Towards information fluency: applying a different model to an information literacy credit course

Purpose – The purpose of this article is to examine information literacy, critical thinking, and computer literacy in higher education and discuss the application of the information fluency model, created by the Associated Colleges of the South, to the Purdue University Libraries one-credit information literacy course, GS 175 Information Strategies. Design/methodology/approach – The case study has a two-part focus. The first examines information literacy, critical thinking, and computer literacy in higher education through a review of the literature. The second part discusses the pilot GS 175 Information Strategies course, shows how the information fluency model was applied, and analyzes the overall success of the pilot. Findings – Today, employers and professors expect graduates and students to exhibit critical thinking, analysis, research, and technology skills at a fairly high level. Universities are responding with a more rapid integration and adoption of technology and creating a higher emphasis on information use and retrieval. Increasingly, student research projects are being displayed, presented, and contained in a variety of formats. Library instruction programs and courses need to evolve and adapt to these changes as shown through the successful modification of the GS 175 Information Strategies course. Practical implications – The article provides ideas and concepts for enhancing the critical thinking and technology components of an information literacy course or program as well as touches on what to avoid when modifying assignments and projects. Originality/value – The application of the information fluency model is a fairly new model to the library profession. This case study shows one way information literacy credit courses can be modified to accommodate the changing educational landscape and the expectations of Generation Y. It can be used by instruction librarians and their faculty partners to explore alternatives to their current instructional programs

Critical digital literacies at school level: A systematic review

The rapid and ongoing technological developments and the changes in societal practices require us to update our understanding and skills relating to digital technology use continuously. Various frameworks have been created in recent years to explore the different aspects of digital literacies or digital competencies and a range of newer concepts and dimensions have emerged in the literature aiming to capture the complexity of digital engagement. The main aim of this systematic literature review (SLR) was to map out which elements or issues of critical digital literacies (CDL) relevant for school education currently feature in the academic literature and international policy documents. The secondary aim was to use the findings of the SLR to inform the creation of a research-based framework for school education. The review process followed a systematic protocol for answering specific research questions. Research articles were sought in two electronic databases—EBSCO (Academic Search Complete) and Web of Science—and policy documents were sought on the Internet using Google search. A total of 139 research articles and policy-related documents were used for the analysis. The main dimensions based on the analysis were the following (in the order of most hits): E-safety, Participation and presence, Digital literacy, Media literacy, Digital citizenship, Technology literacy, Information literacy, Data literacy, Digital game literacy, Online learning, Digital creativity and innovation, and Digital well-being. The emphasis in the research articles was on negative issues, although publications also outlined several positive issues about digitality. The emphases of the research articles and policy-related documents differed somewhat. The findings of this SLR have implications for researchers, policy makers and educators interested in the changing nature of critical digital literacies and the dimensions and subdimensions relevant for school education. Context and implications Rationale for the study: This systematic literature review (SLR) identifies the key elements and issues of critical digital literacies (CDL) relevant to school education, as documented in academic literature and international policy documents. In addition, it utilises the findings of the SLR to develop a research-based framework for CLD in school education. Why the new findings matter: Our findings contribute to capturing the different aspects of CDL in the context of compulsory education and offer original insights with regard to supporting the development of teachers and students' critical digital literacies in the future. Implications for researchers, practitioners and policy makers: This SLR has implications for research as it has highlighted the need to continuously update theoretical models and frameworks relating to CDL. Although certain accepted core dimensions can provide a stable foundation for representing emerging phenomena, it is essential to maintain flexibility to address the technological advancements. An implication for policy making is the recognition of the need for continuous professional development and pedagogical support for teachers and students. The value for educational practitioners is that it elucidates the emerging notions of CDL, and it enables educational institutions to enhance their practices and initiatives related to CDL

