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Digital Literacy - Science topic

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Dear peers, comments and ideas welcome. If you don't mind, hope you can also share your projects / papers on digital literacy or skills. We're looking to study this in 2021. Thanking all of you in advance :-)
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There is no digital literacy possible without advanced literacy and technical skills, i.e. tech-know-logical education and enlightenment operate as information selection system In the digitized cosmos of virtual reality. Am in line with
Jebunnesa Jeba and Áurea Gabriel , but I see digital literacy as tech-know-logical icing on the cake, with respect to advanced literacy and technical skills In physical reality.
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What are the indicators of work performance of a teacher with respect to digital literacy at distance learning please?
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1. Enrolment of students
2. Interaction
3. Timely submission of assignment etc.
4. Questions asked, feedback, discussion
5. Checking updates by students what teacher update.
6. Academic gain
7. Initiative
Many more which indicates performance of a teacher.
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Hi reader,
I'm conducting a research on digital literacy and its linkage to the digital economy in a developing country like Pakistan.
I'm looking for experts in the following areas: economics, literacy, primary acedemia, digital economy, entrepreneurship, digital literacy, computer science, computer engineering, IT, as well as other associated fields.
I would be really grateful if you could take some time out to fill my questionnaire survey.
This quetionnaire corresponds to my first area of focus: impact of digital literacy on the digital economy.
For context: the digital economy embodies all economic transactions that either require the use of digital technologies or are related to the selling & purchasing of digital goods & services.
For the scope of this study, digital literacy has been defined through some key competences as outlined by the UN in their Digital Literacy Global Framework. The purpose of this study is to determine whether there is a relationship between digital literacy and growth in the digital economy. Furthermore, this study aims to map the relationships o fthe competencies of digital literacy against the factors leading to growth in the digital economy.
For any queries and concerns, you may reach out to us via email at gem1974@giki.edu.pk
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Digital literacy means having the skills you need to live, learn, and work in a society where communication and access to information is increasingly through digital technologies like internet platforms, social media, and mobile devices. ... Communication is also a key aspect of digital literacy.
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I have scores from a questionnaire I carried out, which have been split into different groups according to the type of digital literacy they measure.
How do I compare the scores of these groups to see if the difference between them is statistically significant?
I want to compare means, but the scores are all from one participant pool, and I am not sure if this makes a difference to the type of test I have to use?
Thanks
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I will recommend you use the one-sample t-test to estimate the extent of rating per aspect of the dependent variable. Using the t-value pertaining to each aspect (as determined by the analysis) you can rank the aspect with the highest rating and draw your inference from there.
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I am studying the effects of Digital Storytelling on students’ digital literacy. At the end of each unit, students will have created digital stories, which will be assessed using a rubric designed to look at the components of the digital literacy.
So, at the end of study, I will have four sets of scores. Does it make statistical sense for me to use Friedman’s test to look at whether there is a significant difference across four units and then make conclusion accordingly?
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Yes you can, provided the dependent variable you're measuring is ordinal.
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How to increase Digital Literacy in adult citizens?
During the pandemic, the world has switched to the digital platforms for almost every need of life. Shopping, medical treatment, social connect or professional needs....
But at the same time we have seen the challenges faced by many elderly people to use digital platforms for day to day living.
What are some suggestionas to address these challenges and increase digital literacy among elders?
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Dear Prof. Oza!
