Emergent digital literacy in Chinese preschoolers: developmental patterns and associated predicators

Cao, Simin; Dong, Chuanmei; Li, Hui

doi:10.1080/03004430.2024.2303480

Early Child Development and Care

2024

DOI: 10.1080/03004430.2024.2303480

|View full text |Cite

Emergent digital literacy in Chinese preschoolers: developmental patterns and associated predicators

Simin Cao,

Chuanmei Dong,

Hui Li

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2024

Publication Types

Select...

Article1

Relationship

Self Cite0

Independent1

Authors

Journals

Cited by 1 publication

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Digital literacy scale: Validity and reliability study with the rasch model

Avinç,

Doğan

2024

Educ Inf Technol

View full text Add to dashboard Cite

The study aimed to develop a Likert-type measurement tool (Digital Literacy Scale, DLS) to determine the digital literacy levels of secondary school students. The validity and reliability of the developed measurement tool were verified using the Rasch model. The Rasch Model can estimate missing data and allow for small study groups (Rasch, Rasch, Probabilistic models for some intelligence and attainment tests, Danish Institute for Educational Research, 1960). Additionally, this model can verify the expected pattern of the measurement tool by calibrating it across participants and items. The content validity of DLS was ensured by expert opinion, and the construct validity was ensured by using the Rach model. In the content validity study, a 25-item pool was created for the draft DLS, and 5 items were removed from the draft DLS at this stage. Construct validity studies were carried out with the remaining 20 items using the classical test theory and item response theory (Rasch model). Exploratory Factor Analysis (EFA) and first-level Confirmatory Factor Analysis (CFA) were used within the scope of classical test theory. Then some Rasch assumptions such as dimensionlessness, local independence, monotonicity, and bias were tested for DLS. In the validity and reliability analysis of DLS, no items were eliminated, and the quantitative theoretical results were statistically confirmed. The analysis results showed that the minimum statistical values required for a good measurement tool were met. Accordingly, 20 valid and reliable compatible items that can be used to determine the digital literacy status of secondary school students were produced.

show abstract

Digital literacy scale: Validity and reliability study with the rasch model

Avinç,

Doğan

2024

Educ Inf Technol

View full text Add to dashboard Cite

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

customersupport@researchsolutions.com

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

Emergent digital literacy in Chinese preschoolers: developmental patterns and associated predicators

Cited by 1 publication

References 31 publications

Digital literacy scale: Validity and reliability study with the rasch model

Digital literacy scale: Validity and reliability study with the rasch model

Contact Info

Product

Resources

About