Adobe Youth Voices Literature Review

Education Development Center, Inc. (EDC) received a grant from Adobe to conduct an evaluation of the Adobe Youth Voices (AYV) program. As part of the evaluation, EDC conducted a review of relevant literature to situate AYV in a broader context, provide stakeholders with a framework for understanding goals and outcomes, and frame and inform the evaluation questions. EDC reviewed scholarly articles, program reports and evaluations, and research studies that addressed youth media programs, youth development, teacher professional development, and other areas related to AYV's goals.Among the findings, the literature review includes 6 key points that speak to the AYV program:1. The goals of youth media programs most commonly cited can be grouped into several categories: Youth voice -- the capacity for self-expression Youth development -- the process of developing the skills and personal attributes that enable young people to become successful adults Media literacy -- the ability to analyze, evaluate and produce information in a variety of media forms Skill development -- such as communication, critical thinking, technology, and media production skills Social action or civic engagement 2. Outcomes and impacts on participants of youth media programs commonly found in the literature include: Improved skills Improved community perception of youth Positive youth development Increased social action and civic engagement 3. Outcomes and impacts on participants of youth development programs frequently cited include:Improved communication, critical thinking, and related skills Increased self-esteem More positive attitudes towards school and their futures 4. There is broad agreement that traditional educational approaches do not adequately address 21st century skills. Education must adapt to be more compatible with the ways in which young people think and learn, as well as the tools and media that are part of their environment.5. Student engagement in education has been associated with positive youth development and 21st century skills. Engaging instruction often includes inquiry- or project-based, multidisciplinary, and authentic learning activities.6. Educator professional development is believed to be a key step toward improving student outcomes. While there is little research that can demonstrate this connection, there is new focus on evaluating the effectiveness of professional development activities. Elements of effective professional development include learning communities and collaboration, ongoing support and assistance, and active or applied learning

The Digital Game’s Impact on Student’s Interaction Related to Sociomathematical Norms: A Systematic Literature Review

The use of digital games as learning mathematics media is ubiquitous. It comes in a variety of approaches, designs, and purposes. But, its impact on students’ interactivity leads to a classroom social construct called sociomathematical norms is not revealed yet. Beside, technology use in education and traditional game use separately could raise students’ sociomathematical norms. Although, sociomathematical norms are known as specific interactions among students and teachers which form mathematical concepts. This systematic literature review study, based on the PRISMA statement, conducted to collect critical information about the use of digital games' impact on students' sociomathematical norms. Articles which published between 2016 and 2020 in mathematics education field are screened. The findings show that the use of digital games raises students’ sociomathematical norms if it is followed by an open ended learning approach and sharing feature. Otherwise, the norms cannot be detected explicitly. Future research related to this finding is also recommended

Technology-Based Future Science Education: Axiological Philosophy in the Framework of Bibliometric Analysis

Science education is crucial in developing our understanding of the natural world and enhancing knowledge growth. With rapid advancements in information and communication technology, there is a unique opportunity to transform science education into a more interactive, inclusive, and relevant discipline. However, this evolution prompts philosophical questions, especially concerning axiology—the study of the value and impact of technology on the future of science education. This research explores the axiological aspects of technology integration in science education through a bibliometric analysis, focusing on how technology-based methods can enrich science learning. A comprehensive literature review reveals that technology is crucial in making science education more accessible, motivating students, facilitating the acquisition of new skills, fostering critical thinking, and boosting student engagement. It highlights the value of incorporating technology into educational practices and how it aligns with axiological considerations in science education. The findings emphasize the need for a deeper philosophical understanding of technology's role in science education to ensure its ongoing relevance and effectiveness. Looking forward, the integration of technology in science learning promises to advance our knowledge and suggests a fertile area for future research, emphasizing the exploration of innovative technological tools that can further enhance science education for all students

Online learning factors that influence the student’s learning outcomes

The research aim is to determine the factors of online learning which has influences on the students learning outcomes. This research is conducted using an online survey to find out the online learning factors from the student’s perspective. Research on the definition and many features of online education is numerous but there are relatively few publications on the determinants of online learning. Online education is becoming an increasingly significant part of higher education as both online and traditional colleges continue to broaden their online offerings. The purpose of this research is to understand the online learning factors which can influence student learning outcomes. All the factors are discussed in the literature in detail. The finding indicated that student’s learning outcomes are influenced by some factors which are interaction, motivation, satisfaction and advantages of online learning. To find out the effectiveness of online learning an online survey is conducted and circulated on social media platforms. The data gathered from the survey show that online learning is growing rapidly and is very effective with different advantages. Many aspects play important roles, and this literature review will go further into a few of them. The research demonstrates that the importance of technological infrastructure and connection in guaranteeing the effectiveness of online learning is critical. In addition, content and technology suppliers require mobile, high-quality, interoperable solutions so that the same information is offered inside the same institution across other institutions and departments. This research uses the quantitative analysis approach. This study's test model is a revised Technology Acceptance Model (TAM). Data was gathered using an online survey method and convenience sampling. The remaining part of the research report is structured as follows: First, the related literature on the factors is examined, and hypotheses for this research are developed. Following that, the research method for this study is addressed. The analysis findings, discussion of the findings, and limits for this study are then presented. The appendix and references are the final parts