You spotted a very important point. I think the need to bridge the gap of digital divide is of top priority:
1) Falloon, G. From digital literacy to digital competence: the teacher digital competency (TDC) framework. Education Tech Research Dev 68, 2449–2472 (2020). https://doi.org/10.1007/s11423-020-09767-4 Free access:
2) Vassilakopoulou, P., Hustad, E. Bridging Digital Divides: a Literature Review and Research Agenda for Information Systems Research. Inf Syst Front (2021). https://doi.org/10.1007/s10796-020-10096-3 Free access:
3) Nikou, S., Aavakare, M. An assessment of the interplay between literacy and digital Technology in Higher Education. Educ Inf Technol (2021). https://doi.org/10.1007/s10639-021-10451-0 Free access:
4) Rebecca Eynon (2021). Becoming digitally literate: Reinstating an educational lens to digital skills policies for adults, British Educational Research Journal, Volume 47, Issue 1, February 2021, Free access:
Yours sincerely, Bulcsu Szekely
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We are a research group of people working in multimodal digital literacies. After a three-year project (please see http://www.eumade4ll.eu/ ), we produced the "Common Framework of Reference for Intercultural Digital Literacies" by analysing digital materials produced by students in the project (i.e. 'about us' webpages, blogs, fanvid/mash-up videos, promotional videos, video interactions) and designing tools for assessment and self-assessment.
We are very much interested in receiving feedback on our work.
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Thank you Maria. I will look into it during the weekend.
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The target is to write a research paper, I need the framework for how these training sessions are conducted, advantages and disadvantages. However, these classes must be conducted in Higher Education. Most European countries provide these courses for Primary education sphere.
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Yes, sir, I will collect and share with you.
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Hi, my name is Fabrizio. I'm currently doing research on digital literacy in university students to detect false news. Greetings
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I have just begun my studies in Digital Humanities and as a Library Executive would not class myself as an expert in this field. However upon researching your question, please find below a link to a symposium which was held in November 2017 on that exact topic and hope you will find useful it to you.
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Dear all,
I am in the process of conducting a systematic review on the use of digital technology and ICT in teacher education in the Nordic countries (Denmark, Finland, Iceland, Norway and Sweden). The database searches have been completed, and I am now following up with expert input and manual searches. It would be of great help if you can suggest studies that might be relevant to the review.
The inclusion criteria are the following:
Publication type: Peer-reviewed journal articles (empirical & theoretical/conceptual)
Year of publication: 2010-2019
Population: Pre-service teachers, student teachers, teacher educators, teacher trainers, mentor teachers, teacher education faculty/staff
Research focus and activities: Using digital technology and ICT for teaching and learning in teacher education, learning how to use digital technologies for subject disciplinary teaching, professional development, workshops, courses, field experience/school practicum, blended learning, MOOCs, VLEs
Target level: Teacher education (pre-school, kindergarten, primary, secondary level)
Studies must have been conducted in one of the following countries: Denmark, Finland, Iceland, Norway or Sweden
Language: Danish, English, Finnish, Icelandic, Norwegian and Swedish
Thank you for your assistance!
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Great suggestion Ari Tuhkala and thank you for the link to the publications page! I will definitely have a look for studies here.
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I am researching student understandings of what it means to be digitally literate and trying to see if they can move beyond being able to use different technologies and include other elements. The data analysis I have done far has thrown up a few different 'terms' and I'm wondering now if using 'digital literacy' is even helpful.
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Hi! For your main question about ”digital capability”, I think this term or expression can be in line with, and inspired by Amartya Sen’s and Marta Nussbaum’s slightly differing versions of the ”capability approach” as a way to reason about human rights, economy and other matters. Begin here https://en.m.wikipedia.org/wiki/Capability_approach
I see the term ”digital literacy” as one of the many widening expressions to the original understanding of literacy as ”to be able to read and write”, to a use of ”literacy” as a term for competence to be able to understand and act in a specific field; ”visual literacy” is another example. I find it useful; it is more of a metaphor though.
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Dear  all,
I'm looking for research literature about young children's conceptions of coding, computers, and the internet. Via searches to various databases I have found some interesting reading (see the list below), but any additional reading (especially about children's conceptions of the internet) is highly appreciated.
Thanks, 
Pekka
Edwards, S., Nolan, A., Henderson, M., Mantilla, A., Plowman, L., & Skouteris, H. (2016). Young
children's everyday concepts of the internet: A platform for cyber‐safety education in the early
years. British Journal of Educational Technology.
