Social media literacy for empowering children with new literacy skills for reading, writing and interacting in the networked digital setting: An Action Research Study of teenage students in Mumbai

This action research study examines the impact of social media literacy education, using a critical social media literacy paradigm, for the children in Indian contexts and reflects how it fits into the wider perspective of media literacy. Through implementing a participatory social media literacy workshop in two high schools in Mumbai—32 participants in School A, and 29 participants in School B—the study inquires how the participants respond to the key concepts of social media literacy. To explore the impact of the workshop, the thesis analyses a diverse collection of data sets— material created by participants during the workshop activities comprising of memes, videos and charts; semi-structured interview responses of 9 participants each from both schools; pre and post-workshop survey data; feedback form responses; and the researcher’s fieldwork notes. A reflexive thematic analysis of fieldwork data gives insights in the area of improvements which the participants make in developing social media capabilities and practices when they participate in social media literacy programmes. The findings show evidence that participatory social media literacy workshops enhance participants’ critical analysis, informed participation, resilience, creative self-expression, and citizenship. The study proposes a critical social media literacy conceptual framework both for implementing social media education in schools and also for conducting further social media literacy research in schools in India. The framework has seven inter-related elements that the thesis diagrammatically presents as social media circuit—platform use, information access, platform knowledge, visibility management, information management, creative self-expression, and participation and citizenship. In this framework, the traditional concepts of media literacy—representation, language, audience, and production—have been adapted and integrated into the contemporary networked digital setting. While children, born in the digital age, easily develop the skills for platform use and information access, their development of other areas of the social media circuit need some form of learning, support, and mentoring

A Phenomenological Study Exploring the Adoption of Social Networking Platforms to Achieve Digital Literacy for All Learners

The purpose of this proposed phenomenological study was to investigate the perceptions and experiences of teachers, administrators, and instructional technology professionals during integrations of social networking platforms for educational purposes to enhance classroom instruction focused on improved academic achievement and digital literacy. Specifically, the study focused on understanding the experiences of teachers, administrators, and instructional technology professionals within K-12 public school districts responsible for having implemented 21st-century technology skills into classroom instruction with the use of online interviews. This study was grounded on Roger’s Diffusion of Innovation Theory as a framework with social networking platforms being the innovation. The study followed a qualitative phenomenological research design. Data were collected using online interviews and analyzed using Interpretative Phenomenological Analysis (IPA) methodology. The four female participants were educators in K-12 public schools responsible for implementing social networking platforms with ages ranging 40-60. Data were analyzed to answer the central question supported by four subquestions: (1) How do K-12 educational professionals’ experiences influence personal beliefs on the integration of social media learning platforms in the classroom?, (2) What are K-12 educational professionals’ experiences of professional development received directing the safe and effective application of social media learning platforms?, (3) What are K-12 educational professionals’ experiences in the use of social media learning platforms as a tool for digital literacy instruction?, and (4) What are K-12 educational professionals’ experiences on the development of safe and appropriate educational use of social media learning platforms policies? The study resulted in nine themes: improving learning experiences, safe social media use, professional development advantage, shift in focus, educator role, development of higher-order skills, digital literacy development, level of educator involvement, and legal and ethical considerations. This study is important because it promotes discourse in the K-12 educational system to prepare globally competitive adults with appropriate academic and digital literacy skills. The study can serve as a source of information and motivation for K-12 public education professionals to adopt and implement social learning platforms as an educational tool while ensuring the safety of students through development and implementation of clear policies

Negotiating cultures in cyberspace

In this paper we report findings of a multidisciplinary study of online participation by culturally diverse participants in a distance adult education course offered in Canada and examine in detail three of the study's findings. First, we explore both the historical and cultural origins of "cyberculture values" as manifested in our findings, using the notions of explicit and implicit enforcement of those values and challenging the assumption that cyberspace is a culture free zone. Second, we examine the notion of cultural gaps between participants in the course and the potential consequences for online communication successes and difficulties. Third, the analysis describes variations in participation frequency as a function of broad cultural groupings in our data. We identify the need for additional research, primarily in the form of larger scale comparisons across cultural groups of patterns of participation and interaction, but also in the form of case studies that can be submitted to microanalyses of the form as well as the content of communicator's participation and interaction online

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

Eradicating information poverty : an agenda for research

Information poverty remains a critical issue for societies today. The literature of information poverty is reviewed tracking its origins in library and information science and the various approaches that have been taken to tackling information poverty, including international development programmes such as the Global Libraries Initiative, working response to the UN’s Sustainable Development Goals, the importance of access to health information and so on. The paper sets out themes that emerged in a roundtable discussion of library and information science academics in 2017. Discussion centred on: definitions of information poverty which reflect the wide variety of ways in which it is possible to be information poor; literacy and information literacy; the ways in which information can reduce poverty and disadvantage; library and information science initiatives to tackle information poverty; and information poverty in the context of social justice. The group agreed that there was a major piece of work to be done in reframing the library and information science discipline in terms of information poverty. Four key dimensions of information poverty for collaborative future research are: (1) information as an agent to eradicate poverty; (2) the causal factors resulting in information poverty; (3) creation and production activities to combat information poverty; and (4) better understanding of areas of extreme disadvantage and aspects of information need. A list of the key causal factors in creating information poverty which came out of the discussion is presented. Further research initiatives are underway for setting up a partnership/consortium that would lay the foundations for a multidisciplinary network on information poverty, sharing expertise internationally

