Gently down the stream(ing): Can digital literacy help turn the tide on the climate crisis?

Tiernan, Peter

doi:10.18261/njdl.17.3.4

Cited by 4 publications

(3 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Overall, these studies offer valuable insights into how media literacy and media education can be used to promote critical thinking skills and environmental literacy among students in different educational contexts. Exploring the extent to which digital literacy frameworks and definitions engaged with the environmental impact of digital activity, and proposed ways to incorporate this important component into digital literacy education according to the (Tiernan, 2022) study. Through examining popular digital tools and services, as well as existing digital literacy frameworks and definitions, the paper highlighted the relative lack of engagement with the environmental impact of digital activity.…”

Section: ‫واإلعالن‬ ‫العامة‬ ‫العالقات‬ ‫لبحوث‬ ‫العلمية‬ ‫المجلة‬mentioning

confidence: 99%

Role of Social Media in Enhancing Climate Change Literacy Among Egyptian Users

Abdallah

Youssef

2023

المجلة العلمية لبحوث العلاقات العامة و الإعلان

View full text Add to dashboard Cite

Social media can be an effective tool for increasing climate change literacy by raising awareness, promoting engagement, and providing access to information and resources. Through social media platforms like Twitter, Facebook, and Instagram, individuals and organizations can share news articles, research studies, and videos that educate people about climate change and its impact on the environment. This research aims to investigate the role of social media in educating and informing Egyptians about climate change. Specifically, it seeks to explore the relationship between social media consumption and climate change literacy, examine whether social media has been able to make people feel the urgency of the climate change crisis and investigate the extent to which climate change literacy has increased in Egypt. To achieve its objectives, the quantitative study used the survey tool to assess the relationship between the use of social media and the nature of climate change literacy formation. The study findings confirmed that the Egyptian audience fully depends on social media as a main source of climate change-related information, and social media has a significant impact on raising awareness and knowledge of climate change issues, as well as shaping Egyptian users' perception of it. Nevertheless, the existence of negative aspects, which were reported by the survey respondents, considering prevailing misinformation on social media websites.

show abstract

Section: ‫واإلعالن‬ ‫العامة‬ ‫العالقات‬ ‫لبحوث‬ ‫العلمية‬ ‫المجلة‬mentioning

confidence: 99%

Role of Social Media in Enhancing Climate Change Literacy Among Egyptian Users

Abdallah

Youssef

2023

المجلة العلمية لبحوث العلاقات العامة و الإعلان

View full text Add to dashboard Cite

show abstract

“…Schools and education systems are also under pressure to address climate change, not only through curriculum change, but also in relation to accounting for the emissions and other environmental costs of school facilities, operations and governance (Bieler et al, 2018; UNESCO, 2021). As a result of these convergences between the use, and climate implications of, digital technologies in schools and school systems, there have been increasing calls to consider climate and environmental implications of education technologies (e.g., Gauthier, 2022; Selwyn, 2018; 2022a; Tiernan, 2022).…”

Section: Introductionmentioning

confidence: 99%

The incommensurability of digital and climate change priorities in schooling: An infrastructural analysis and implications for education governance

McKenzie,

Gulson

2023

Research in Education

View full text Add to dashboard Cite

This paper introduces the concept of infrastructure into discussions on climate change and education. We focus on the links between the increased use of digital data and the central role of data infrastructures in education, and the energy infrastructure needed to support their growing use in schools and school systems. We elaborate a need for a greater accounting of the climate and related social costs of these interwoven digital and energy infrastructures of schooling. We suggest this is part of the ‘disposition’ of the infrastructures of schooling that should be weighed into decisions on whether and how to continue with digital technologies in schools. By acknowledging the climate and environmental incommensurability of digital infrastructures, education leaders and young people can more fully understand their dispositions and their costs. We propose three implications for education governance that entail greater consideration of the limits of current school climate change infrastructures such as ‘eco school’ programs and EdTech ‘AI for good’ initiatives, pushes for ‘computing within limits’ without substantial changes, and current school governance practices which unnecessarily rely on digital infrastructures. Instead, what is needed may be a reversal of the extensive use of digital infrastructures by schools and education governance bodies.

show abstract

“…Developments in hardware, software, digitization, and interconnectivity mean that individuals increasingly use online and digital tools to accomplish their work and a plethora of services and platforms for entertainment and communication purposes in their personal lives. It is within this context that information and media literacy feature prominently in policy documentation and educational literature, all of which recognize it as an essential skill for critical engagement with information in the 21st century [2,3]. However, recent developments in artificial intelligence (AI) pose a significant challenge to our understanding of what it means to be information literate and how to provide the tools and frameworks to help students and wider society learn about and deal with AI in this context.…”

Section: Introductionmentioning

confidence: 99%

Information and Media Literacy in the Age of AI: Options for the Future

Tiernan,

Costello,

Donlon

et al. 2023

Education Sciences

Self Cite

View full text Add to dashboard Cite

The concepts of information and media literacy have been central components of digital literacy since the digitization of information began. However, the increasing influence of artificial intelligence on how individuals locate, evaluate, and create content has significant implications for what it means to be information and media literate. This paper begins by exploring the role artificial intelligence plays at the various stages of information retrieval and creation processes. Following this, the paper reviews existing digital literacy frameworks to ascertain their definitions of information and media literacy and the potential impact of artificial intelligence on them. We find that digital literacy frameworks have been slow to react to artificial intelligence and its repercussions, and we recommend a number of strategies for the future. These strategies center around a more agile, responsive, and participatory approach to digital literacy framework development and maintenance.

show abstract

Gently down the stream(ing): Can digital literacy help turn the tide on the climate crisis?

Cited by 4 publications

References 15 publications

Role of Social Media in Enhancing Climate Change Literacy Among Egyptian Users

Role of Social Media in Enhancing Climate Change Literacy Among Egyptian Users

The incommensurability of digital and climate change priorities in schooling: An infrastructural analysis and implications for education governance

Information and Media Literacy in the Age of AI: Options for the Future

Contact Info

Product

Resources

About