Hammond, M., & Rogers, P. (2007). An investigation of children’s conceptualisation of computers
and how they work. Education and Information Technologies, 12(1), 3-15.
Jervis, A. (2003).Children’s Thinking About Computers. Paper presented at the British Educational
Research Association Conference, Heriot-Watt University, Edinburgh.
Levy, S. T., & Mioduser, D. (2008). Does it “want” or “was it programmed to...”? Kindergarten
children’s explanations of an autonomous robot’s adaptive functioning. International Journal of
Technology and Design Education, 18(4), 337-359.
Oleson, K. E., Sims, V. K., Chin, M. G., Lum, H. C., & Sinatra, A. (2010). Developmental human
factors: children's mental models of computers. In Proceedings of the Human Factors and
Ergonomics Society Annual Meeting (Vol. 54, No. 19, pp. 1450-1453). Sage CA: Los Angeles, CA:
SAGE Publications.
Papastergiou, M. (2005). “Students’ Mental Models of the Internet and Their Didactical
Exploitation in Informatics Education.” In: Education and Information Technologies 10(4,) pp.
341–360.
Rücker, M. T., & Pinkwart, N. (2016). Review and Discussion of Children’s Conceptions of
Computers. Journal of Science Education and Technology, 25(2), 274-283.
Turkle, S. (2005).The second self: computers and the human spirit. 20th anniversary ed. Cambridge,
MA: MIT Press.
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The official version of the article is freely available via this link 'till March 23rd 2019
httpss://authors.elsevier.com/a/1YWPF7t9Unpqzl
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Does anyone have any knowledge or experience of a self-assessment tool or framework for measuring digital competence? The tools I have seen which look at digital literacy often focus on how to use tools whereas I am more interested in finding out about critical thinking of users, i.e. not how to post a comment but rather should they post a comment?
Any ideas?
Many thanks in advance!
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I am in the process of creating a tool to measure digital literacy and I would like some suggestions on what activity could be used to measure socio-emotional literacy skills. Any suggestions would be welcomed. If you need further clarification please feel free to ask?
Tony
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Dear RG community,
I'm currently working on a literature review and I'm looking for information literacy conceptual frameworks and standards. I'm looking for contribution proposed in the scientific literature in information science (or related fields) or proposed by educational institutions or information professionals institutions (e.g SCONUL, ACRL...). I'm interested in any contributions that defines/describes the nature/scope/levels of competences/skills/knowledge/etc...that should be mastered by individuals to be "information literate". I'm also interested in any contribution from other fields (e.g media literacy, digital literacy...) if they are related in some ways with questions of human-information interaction. I'd like to discover contributions from any country if an english/french version is available.
Thanks in advance for your help,
Jerry Jacques
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Please is it ok to adapt the original items in the Technology Acceptance Model
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Perceived ease of use and perceived usefulness are original constructs of TAM, but other instrisinc constructs such as level of education, organizational support have tend to influence how technology is perceived and accepted. So I advice you read application of TAM and modify it to give room for other constructs such as the ones I mentioned to have a place in your study. In so doing you may come up with a model that could be adopted by other researchers just as you are about to adopt TAM.
Thank you and kind regards.
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We are currently working on a research project to gauge into the digital literacy of women entrepreneur and how their level of digital literacy impact on the business performance.
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Agree with Harry Barton Essel
regards
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Smartphones and tablets give learners and teaching practitioners direct access to information - why should we insist that learners 'remember' taught information when knowledge is accessible at any time via digital means? Shouldn't we now test digital literacy as opposed to traditional methods of examination?
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Matt in the situation that you mentioned, the pilot had better have remembered the procedures for a "dead stick" landing or he too will be dead. A dead stick landing is for landing the airplane without power. It is one of the things you have to memorize and practice in pilot training. The ground is moving up so fast that you do not have any time to look up anything.
