Digital Literacy for the 21st Century

Spires, Hiller A.; Paul, Casey Medlock; Kerkhoff, Shea N.

doi:10.4018/978-1-5225-2255-3.ch194

Cited by 48 publications

(24 citation statements)

References 14 publications

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“…Two of the skills probed, namely, “computer literacy” and “information retrieval,” can be clustered and expanded to form “digital technical skills” and the broader concept of “digital literacy,” which were not probed in this survey. Digital technical skills and digital literacy are proposed to become increasingly critical to employability in the future (Spires, Paul, & Kerkhoff, 2018), and are also essential for life‐long learning (Coetzee, 2014), an aspect of graduateness. As such, they were identified as requirements for food science and technology graduates and a potential area for improvement within existing South African food science and technology programs.…”

Section: Resultsmentioning

confidence: 99%

Graduate capabilities required of South African food science and technology students

Metcalfe

Fourie

Myburgh

2020

J of Food Science Edu

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South African societal stakeholders are in general not satisfied with the work preparedness of newly graduated food science and technology students. There is currently little local literature available that defines the graduate capabilities required of newly graduated food scientists and technologists in South Africa. Therefore, the outcomes of an empirical analysis conducted through stakeholder engagement to identify the required graduate capabilities of newly graduated students in food science and technology are reported in this article. A self-developed questionnaire, administered as a web-based survey, was used to conduct a needs analysis to identify the required graduate capabilities. The results of this study showed that the identified graduate capabilities composed of generic graduate attributes, including the related employability skills and characteristics of graduateness, the desirable personal attributes, and the founda-

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Section: Resultsmentioning

confidence: 99%

Graduate capabilities required of South African food science and technology students

Metcalfe

Fourie

Myburgh

2020

J of Food Science Edu

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“…In recent years, scholars have advanced several DL frameworks. For instance, Spires and Bartlett (2012 as cited by Spires et al, 2018) identified the building blocks of digital literacy: (a) locating and consuming digital content, (b) creating digital content, and (c) communicating digital content. Moreover, a digitally-literate person is able to search and understand desired information, express and share opinions freely, and have a better understanding of others (Kwon and Hyun, 2014).…”

Section: Literature Review and Hypothesis Developmentmentioning

confidence: 99%

Linking digital literacy and online information searching strategies of Philippine university students: The moderating role of mindfulness

Atoy

Garcia

Cadungog

et al. 2020

Journal of Librarianship and Information Science

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The extent to which students are able to maximize the potential benefits of information from the online world depends, in great measure, on the development of a set of skills that would make them effective users and decision-makers. While previous studies have revealed the role of prior knowledge, availability of ICT resources and infrastructure in the development of information-type skills, the identification of other unexplored variables remains important in information science. This paper seeks to ascertain the moderating role of mindfulness on digital literacy and online information searching strategies on a select group of university students in the Philippines. Structural equation modeling was used to test a hypothesized model and explore the factors affecting the information-seeking behavior of 321 students from the largest comprehensive university in the Philippines. A multi-aspect instrument, consisting of a robotfoto, and three scales such as the Langer Mindfulness Scale (LMS), Internet Skills Scale (ISS), and Online Information Searching Strategies Inventory (OISSI), was used in this study. Results revealed that digital literacy had a direct positive relationship with the online information searching strategies of students. Surprisingly, mindfulness did not moderate the relationship between digital literacy and online information searching strategies. Further, digital literacy was found to be a mediating factor to university students’ information searching strategies. Implications of these for library practice and policy are discussed in this paper.

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“…Digital literacy is the ability to use information and communication technologies to find, evaluate, create and communicate information, requiring both cognitive and technical skills [1]. Huller Spires of North Carolina State University views digital literacy in the three buckets:  Finding and consuming digital content  Creating digital content  Communicating or sharing [2] India's National Digital Literacy Mission trains people to operate digital devices and to access the government's egovernance services at its basic levels.…”

Section: Introductionmentioning

confidence: 99%

The Digital Literacy in Teachers of the Schools of Rajouri (J&K)-India: Teachers Perspective

Hassan¹,

Mirza²

2021

IJEME

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The present age is the age of information. The globalization has affected every sphere of the life including education. In spite of availability of ICT infrastructure in schools, their potential is underutilized because of digital incompetence of the teachers. New digital technologies are acting as a catalyst towards improvement of learning outcome and enhancing quality of education, but only introduction of such technologies in schools for producing change and innovation is not enough, it requires digitally competent teachers to facilitate the use of ICT in education. These teachers will act as facilitators and mentors to students to lead them towards problem solving and innovation to meet the new challenges of globalization. Teachers must be able to create learning environments which are student centric and foster creativity, Meta cognition, meta-literacy, collaboration and communication in learners. Mere superficial use of ICT in teaching will not yield the required learning outcome, but the integration of ICT in pedagogy is important to enhance teaching, learning process. This can be done only when teachers are competent enough to use ICT tools and facilitate ICT integrated education. In this paper, we tried to assess the teacher's perspective about the ICT and investigate the factors responsible for resistance of teachers in using ICT in schools and suggestive measures for successful integration of ICT in the teaching process by the teachers of Rajouri district (J&K, India). The ICT skills are very important for teachers to support alternative modes of teaching, learning, i.e. e-learning, mobile learning in the present outbreak of pandemic disease caused by Coronavirus-COVID19.

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Digital Literacy for the 21st Century

Cited by 48 publications

References 14 publications

Graduate capabilities required of South African food science and technology students

Graduate capabilities required of South African food science and technology students

Linking digital literacy and online information searching strategies of Philippine university students: The moderating role of mindfulness

The Digital Literacy in Teachers of the Schools of Rajouri (J&K)-India: Teachers Perspective

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