How Digital Natives Learn and Thrive in the Digital Age: Evidence from an Emerging Economy

As a generation of ‘digital natives,’ secondary students who were born from 2002 to 2010 have various approaches to acquiring digital knowledge. Digital literacy and resilience are crucial for them to navigate the digital world as much as the real world; however, these remain under-researched subjects, especially in developing countries. In Vietnam, the education system has put considerable effort into teaching students these skills to promote quality education as part of the United Nations-defined Sustainable Development Goal 4 (SDG4). This issue has proven especially salient amid the COVID−19 pandemic lockdowns, which had obliged most schools to switch to online forms of teaching. This study, which utilizes a dataset of 1061 Vietnamese students taken from the United Nations Educational, Scientific, and Cultural Organization (UNESCO)’s “Digital Kids Asia Pacific (DKAP)” project, employs Bayesian statistics to explore the relationship between the students’ background and their digital abilities. Results show that economic status and parents’ level of education are positively correlated with digital literacy. Students from urban schools have only a slightly higher level of digital literacy than their rural counterparts, suggesting that school location may not be a defining explanatory element in the variation of digital literacy and resilience among Vietnamese students. Students’ digital literacy and, especially resilience, also have associations with their gender. Moreover, as students are digitally literate, they are more likely to be digitally resilient. Following SDG4, i.e., Quality Education, it is advisable for schools, and especially parents, to seriously invest in creating a safe, educational environment to enhance digital literacy among students

PENGEMBANGAN MODEL LITERASI DIGITAL DALAM PEMBELAJARAN KITAB KUNING DI MA’HAD AL-JAMIAH UIN MAULANA MALIK IBRAHIM MALANG

Development of digital literacy is needed not only in formal education, but also for non-formal education such as pesantren. Therefore this study aims to describe the pattern of digital literacy development among ma'had al-jamiah students of Maulana Malik Ibrahim State Islamic University of Malang, as well as to explain the effectiveness of the use of the yellow book digital literacy model. This study uses the modified Borg and Gall R&D method, and the type of experimental research carried out to determine the effectiveness of product use. This research results in exposure to digital literacy in the ma'had that has been developed and the use of digital literacy of the yellow book through an android application that has a significant effect in increasing the ability of students to study the yellow book

Library Association of Ireland Task Force on Information Literacy (TFIL): Challenges and New Directions

This paper outlines the work of Library Association of Ireland’s (LAI) Task Force on Information Literacy (TFIL), which was convened in 2011 to make recommendations to the LAI for the development of a cohesive national strategy for information literacy education and advocacy across all LIS sectors in Ireland. The paper will outline the background to the development of TFIL and how the group came together to advance the recommendations of the LAI Working Group on Information Literacy (WGIL – 2006-2008). TFIL is represented by all library sectors and the paper will describe how TFIL has played a significant role in advancing a policy driven approach for digital and information literacy at national level and outline the rationale for the recent merger of TFIL with the LAI Task Force on Literacy & Numeracy. The paper will present the terms of reference of the group in the context of Government strategies for digital and information literacy and highlight the key role to be played by libraries in all sectors in Ireland’s digital agenda. The authors will highlight the key national digital/information literacy strategy initiatives of the past three to five years; identify the major themes and discuss some of the key concerns. TFIL is currently investigating best practice digital and information literacy activities in the various library sectors in Ireland, focusing on practical and collaborative ways in which DL/IL education can be further developed and advancing the goal of a more integrated national strategy. TFIL is also active in ongoing advocacy initiatives, promotion and dissemination of information, which have proved vital to raising awareness of the strategic value of digital and information literacy nationally. These activities will be discussed in the paper, in addition to some of the difficulties and practicalities of the cross-sectoral approach. Suggestions for further research and development and a vision for library participation in the digital and information literacy agenda in Ireland will also be outlined. The overall aim is to contribute to the development of a national strategy for digital and information literacy for Ireland and promote the development of these skills in education, the workplace and wider society. Context The authors are currently members of the Library Association Task Force on Information Literacy

Defining a self-evaluation digital literacy framework for secondary educators: the DigiLit Leicester project

Despite the growing interest in digital literacy within educational policy, guidance for secondary educators in terms of how digital literacy translates into the classroom is lacking. As a result, many teachers feel ill-prepared to support their learners in using technology effectively. The DigiLit Leicester project created an infrastructure for holistic, integrated change, by supporting staff development in the area of digital literacy for secondary school teachers and teaching support staff. The purpose of this article is to demonstrate how the critique of existing digital literacy frameworks enabled a self-evaluation framework for practitioners to be developed. Crucially, this framework enables a co-operative, partnership approach to be taken to pedagogic innovation. Moreover, it enables social and ethical issues to underpin a focus on teacher-agency and radical collegiality inside the domain of digital literacy. Thus, the authors argue that the shared development framework constitutes a new model for implementing digital literacy aimed at transforming the provision of secondary education across a city

Towards an understanding of ‘Digital Literacy(ies)’

This report is concerned with the conceptualisation and definition of digital literacy in the context of Australian higher education. It draws on a diverse literature in proposing a working definition of digital literacy to inform the Deakin University Library in its work with the University’s faculties.This report forms the first of a two-stage review. The second stage of the review is focused on identifying good practice in digital literacy. The findings of the second stage of the review are encompassed in a companion report titled: What is good practice in the development, assessment and evaluation of digital literacy for graduate employability?The literature reviewed for the current report was conducted in late 2012 and draws on internal university policy documents, various national and international documents and literacy frameworks, previous reviews of the topic, and journal articles that are concerned with conceptualising information on digital literacy for higher education.The report concludes by identifying the various factors and stakeholders that influence how digital literacy is conceptualised at Deakin University and proposes a working definition of digital literacy as a graduate learning outcome