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Dear all,
Is anyone aware of studies where dysfunctional technologies (analogical or digital) have been used to support students' understanding of the functional principles of these particular technologies?
Thanks,
Pekka
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There is a brilliant book by John Gall called "Systemantics: How Systems Really Work and How They Fail"
On the surface it looks like an elaborate Murphy's Law joke, but after a long engineering career I still consider it the most important book on engineering I have ever read.
"General Systemantics (retitled to Systemantics in its second edition and The Systems Bible in its third) is a systems engineering treatise by John Gall in which he offers practical principles of systems design based on experience and anecdotes.
It is offered from the perspective of how not to design systems, based on system engineering failures. The primary precept of the treatise is that large complex systems are extremely difficult to design correctly despite best intentions and so care must be taken to design smaller less complex systems and to do so with incremental functionality based on close and continual touch with user needs and measures of effectiveness."
" The term systemantics is a commentary on prior work by Alfred Korzybski called General Semantics which conjectured that all systems failures could be attributed to a single root cause—a failure to communicate. Dr. Gall observes that, instead, system failure is an intrinsic feature of systems. He thereby derives the term 'General Systemantics' in deference to the notion of a sweeping theory of system failure, but attributed to an intrinsic feature based on laws of system behavior. He observes as a side-note that system antics also playfully captures the concept that systems naturally "act up."
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We are currently working on a research to assess the level of digital literacy among women entrepreneur -
Promoting Digital Literacy for Adoption of E-Banking Services: A Strategy to Empower Women Entrepreneurs in Mauritius”,
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Hello,
Notably, digitalization has created a number of opportunities for female empowerment and for an effective participation in various financial domains. However, current gender inequalities may prevent women from reaping the advantages offered by the opportunities provided by digital literacy. As such, it appears that there is an immediate need for certain global policies empowering women entrepreneurs to make the best of the merits which the digital world offers. These policies should pave the way for such needs as global, affordable, secure and broadband internet access, female digital literacy, more women involvement in business activities, web-based female entrepreneurship, and most importantly, free and open training programs for empowering women through innovative digital finance tools and e-government.
Best regards,
R. Biria
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Dear all,
I'm trying to scope the variety of different types of literacies included in scholarly discussions. Below, I have listed the ones I have found so far. If any of You have some additional examples I could add to the list (reference would be nice) I'd delighted to hear about those.
Thanks in adavance,
Pekka
Media literacy, computer literacy, critical literacy, information literacy, game literacy, social literacy, health literacy, physical literacy, emotional literacy, network analysis literacy, financial literacy, workplace literacy, functional literacy, visual literacy, digital literacy
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transition to classroom education
statistic on failed transitions to classroom teaching from bedside nursing
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Hi Cindy,  I found some references which I hope is relevant to your request.
Schoening, A.M. (2009). The Journey from Bedside to Classroom: Making the transition from Nurse to Nurse Educator. University of Nebraska. Accessed on 19th March 2017 from: http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1006&context=cehsedaddiss
Mc Hugh, M.D. & Lake, E.T. (2011). Understanding Clinical Expertise: Nurse Education, Experience, and the Hospital Context. Res Nurs Health. 33(4): 276–287. Accessed on 19th March 2017 from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2998339/pdf/nihms239174.pdf
Sorrell, J.M. & Cangelosi, P.R. (2016). Expert Clinician to Novice Nurse Educator. From First Hand Narratives. New York. Springer.