ICT integration in the educational system of Philippines

Purpose - The paper aims highlight the state of ICT integration to the educational system of the Philippines, including the challenges, efforts, and possible solutions.   Design/Methodology/Approach - The study is a review of two scholarly works focusing on the case of ICT integration in the educational system of Philippines. The paper reviewed were the paper of Kubota, Yamamoto, and Morioka (2018) entitled, Promoting ICT education in developing countries: Case Study in the Philippine and the  research work of Bonifacio (2013) entitled, Developing Information Communication Technology (ICT) Curriculum Standards for K-12 Schools in the Philippines. Findings - The critical analysis of the reviewed papers revealed several policy actions to fully integrate ICT in education in the case of Philippines such as added trainings for teachers, provision of computer infrastructures, integration of ICT in the curriculum in a strategized manner, and lastly a strong leadership. Originality - The paper provided a lens both on the problematic situation on the actual school set-ups and also the possible key steps to be undertaken for improvement. It is a review of the selected academic papers which delves into the ICT-Integration in the Educational System of Philippines. The formal efforts of the government were also highlighted including the prime importance of ICT in education. The paper does not only embolden a problem of the inadequacy of the school facilities but it highlights how this problem affects the competitiveness of Filipinos in the job market and the backwardness of the standing of the country in technological advancement

An exploratory study of the development of virtual learning environments for adult literacy education

This thesis fundamentally was derived from the increasing demand for more flexible models of adult literacy education, within a wider agenda that aimed to improve accessibility to a wide range of users with different learning styles and to promote the use of Information and Communication Technology (ICT) as a necessary life-skill. A study in 1997 by the Organisation for Economic Co-operation and Development, OECD, reported that one in four Irish adults lacked the basic literacy skills needed to function in society. In 2001, anecdotal evidence suggested that as low as four percent o f Irish adults with literacy problems were receiving literacy tuition and support in established adult literacy centres in Ireland. A proposed solution to the problems of access and support, retention of anonymity and provision of flexibility in literacy education involved the establishment of virtual learning environments. The focus of this research was to present a synthesis of developments in the area of the adult literacy tuition and support, and, furthermore, to ascertain whether there existed elements of a ''workable process’ for designing and integrating technology in literacy programmes that could be utilised in future developments of virtual learning environments. The focus of this investigation was primarily on design team and stakeholders engagement in the software design and development processes, as opposed to an investigation into the suitability of the learning processes adopted from an instructional perspective. The findings of this research present a four-level 'workable process' that can be used to guide design teams through the process of software development. A contextual review of the area in which the software is to be embedded, and an analysis of the needs of the various participants, is considered pivotal to the success of this four-level process. The findings also emphasise the importance of collaborative teamwork, and furthermore the engagement of design team members in a dialectical process in consensus formation, as being critical to the successful implementation of this 'workable process'

Cochlear implants in the deaf community: Current circumstances of cochlear implant users among the deaf youth in Sweden’s educational system

Sweden has maintained an environment of equal opportunities and inclusive disability policies for its citizens. In Swedish education, a bilingualism method of Swedish Sign Language and spoken Swedish is used in teaching deaf children. The cochlear implant device is considered an advanced form of hearing technology and is used with deaf youth to assist with speech development. Several medical experts and researchers support the language development theory that there is a critical period for a deaf person to acquire natural language and speech development at a young age. Some experts believe that in order to achieve this language acquisition of the spoken language, deaf children are encouraged to get implants as early as possible. The focus of this thesis is to examine how the emergence of cochlear implant technology impacts Sweden\u27s environment toward existing disability policies and procedures in education, health care, and organizations serving deaf people. This thesis will be addressed in the following 3 ways: 1. Provide current documentation of criteria and processes for obtaining a cochlear implant. 2. Gather existing policy statements on cochlear implants from major organizations serving deaf people. 3. Collect historical and current statistical data of the deaf population who have cochlear implants or hearing aids in compulsory education including special schools (first grade to ninth grades). To explore the current circumstances of cochlear implant use in the educational environment in Sweden, an in-depth literature review was conducted about Sweden\u27s history and background of cochlear implant use. Surveys were distributed to five major community organizations and agencies serving deaf people as well as six community hospitals about the process and procedures for obtaining cochlear implants in Sweden. This research process collected information that occurred predominantly mostly in 2007 followed by interpretations, analysis of the survey results, and new findings