PERAN GURU PENDIDIKAN AGAMA ISLAM DALAM MENINGKATKAN LITERASI DIGITAL SISWA SEBAGAI KECAKAPAN ABAD 21

The purpose of this study is to analyze the amount of Islamic Education (PAI) teachers' efforts and roles, as well as how they should be involved in developing students' digital literacy. This is due to pupils' inadequate digital literacy, which manifests itself as an inability to process information gained via technology, information, and communication devices. In fact, digital literacy is one of the literacy foundations that are included in 21st-century skills. According to data issued by the Ministry of Communication and Information, Indonesia ranks second in cybercrime and the frequency of false information (hoax), making PAI teachers responsible for increasing digital literacy for students on both a moral and professional level. Interviews with various PAI teachers in Semarang are used in this study. The purpose of the interview was to evaluate how far PAI teachers had progressed in enhancing pupils' digital literacy. According to the findings of this study, PAI teachers' efforts are still minimal. The development of information technology as a method and a learning medium has not been optimized. As a result, enhancing digital literacy requires mutual awareness. Keywords: Islamic Education Teacher, Digital Literacy, 21st Century Skill

“Why bother?” Learner perceptions of digital literacy skills development - learning design implications

Digital literacy skills are essential for today’s citizens. These skills are expected for everyday personal use, learning and effective performance at work. The UK’s Quality Assurance Agency for Higher Education (HE) and employers therefore require graduates to be able to demonstrate these skills. However, the cost of UK university education is rising substantially and cash- and time-poor learners must decide what to prioritise. In this context they may favour subject-specific learning rather than skills development. How therefore can we engage learners in developing their digital literacy? The UK’s Open University is a distance learning institution. Its Faculty of Health & Social Care (FH&SC) has evolved different approaches for digital literacy skills development using technology-enhanced learning, based on skills resources that are either generic (usable by any FH&SC module) or are context-dependent and module-specific. Our Evaluating Approaches to Developing Digital Literacy Skills (EADDLS) project is exploring learner experiences of digital literacy skills development to identify their needs and preferences, to inform how we can optimise learning designs to better engage and support learners. Furthermore, since skills activities are widely required across different programmes, there is keen interest in the pedagogical and resourcing implications of using generic activities, as opposed to module-specific activities that are more challenging to share and maintain. We therefore also explore the influence of design features such as generic or module-specific contexts. We gathered data from online questionnaires (n=298) and interviews (n=18) involving learners from three modules. Focusing on the qualitative interview data, we explore what learners value and why, including links between attitude, motivation, and preferred learning designs. We identify reasons for certain findings from our quantitative data, e.g. a preference for integrated, module-specific activities over separate, generic activities and suggest a framework for managing activity complexity based on familiarity with the skill and the context

ANALISIS TINGKAT LITERASI DIGITAL SISWA SMK NEGERI 1 SENGAH TEMILA KABUPATEN LANDAK KALIMANTAN BARAT

In facing the era of Industrial Revolution 4.0, the transformation of education is crucial, especially in Vocational High Schools (SMK) which have an important role in preparing industrial workers. Digital literacy is the key in preparing students to face the demands of this digital age. This research aims to analyze the digital literacy level of students at SMK Negeri 1 Sengah Temila in Landak Regency in the Industrial Revolution 4.0 era. Using quantitative descriptive methods, this research involved 128 students majoring in Visual Communication Design (DKV) classes X and XI. The results show that the majority of students have smartphones and internet access, with high digital literacy in technical aspects, navigation, communication and content production. Even though there are no significant differences between classes, it is necessary to pay attention to aspects of digital content production and creation. This research provides important insights for the development of digital literacy education in vocational schools, with recommendations for involving students more deeply in the use of technology, improving content production skills, and continuing to monitor the results of digital literacy education to answer future demands

Developing digital literacy in construction management education: a design thinking led approach

Alongside the digital innovations in AEC (Architectural, Engineering and Construction) practice, are calls for a new type of digital literacy, including a new information-based literacy informed by creativity, critical analysis and the theoretical and practical knowledge of the construction profession. This paper explores the role of design thinking and the promotion of abductive problem situations when developing digital literacies in construction education. The impacts of advanced digital modelling technologies on construction management practices and education are investigated before an examination of design thinking, the role of abductive reasoning and the rise of normative models of design thinking workflows. The paper then explores the role that design thinking can play in the development of new digital literacies in contemporary construction studies. A three-part framework for the implementation of a design thinking approach to construction is presented. The paper closes with a discussion of the importance of models of design thinking for learning and knowledge production, emphasising how construction management education can benefit from them

Pengembangan Cerita Rakyat Melayu dalam Bentuk E-Book sebagai Upaya Meningkatkan Literasi Digital

This research aims to develop reading materials in the form of e-books that can help in improving the digital literacy movement in universities. The e-book used for this research is a collection of Malay folklore in Mempawah Regency. This research is a type of development research known as Research and Development or R and D. This research uses a development model in the form of the Alensi and Trollip models. The population in this study was students of the Indonesian Language and Literature Education study program IKIP PGRI Pontianak. The sample in this study was 2nd semester students of the IKIP PGRI Pontianak Indonesian Education study program. Data analysis techniques in this study are in the form of validity and student response in an effort to increase digital literacy. This research produced Malay folklore in Mempawah regency in the form of an e-book as an effort to improve digital literacy in students of the Indonesian language and literature education study program. The development of Malay folklore in Mempawah Regency in the form of e-books as an effort to improve digital literacy in students of the Indonesian Language and Literature Education Study Program IKIP PGRI Pontianak achieved very valid and very effective criteria as an effort to increase student digital literacy