Schoening, A.M. (2009). The Journey from Bedside to Classroom: Making the transition from Nurse to Nurse Educator. University of Nebraska. Accessed on 19th March 2017 from: http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1006&context=cehsedaddiss
Penn, B.K., Wilson, L.D. & Rosseter, R. (2008). Transitioning From Nursing Practice to a Teaching Role. Online Journal of Issues in Nursing. 13(3). Accessed on 19th March 2017 from: http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/vol132008/No3Sept08/NursingPracticetoNursingEducation.html
Whicker, M. (2015). Bedside Nurses influence on Patients Continuum of Care Through Effective Discharge Teaching. Doctoral Thesis. Walden University. http://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1313&context=dissertations
National Advisory Council on Nurse Education. Addressing New Challenges Facing Nursing Education: Solutions for a Transforming Healthcare Environment. https://www.hrsa.gov/advisorycommittees/bhpradvisory/nacnep/Reports/eighthreport.pdf
Culleiton, A.L. & Shellenburger, T. (2007). Transition of a Bedside Clinician to a Nurse Educator. Medsurg Nursing; Pitman16(4), pp. 253-7.
 Salminen, L., et al. Future challenges for nursing education – A European perspective. Nurse Educ. Today (2009), doi:10.1016/j.nedt.2009.11.004. https://www.researchgate.net/profile/Arja_Suikkala/publication/40683420_Future_challenges_for_nursing_education_-_A_European_perspective/links/573b3a6008ae9f741b2d7c2d.pdf
 Diane M. Billings, Judith A. Halstead, Teaching in Nursing. (2016). A Guide for Faculty. (5th Ed). USA. Elsevier.
National Advisory Council on Nurse Education. Addressing New Challenges Facing Nursing Education: Solutions for a Transforming Healthcare Environment. https://www.hrsa.gov/advisorycommittees/bhpradvisory/nacnep/Reports/eighthreport.pdf
Laurencelle, F.L., Scanlan, J.M. & Brett, A.L. (2016). The meaning of being a nurse educator and nurse educators' attraction to academia: A phenomenological study. Nurse Educ Today. 39, pp. 135-40. doi: 10.1016/j.nedt.2016.01.029.
Suplee PD, Gardner M. Fostering a smooth transition to the faculty role. J Contin Educ Nurs. 2009;40(11):514-520. doi:10.3928/00220124-20091023-09.
Murphy J. Role transition: using partnerships and cognitive apprenticeship to become a nurse educator. In: Moyer BA, Wittmann-Price R, eds. Nursing Education: Foundations for Practice Excellence. Philadelphia, PA: F.A Davis; 2007.
Cangelosi P, Cocker S, Sorrell JM. Expert to novice: clinicians learning new roles as clinical nurse educators. Nurs Educ Perspectives. 2009; 30(6):367-371.
Whitehead, P.S. (2015). Role Ambiguity, Role Strain, Job Dissatisfaction, and Difficulty Transitioning Into Academia Among Nursing Faculty. Doctoral Thesis.  Walden University. http://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=3054&context=dissertations
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I am conducting a study about the digital literacy and competency of Pakistani Library professionals due to this I need supportive research?  
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Dear Muhammad Youusuf Ali, concerning the approach to information there exist lots of suggestions as well as contexts that may deviate your focus. I wrote a series of papers (posted in RG) focusing on users and academic databases in order to improve, modify, change or confirm their information needs before publishing. Yes, this is a university context, not highschool or elementary levels. Good luck in your pursue!
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I'm writting an article that aims to describe the potencial of infographics on literacy development and children with special educational needs. Does any one knows any publication?
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Ive seen one journal Volume 19 issue 1 all about disability studies...http://www.ifets.info/ 
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What kinds of competences a subject librarian should have?
What professional competences should librarians have in order to provide more professional, more comprehensive and efficient services for students and teachers in their learning, teaching and research? What skills and techniques should librarians master in order to keep pace with the rapid development of information technology, and to facilitate libraries’ smooth transition from the traditional self-access resources (of both paperbacks and e-resources) and study-space provider to knowledge service?
Maybe i ask the similar question with Thoriq Tri Prabowo , but we are really different
  1. could you share your opinions with me? 
