What Is Essential Is Invisible To The Eye : Culturally Responsive Teaching As A Key To Unlocking Children\u27s Multiple Literacies

Refugee students, language learners, and students in poverty are often viewed through a deficit model of everything they do not have in the way of school preparedness. However, many of them are survivors who possess courage and resilience. They also possess exceptional visual literacy developed through experiences with video and other images. Leveraging their visual literacy builds a bridge to help them understand text, which in turn helps them understand how literature reflects all of our experiences. Increased textual literacy helps students engage with vexing human questions. These questions form an inquiry base from which students can approach writing as an authentic task for self-expression. Student voice and culturally responsive teaching is valued in this model, which counters the experiences with failure that so many immigrant and low-income students learn when standardized testing is the focus of school. Inviting students to co-create literate spaces honors them, their families, and their cultures

MODEL OF DIGITAL LITERACY DEVELOPMENT FOR YOUTHS IN BANGKOK, THAILAND

Model of Digital Literacy Development for Youths in Bangkok aims to develop digital literacy for youths in Bangkok by manipulating Research and Development with following research tools: 1) a 5-level-rating scale, which collected data from 1,500 participants in the related sample. The result of research shows that the group of samples had medium level of digital literacy and the most answer from them is that students used these ICT devices to play online games with the mean 4.86, while the least answer from them is that students had fundamental knowledge about legality and security of internet usage with the mean 1.20. 2) Evaluation Form for Model Suitability, which collected data from 18 experts with the mean between 4.52-5.00 that showing this model is the most suitable. For the tool of Qualitative research is the record of group discussion, that collected data from 8 related main informants and the conclusion is that overall of model is good, suitable and possible in practice. It can be applied with complete model and no need to be adjusted.  Article visualizations

The study of digital literacy components for youths during the COVID-19 pandemic in Bangkok, Thailand

This research paper investigates digital literacy components for youths in Bangkok. The first phase used a qualitative method. The key informants were eight experts in information and communication technology (ICT), human resource (HR), and education. The second phase was to develop the measurement of digital literacy components using the confirmatory factor analysis (CFA) approach with a sample consisting of 1,362 youths in Bangkok. Data collection was conducted through a questionnaire with 52 questions. The results revealed that digital literacy criteria for youths in Bangkok consisted of four factors containing 13 indicators. The first factor and its related access components was three subcomponents, which are i) use of tools and devices; ii) data collection in the cloud; and iii) internet connection. The second factor was understanding components consisting of evaluation, ethics, and legal literacy. The third factor was use of components consisting of safeguarding, search, sharing, and innovation. The fourth factor was creating components consisting of creating weblogs/applications, presenting on website/application, and safeguarding. CFA was employed to test the construct validity of the research latent variables that revealed the harmony correlation of empirical data contained in this research model. These results were employed to develop a digital literacy for youth during the COVID-19 pandemic in Bangkok, Thailand

Social Media, Digital Health Literacy, and Digital Ethics in the Light of Health Equity

Objective: Social media is used in the context of healthcare, for example in interventions for promoting health. Since social media are easily accessible they have potential to promote health equity. This paper studies relevant factors impacting on health equity considered in social media interventions. Methods: We searched for literature to identify potential relevant factors impacting on health equity considered in social media interventions. We included studies that reported examples of health interventions using social media, focused on health equity, and analyzed health equity factors of social media. We identified Information about health equity factors and targeted groups. Results: We found 17 relevant articles. Factors impacting on health equity reported in the included papers were extracted and grouped into three categories: digital health literacy, digital ethics, and acceptability. Conclusions: Literature shows that it is likely that digital technologies will increase health inequities associated with increased age, lower level of educational attainment, and lower socio-economic status. To address this challenge development of social media interventions should consider participatory design principles, visualization, and theories of social sciences

Undergraduate Students\u27 Information Literacy Behaviour in Chulalongkorn University

This paper examines the ways in which Thai undergraduate students in Chulalongkorn University find, evaluate, manage, and apply the needed information for doing their course-related assignments and everyday life research. The information literacy behaviour studied includes the undergraduates’ use of information resources, evaluation of information, research styles, and difficulties encountered during research practices. The survey instrument originally developed by Project Information Literacy of the University of Washington Information School was used as the basis for designing a questionnaire of this study. The questionnaire, then, was distributed to sophomores, juniors, and seniors enrolling at Chulalongkorn University. The sample for the student survey was 378 respondents from 18 faculties. Data collection was completed by the end of March 2011. Overall a 95% response rate was achieved. The findings of this study indicate that the most frequent source of information the majority of the undergraduates used for their course-related assignments and everyday life research is search engines. Most undergraduates always pay attention to credibility of library materials and web content when evaluating information in hand. Regarding the survey respondents’ research styles, they usually make action plans and create search terms before writing term-papers. They also have problems with deciding what to do at the early stage of research process, narrowing down a topic, and determining credibility of information resources