LEADING IN THE DIGITAL AGE: A MULTI-CASE STUDY OF LEADING DIGITAL CITIZENSHIP

This study explored how school leaders make sense of and address digital citizenship as defined by Ribble (2011), and investigated what successes and challenges school leaders experienced while implementing digital citizenship programs in large Southeastern technology-rich schools. This bounded cross-case study, undergirded by Weick’s (1995) Theory of Sensemaking, is also designed to explore how school leaders implement digital citizenship programs at technology-rich schools in a large. 1:1, Southeastern public-school district, and how they view their role as producers of digital citizens. Findings indicated that an influx of computer technology caused school leaders to make sense of digital citizenship and address it in their school. Additionally, behavior described by leaders while making sense of digital citizenship was consistent with Weick’s Theory of Sensemaking. Strategies implemented by elementary school leaders were more preventative in nature and varied from those more reactive strategies implemented by secondary leaders. Leaders shared common strategies to include curated lessons, teachable moments, infused curriculum, leveraging specialists, Internet filtering, policy, expectations, and leveraging community. Additionally, leaders experienced challenges related to addressing digital citizenship to include lack of knowledge, time, and sensemaking. Further, leaders experienced success when digital citizenship was a priority, relevant, and addressed school-wide

Connecting Information Literacy and Social Justice: Why and How

Libraries have a long, though not uncomplicated, history with social justice and social advocacy. The new ACRL Framework for Information Literacy, which is more conceptual and flexible than the original Standards, offers an opportunity for librarians to approach teaching and learning from a social justice perspective. Indeed, the Framework integrates social justice and anti-oppression into some of its frames. This essay will examine the reasons for approaching information literacy from a social justice perspective and will analyze the opportunities and limitations of the new Framework with regard to social justice issues. It concludes with a proposal for a new frame, information social justice, that could be added to the existing Framework

Social media and online digital technology use among Muslim young people and parents: Qualitative focus group study

Background: Digital technology and social media use are common among young people in Australia and worldwide. Research suggests that young people have both positive and negative experiences online, but we know little about the experiences of Muslim communities. Objective: This study aims to explore the positive and negative experiences of digital technology and social media use among young people and parents from Muslim backgrounds in Melbourne, Victoria, Australia. Methods: This study involved a partnership between researchers and a not-for-profit organization that work with culturally and linguistically diverse communities. We adopted a participatory and qualitative approach and designed the research in consultation with young people from Muslim backgrounds. Data were collected through in-person and online focus groups with 33 young people aged 16-22 years and 15 parents aged 40-57 years. Data were thematically analyzed. Results: We generated 3 themes: (1) maintaining local and global connections, (2) a paradoxical space: identity, belonging and discrimination, and (3) the digital divide between young Muslims and parents. Results highlighted that social media was an important extension of social and cultural connections, particularly during COVID-19, when people were unable to connect through school or places of worship. Young participants perceived social media as a space where they could establish their identity and feel a sense of belonging. However, participants were also at risk of being exposed to discrimination and unrealistic standards of beauty and success. Although parents and young people shared some similar concerns, there was a large digital divide in online experiences. Both groups implemented strategies to reduce social media use, with young people believing that having short technology-free breaks during prayer and quality family time was beneficial for their mental well-being. Conclusions: Programs that address technology-related harms must acknowledge the benefits of social media for young Muslims across identity, belonging, representation, and social connection. Further research is required to understand how parents and young people can create environments that foster technology-free breaks to support mental well-being.2-s2.0-851306018033553661

INNOVATION FOR SOCIETAL DEVELOPMENT AND SUSTAINABILITY IN INTERCULTURAL COMMUNICATION: DIGITAL LITERACY AND THE NATIONAL READING CAMPAIGN

This study attempts to describe the history of how the Norwegian language policy in the Nordic Council and The European Global Language Policy at the European Commission are implemented in The National Library Strategy 2020-2023 in Norway and its relevance across Intercultural Communication. Innovation for a democratic Language Technology infrastructure aims to participate in quality education for Literacy, prioritizing Universal Design Development on children's inclusion for social development and a sustainable future. The Research field based on Hermeneutics, Epistemology, Ethics and methodology, are a main foundation for Universal design . (Areskoug Josefsson, Haarr, K. H., Eriksen, S. S., & Brossard Børhaug, F. 2022) Norway holds the chairmanship of the Nordic Council of Ministers in 20221 and also the chairmanship of the Network for Nordic Language Committees.2 In this connection, the focus on challenges concerning minority children inclusion in schools, libraries, and intercultural language centers3 , and how the development and use of language technology can contribute to supporting the Nordic countries' language policies and digital plans is a priority. (Regjeringen; sprakteknologi og de nordiske sprakene, 2022) The National Library, through the Council of language in Norway, has initiated a discussion based on the debate between digital transition and languages policies: “In today's language technology landscape, school children and teachers experience that software and writing support offered by the major international technology giants in the school does not reflect the official spelling of the local languages. Today, it is impossible to include adopted spelling standards in internationally advanced writing tools. The language norms conveyed by the big technology giants thus appear as competitors to the official spelling. The companies also do not allow locally developed language technology for small languages (e.g., Greenlandic, Sami, Norwegian, Nynorsk) to be offered as a local adaptation to the children and young people who receive their education in these languages". (Wetås. Å, Språkrådet 4.04.2022)