  2. and could you introduce some other standards?
thank you very much
A means skill, or ability
B subject librarian maybe has other names, such as, business librarian, law librarian, Research Support Librarian, Teacher Librarian or others
C could you introduce some other standards? exclude
SLA 2003 “Competencies for Special Librarians for the 21st Century”
RLUK 2012 “Re-skilling for Research”
ALIA 2013 “Work Level guidelines for library and information services” \“Standards of professional excellence for teacher librarians”
OPM 1994 “Position Classification Standard for Librarian Series,GS-1410”
FLICC 2008 “Federal Librarian Competencies”
ALA 2009 “Core Competences of Librarianship”
CTC 2011 “Teacher Librarian Services Credential and Special Class Authorization in Information and Digital Literacy Program Standards”
ALA 2013 “Transforming Liaison Roles in Research Libraries”
CARL 2014 Core Competencies and academic librarians
OCLC WebJunction 2014 “Competency index for the library field”
thanks Michelle Kraft 
thanks Faizul Nisha 
RUSA Professional Competencies for Reference and User Services Librarians  http://www.ala.org/rusa/resources/guidelines/professional
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Hi Yanan,
I did edit a book on this topic published in 2006. May be a bit old now but the reference is:  Dale, P., Holland, M., & Matthews, M., (eds.) 2006. Subject Librarians: Engaging with the Learning and Teaching Environment. Aldershot UK: Ashgate.
There might be some full text here [ https://books.google.co.uk/books/about/Subject_Librarians.html?id=ybt0ci_4esIC&redir_esc=y&hl=en ] and there are two chapters free online here [ http://eprints.bournemouth.ac.uk/1461/ ] and here [  http://eprints.bournemouth.ac.uk/196/ ]. It's a topic I haven't thought about for a while,  I will add an answer when I have a moment. BW Matt. 
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I'm looking for ways to bridge digital divides on campus between those with digital confidence and those who are more digitally reluctant or resistant - who I call the digitally shy. Digital graduate attributes have become essential elements of employability yet many staff working in higher education are lacking in digital confidence and capabilities. I'm interested in collaborating with other academics or professional support staff who are working in this area.  
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Thanks for the reply and sharing the papers Debra. I agree workshops can be useful. However, they are often self selecting and while they stimulate motivation this can be lost once people return to their desks and daily routines. I'm looking for ways to extend the workshop experience and also reach those who are less enthusiastic. Do you have any suggestions?
Regards
Sue
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I am looking for a partner to publish a comparative study between European countries related with digital skills in informal scenarios. I have a recent research about digital skills in Primary School students, 8 to 12, with a sample of 678 students. I am looking for a partner with a similar study in a different country of the European Union in order to publish a comparative study in the context of Europe and the development of the digital skills in formal education. Thank you!
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Dear Ana,
Competency is broad area in digital word. I suggest first study how digital or technology could be integrated in primary school. Then you may design competency benchmark based on stakeholders' expectations.
The suggested book may help you.
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who is at risk?
Learners due to immense digital content or teachers lacking competence to exploit digitization. 
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Interesting question. On the first hand, students these days seems unable to handle digital contents especially educational contents. whereas they are quite expert using contents related to social media. Students are unaware or inefficient in exploiting digital contents for their learning especially in Arab world.
On the other hand, majority of the teachers are unable to exploit this digital sources because of unfamiliarity of today's technology. Both teachers and learners are affected in different situations
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I have a preference for ARCS (Attention, Relevance, Competency and Satisfaction) model of Keller. It a motivational model that I adapted to integrate ICT in subject teaching and learning. I would like to know about other models.
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There is an excellent pedagogical framework called IMPACT - Inspire, Practise, Model, Apply, Connect and Transform. Interestingly, Inspire, Connect and Transform = ICT. This framework was developed by the Brisbane School of Distance Education, now being called School of the Future and is part of the Brisbane Education Innovation Precinct.
An example of what the IMPACT components might look like in a classroom are provided at https://brisbanesde.eq.edu.au/Supportandresources/Formsanddocuments/Documents/Parents/IMPACT.pdf.