Digital literacy: a catalyst for the 21st century education

The seamless integration of new digital technologies into higher education teaching and learning has transformed education pedagogies and changed how students learn. The students are now required to have digital competencies to survive in the era of learning with technology; therefore, measuring the students’ digital competencies is of utmost importance. This study evaluates the first-year university students’ digital competencies at a higher education institute using a newly designed digital literacy measuring tool named digitlitfj. The digitlitfj is an online tool consisting of a 5 point Likert scale questionnaire ranging from ‘No understanding’ to ‘Advanced level of understanding’ that was piloted to the first-year university students. The results show that 86.15% of the students were average to very highly digitally literate. Also, Deep learning, Support Vector Machine, Random Forest and Decision Tree algorithms in RapidMiner were used to evaluate the most important and influential variables in predicting an individual’s digital literacy competency. The results show that all the variables utilized in the research were important, with computer literacy being the most influential variable in predicting an individual’s digital literacy

An Investigation on Digital Competence of Accounting Undergraduate Students in the Private Higher Education Institutes

Nowadays, accountants in the digital economy and globalized world need digital competence or soft skills more than technical or hard skills. Therefore, DigComp 2.0 investigated accounting students’ digital competence. Data were collected by a questionnaire from accounting undergraduate students and then were analyzed. It was found that accounting students had more digital competence but less on digital content creation. However, there was significant difference on digital safety between freshman with junior and senior. Our study suggests that accounting students’ digital competence must be promoted and advanced both curriculum and institution level

THE INTEGRATION OF “HOME, MONASTERY AND SCHOOL” LEARNING ORGANIZATION IN THE STUDY OF LOCAL TOURIST ATTRACTIONS AND CULTURE

The purpose of this study are to study the community’s and the monk’s satisfaction of the knowledge exchanging activity among ‘Home, Monastery and School’ learning organization, and to study the students’ satisfaction of the integration of such learning organization in the study of local tourist attractions and culture. Samples selected purposively include 51 subjects, namely 38 local people, 1 monk and 12 English Major Students attending the knowledge exchanging activity, at the Monastery. The data of this descriptive survey is collected from a questionnaire, and the statistics employed include percentage, mean, and S.D. The study discloses the findings as follows: 1) the overall level of the community’s and the monk’s satisfaction of the knowledge exchanging activity among ‘Home, Monastery, and School’ learning organization is in high level, while the overall students’ satisfaction in the integration of such learning organization in the study of local tourist attractions and culture is in highest level. 2) In terms of item analysis, the aspect of the community’s and monk’s satisfaction in highest level of mean scores includes passing on knowledge to next generation, while the aspect of the students’ satisfaction in highest level include exchanging knowledge in learning organization. It can be concluded that the integration of learning organization in classroom instructions enriches community’s life-long learning and students’ engagement as well as motivation

Risky Opportunities: Developing Children’s Resilience through Digital Literacy in Thailand

This project develops a case for defining appropriate concepts of risk and opportunity in the digital domain for children in Thailand; it explores what the consequent balance is between, regulation/policing of this domain on the one hand, and active user empowerment on the other. It defines “digital literacy”, in a way that is appropriate for Thai society, while bearing in mind international good practice. This is achieved on the basis of detailed, in-depth fieldwork in Thai schools, using an Action Research methodology. The Participatory Action Research framework for this study positions children as subjects who have their own power and competence to influence the study, and ultimately the development of digital literacy education. By using three schools, in two stages of fieldwork, the theorization of digital literacy is thoroughly grounded in a comparative study of different practices. At the centre of this method is the development of a classroom “module” – a set of learning activities designed as both a research tool and a practical intervention in the pedagogical process. My study argues that the contest around the notion of the ‘good child’ has shaped children’s experiences of online use, in Thai society. In the offline world, the digital literacy classroom practice has been dominated by singular ideologies (a restricted code) around both the seniority value embedded in Thai society and neo-liberal prescriptions for developing ‘citizens for the 21st century’. So the piloted digital literacy module was neither successful nor unsuccessful, in itself, for “promoting” an enhancement of digital literacy because, in the end, it exposed a flaw in this way of thinking about education. In such complex situations, no set of teaching and learning tools can be separated from the codes and hidden curricula that determine their effectiveness. In the online world, many Thai children regularly take responsible risks, and build resilience for themselves. Digital literacy education needs to be transformed to liberate children from overly rigid, and risk-adverse, classroom practice, thus contributing to the development of ‘grown-up-ness’ in Biesta’s term (2013) which, in turn, contributes to the ‘formation’ of the person. Therefore, the desirability of building digital resiliency has emerged from this project as a better way of thinking, where resiliency is a complex capacity to respond openly, within situations where risks and opportunities may be interwoven, and these situations may include the classroom itself, as well as personal, familial, and other social spaces and situations

A Critical Review of LIS Literature on First-Generation Students

This review offers a critical analysis of the library and information science (LIS) literature on first-generation students (FGS) from the last 40 years. This literature demonstrates an interest in understanding the needs of FGS to serve them better, but it is often grounded in a deficit model of education that focuses on what first-generation students lack instead of what they have. This review identifies four predominant themes in the literature: FGS as outsiders, as a problem, as reluctant library users, and as capable students. Then it suggests possible avenues of future research, such as using a “funds of knowledge” approach to build on the learning and skills that students bring from their families and communities