enhancing letter-sound knowledge
in children with varying reading abilities.
The analysis results from Figure 15 reveal a cluster serving as the central distribution point for topics
related to "literacy skill." This cluster highlights opportunities to connect "literacy skill" with various other
keywords explored in previous studies. For instance, researchers have linked "literacy skill" to "e-learning"
(Ahmetovic et al., 2023; Lang et al., 2023), "literacy learning" (Hilmawan et al., 2022; Weadman et al., 2023), and
"education computing"(Cioc et al., 2022; Fang et al., 2022). These connections suggest a wide range of research
possibilities within the "literacy skill" cluster, integrating it with themes such as digital learning, literacy
development, and technological applications in education.
Figure 15. “Literacy skill” cluster overlay diagram
The fifth keyword that forms the basis of interest in this topic is "critical literacy." There have been
several relevant studies on the concept of "critical literacy" distributed across various parts of the world. For
instance, Johnson (2023) discusses critical literacy and solidarity emerging among African-American children.
Brownell (2023) conducts a case study of critical literacy in the works of English language arts inventors. Abas
(2023) engages in critical multimodal literacy practices in student-made comics. Jones & Manion (2023)
conducted a critical literacy study on children's rights education in Uganda and Canada. Hosek & Handsfield
(2023) reveals teachers' experiences in digital literacy.
An analysis of Figure 16 reveals that a particular cluster functions as a central hub for topics related to
"critical literacy." This presents opportunities to connect the concept of "critical literacy" with various other
keywords, as explored by researchers focusing on "linguistics" (Gebhard & Blaisdell, 2022; Ludwig & Summer,
2023) and "multimodality" (Pires et al., 2023; Tilakaratna, 2022).
Figure 16. Overlay diagram of the "critical literacy" cluster
The sixth and seventh keywords of interest in this topic are "S-College/University Students" and "higher
education." Numerous studies on "S-College/University Students" have been conducted across various regions.
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For instance, Hamadi El-Den (2024) examines sustainable digital learning in higher education, while Rotar (2024)
xplores the experiences of adult students in online learning to improve educational outcomes. Darby et al. (2023)
nvestigate efforts to meet the needs of college students, and Shu & Wang (2023) analyze the expansion of higher
education in China. Additionally, Lo (2023) studies the implementation of digital learning and online ESL classes
within higher education.
Analysis of Figure 17 reveals that a particular cluster serves as a central distribution point for topics
related to "S-College/University Students." This suggests opportunities to link the concept of "S-
College/University Students" with various other keywords. Previous researchers have explored these
connections in areas such as "teacher education"(Nabayra & Tambong, 2023; Yako-Suketomo et al., 2023),
"language learners" (Alemu et al., 2023; Robles et al., 2024), and "professional development" (Karpava, 2023;
Lee & Garcia, 2015).
.
Figure 17. "S-College/University Students" cluster overlay diagram
The analysis of Figure 18 indicates that a specific cluster functions as a central distribution point for
topics related to "higher education." This finding highlights opportunities to link the concept of "higher
education" with various other keywords. Previous researchers have explored these connections in areas such as
"education" (Leatemia et al., 2023; Park et al., 2023), "curriculum" (Olanya et al., 2023; Sajja et al., 2023), and
"assessment" (Adama et al., 2023; Cao et al., 2023).
Figure 18. "Higher education" cluster overlay diagram
5. CONCLUSION
Based on the formulated research questions, the study revealed three main findings. First, the
productivity of publications related to critical reading from 2004 to 2023 reached a total of 675 articles from
various countries. Over this 20-year period, the number of publications incorporating "student literacy" in their
titles, abstracts, and keywords showed fluctuations, with a peak in 2022. Although research on this topic remains
relatively limited, there is a clear upward trend, with interest and productivity increasing each year. This growth
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reflects the rising recognition of student literacy as an important field in academic research. Second, the analysis
identified three major themes frequently associated with "student literacy," primarily centered around
education and language. Common keywords included "literacy," "students," "writing," "reading," and "teaching."
Additionally, several promising topics emerged through the use of the keyword "student literacy," such as
"reading comprehension," "literacy skills," "critical literacy," "language learners," "college/university students,"
and "higher education." These topics remain underexplored, presenting valuable opportunities for further
research and innovation in this field. Expanding on these areas could deepen the understanding of student
literacy’s role in higher education and support the development of novel research insights.
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