This has been used in a range of online literacy and numeracy projects and a research paper published recently in 2014 outlines improvements in student learning by students in those projects.
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If digital literacy is an essential skill, whose is responsible for teaching it?
Considering a quote from the embedded post,  “If you don’t really understand how the digital world functions you’re really living in a world where you don’t have the creative and innovation skills that are going to be needed in the future economy”, what are the implications for academic staff members? What degree of digital literacy do they require and how can this type of literacy be enhanced among faculty?
Which professional development events in this field would you recommend?
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Well - the answer to this question is complex. But, I think that new tools (i.e., technologies) have afforded new ways to interact with the world, communicate and make meaning. In this sense, working with these tools to produce outputs of some kind becomes a literacy every bit as much as using a writing implement to produce some form of written communication. Because these tools are not static, but continually changing and the subject of innovation however, it is not really the mastery of the tools themselves that is the critical literacy. Writing is a literacy that transfers to pen, pencil. chalk - a host of mechanical implements. Digital literacy is not quite the same as METHOD of interaction differs from tool to tool as does the output. So digital literacy is more about the ability to adapt to shifting tools in the environment and openness to change in how we interact with the world through those tools. This kind of literacy is not really something that can be "taught" but is more something that can only be acquired through authentic experience with multiple tools, constantly changing over time. So should digital literacy be taught? No, it needs to be embraced and integrated as a part of the world in which we exist - leveraged as new tools come along and acknowledged as a skill that successful citizens need to have to continue to contribute and learn in our constantly changing world.
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I am interested in knowing if anyone has applied or has come across any articles using this approach for information literacy or digital literacy sessions. It would be particularly interesting to know if the examples used other materials other than video or screencasts. I am interested in knowing about the advantages as well as disadvantages as I am thinking of applying the technique in a new post in an academic library.
Thank Carrie
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Yes, we've used it at University of Otago in a number of situations both for information literacy and digital literacy teaching in Oral Health (100 level), Medical Laboratory Science (200 level), and Pharmacy (undergraduate and post graduate level).
We use a variety of material, in house video or interactive content, externally sourced content, practice searches using our databases, online based quizzes that can require physically coming to the library to find material.
The advantages we've been alerted to through in house evaluations are that: students feel more prepared for class, they have a better understanding of concepts, they have time on their own to work at their own pace, and they can come to class with questions, they exhibit deeper understanding. In order to embed this in the programme without adding time to the students, we have negotiated reducing in class time to cover the pre -class learning (usually up to half an hour).
The major disadvantage is when students don't engage with the pre-class learning, come to class unprepared, and the same amount of work still needs to be completed in 2/3 of the time.
It also takes time to design and set up these learning packages and embed them in the LMS. We often use Adobe Captivate to build the content but do have a collection of learning objects that we reuse and tailor the content to fit around it. If grades or terms are to be applied this needs to be negotiated at an early stage. A small grade can increase motivation to participate for some students! 
I hope this helps.
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I am interested in developing a digital literacy course at the graduate level. Can anyone identify a good easily accessible Open Educational Resource (OER) for this purpose?
Many thanks,
Debra
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How can we measure digital literacy skills?
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With the advent of Web 2 (3 not far) and the prolific abundance and affordability of mobile 'smart' devices can we determine whether this is actually improving the learning of tertiary students yet? Are graduates leaving with skills and qualifications that will prepare them for the new millennium?
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Dear Maria, the Pew Centre identified three broad generations of technology 'revolution' and suggest that there will be more. We indeed need to prepare our students to function in this changing environment. But, various stakeholders are involved with various levels of skills and access, to there seem not to be generic solutions. Students should probably also be prepared to access the the credibility of information research in a digital world. I enclose a post in this regard as well.
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This is an open question, in relation to the new national curriculum what is the most relevant role?
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On the surface it seems like a relatively simple question. But like most ......it begs more questions.
