Pedagogical Strategies for Fostering Digital Literacy and Online Research Skills in Higher Education

For higher education students to successfully traverse the modern digital landscape and the world's growing interconnectedness, they must be proficient in digital literacy and online research techniques. The current state of these talents among college students is investigated quantitatively in this study. An examination into undergraduate and graduate students' perceived skills, demographic differences, and the congruence between self-assessment and real competences was conducted with the use of an online survey that included a broad cohort of students from different academic fields. The results highlight a disconnect between students' confidence in their ability to conduct internet research and their actual skills. The need for focused therapies that improve self-awareness and metacognition is highlighted by this incongruity. The survey finds fascinating demographic trends that show that there aren't many differences in digital literacy skills between men and women. On the other hand, differences in skill levels between academic majors imply that settings unique to a certain subject have an impact on digital aptitude. Both continuities and variations are shown by comparing these findings to earlier studies. Contrary to previous trends, there aren't any obvious gender-based discrepancies, which suggests that these divisions may become less evident in the area of digital literacy. Additionally, the gap in abilities between academic majors confirms previous research, emphasizing the importance of disciplinary specifics in defining digital competences. The findings of this study have significant ramifications for the higher education system. In order to effectively teach these abilities, institutions are encouraged to seamlessly integrate digital literacy education into their curricula by utilizing cutting-edge pedagogies and technology

A study of university law students’ self-perceived digital competences.

The concept of digital competences incorporates the effective use of constantly-changing digital tools and media for learning and performing digital tasks, digital behaviours (such as online communication, teamwork, ethical sharing of information), as well as digital mindsets that value lifelong digital learning and development. The current pandemic crisis has accelerated the need to diagnose and understand more systematically Higher Education students’ digital competences and the way in which they shape academic performance and outcomes. This empirical study explores the digital competences of students, studying in Law related courses, by means of a self-assessment survey tool, which has been previously tested with information and library science students, and was developed to study students’ technology mastery (i.e. the abilities, competences, capabilities and skills required for using digital technology, media and tools) and their digital citizenship mindsets (consisting of attitudes and behaviours necessary to develop as a critical, reflective and lifelong learners). The study found age demographic differences, which presented significant correlations pointing to the presence of diverse levels of competences in the student group. Correlation statistics of the survey data demonstrated that students’ prior everyday participation as a digital citizen was connected to a number of important academic skills, such as the ability to identify information in different contexts, students’ digital learning and development, their digital abilities to complete academic work, their information literacy skills and their skills around managing their digital wellbeing and identity. Focus groups data with academics revealed that they valued the development of students’ digital competences for the purposes of learning, while studying at university and placed less emphasis on digital citizenship skills. These academics also considered the value of digital platforms and tools (the focus on ‘ICT Proficiency’) to be more relevant for academic study than digital citizenship mindsets

Understanding Cognition Across Modalities for the Assessment of Digital Resources

Drawing from the theories of the cognitive process, this paper explores the transmission, retention and transformation of information across oral, written, and digital modes of communication and how these concepts can be used to examine the assessment of digital resource tools. The exploration of interactions across modes of communication is used to gain an understanding of the interaction between the student, digital resource and teacher. Cognitive theory is considered as a basis for the assessment of digital resource tools. Lastly, principles for the assessment of digital resource tools are presented along with how assessment can be incorporated in the educational practice to enhance learning in higher education

Standardised library instruction assessment: an institution-specific approach

Introduction We explore the use of a psychometric model for locally-relevant, information literacy assessment, using an online tool for standardised assessment of student learning during discipline-based library instruction sessions. Method A quantitative approach to data collection and analysis was used, employing standardised multiple-choice survey questions followed by individual, cognitive interviews with undergraduate students. The assessment tool was administered to five general education psychology classes during library instruction sessions. AnalysisDescriptive statistics were generated by the assessment tool. Results. The assessment tool proved a feasible means of measuring student learning. While student scores improved on every survey question, there was uneven improvement from pre-test to post-test for different questions. Conclusion Student scores showed more improvement for some learning outcomes over others, thus, spending time on fewer concepts during instruction sessions would enable more reliable evaluation of student learning. We recommend using digital learning objects that address basic research skills to enhance library instruction programmes. Future studies will explore different applications of the assessment tool, provide more detailed statistical analysis of the data and shed additional light on the significance of overall scores

The University Digital Library as a Center for Increasing the Digital Competences of Students

This paper aims to outline the advantages of increasing the quality of education at the University by describing some important organizational approaches and methodological guidelines for the development of digital competences among students. The study focuses on the level of digital (library) competencies among students and their need to use scientific information sources in the University Library. A survey was conducted using the direct individual inquiry method through a pre-designed questionnaire comprising 20 questions. The statistical apparatus includes statistical methods - frequency, mean value and confidence level – 95 %. The survey results suggest that in today's digital society it is particularly important for the Library to become an information-communicative center for improving the students' skills by using the rich collection of information and digital resources and increasing the quality of education and training at the University. The presented study seeks to offer new approaches and ways to motivate students toward effective use of digital information and of new tools for working in the digital environment

Online peer assessment: helping to facilitate learning through participation

The focus of this paper is on the combination of enquiry-based learning, information literacy and e-learning and how they are embedded in an online peer assessment exercise. What it shall present is a structure and strategy that aids student learning in the short and long-term. Ninety eight students completed a questionnaire before and after a three-week online peer assessment exercise during a first year undergraduate research and study skills module. The results demonstrate that a significant number of students valued the design of the exercise and the benefits it can have on their future learning and development. The paper concludes by suggesting that new and innovative ways of assessment are needed to keep engaging students and develop their learning in different ways

Strategies for Motivating Middle School Students

The study analyzed the strategies that were effective for motivating and engaging adolescent aged students. The study was conducted in a middle school located in a suburban school district in upstate New York. I interviewed twenty general and special education teachers, three school counselors, and one school social worker. This study illustrates that there is an array of strategies that educators and other school professionals can implement to motivate and engage adolescent learners in their classrooms. This study found that goal setting, growth mindset, student belonging and creating a positive classroom environment are among some strategies considered to be effective for motivating middle school students. Therefore, the strategies discussed in this study can be applied to middle school classrooms and can be used by teachers, counselors, and other professionals who work in middle school settings to encourage and foster an environment that motivates adolescent aged learners

Adult numeracy: a review of research

This report provides an overview of existing research on adult numeracy, with a strong focus on the United Kingdom but also including other countries. The emphasis is on poor numeracy: its antecedents and effects, teaching and learning to overcome it, and the potential use of ICT and mobile technologies in that pursuit