"Digital literacy" like technology itself can really only be considered in its wider socio-technical context. The term is often conflated with "Computer skills", which was current in the 1980s as the PC appeared on every desk. More recently much of the popular debate surrounding the NC PoS has seen "Digital literacy" as the capacity to use "Office software", often to complete work related tasks.
In my view this narrow and anachronistic psudo-definition has failed to accommodate the emerging complexities of the relationship between the individual - society - digital technologies.
If we examine the emerging nature of the above relationship we find that we need to move beyond the narrow vocationally based notion of "digital literacy" to a broader and more inclusive model of what it means to be a "digitally empowered" individual.
In seeking to consider such a complex socio-technical paradigm I try to use a relatively simple PETS framework. This is useful in that it provides a model of engagement which allows us to disentangle the various aspects of the issue - but!! we also have to be aware that the "boxes" of the framework don't entirely do justice to the inextricably entwined nature of the soci-technical realities of our real engagement with technologies.
Four PETS headings are:
Political - e.g. How do digital technologies impact on our political engagement e.g. discursive democracy and the issue of Jurgan Habermass's 'public sphere'.
Economic - e.g. How do digital technologies impact on our relationship with the economic world e.g. the formation of 'human capital' through technology supported education.
Technological - e.g. What is the "nature" of this particular technology in terms of it's capacity to feedback into itself e.g. AI .... which suggests that our "digital literacy" has a moral and ethical dimension.
Social - e.g. How do digital technologies support the formation and realisation of social capital......or we might even conjecture that Castells notion of a "network society" points in the direction of a new sub-divide of "network capital".
So - "digital literacy" can really only be dealt with in a wider socio-economic-political context where our question in relation to the school curriculum is "What is it in this 'digital world' that we need our citizens to know, understand and be able to do? 
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I am specifically looking for current sources that show how electronic textbooks impact student comprehension. Furthermore, I am looking for literature that discusses how students use the features of an etextbook to enhance student learning. Help!
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Digital Literacy is a contested concept
• The ability to use digital technology, communication tools or networks to locate, evaluate, use and create information. 1
• The ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers. 2
• A person’s ability to perform tasks effectively in a digital environment... Literacy includes the ability to read and interpret media, to reproduce data and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments. 3
Resources
1. Digital Strategy Glossary of Key Terms http://www.digitalstrategy.govt.nz/Media-Centre/Glossary-of-Key-Terms/ accessed August 21, 2008.
2. Paul Gilster, Digital Literacy, New York: Wiley and Computer Publishing, 1997, p.1.
3. Barbara R. Jones-Kavalier and Suzanne L. Flannigan: Connecting the Digital Dots: Literacy of the 21st Century;
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Michael,
I developed my own instrument called the Digital Search Literacy. It has a decent pilot Cronbach’s Alpha of .792 for 50 items, and I carefully mapped it to ILCSHE outcomes, as well as to other literacy and educational standards.
SAILS and iSkills both boast of good reliability, but they cost. I first thought TRAILS would be a good contender because it is heavily used at high schools, but a pilot test at my university showed weak reliability-at least for my students. CAUL based on New Zealand and Australian information literacy standards has a different way to measure it, but at the time I called, the person responsible was out for a month.
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Will people still want to have that physical meeting place even as more and more is available online; making it easier to access resources remotely? With so many items being available online and with some reference tools being so interactive, how will this affect the physical space that libraries are usually associated with?
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See.. the scenario is changing now, the advances in ICT including mobile technology and availability of high bandwidth is reducing need of physical place for meeting. Video Conferencing and Skype Meetings, Hangounts etc has helped to reduce time taken in transportation to visit physical place. easy availability of such tools has also increased interaction among peers. Same way it is going to affect the physical space requirement of a library. Availability of online tools surely reduces the need of visiting library physically, in contradiction it surely help wider accessibility and availability of library content on the gadgets.