MEDIA AND INFORMATION LITERACY IN SECONDARY STUDENTS: DIAGNOSIS AND ASSESSMENT

In the information and knowledge society, technology and the COVID-19 pandemic have added to the debate on Media and Information Literacy (MIL). In Peru, in spite of the recommendations from international institutions, proper attention has not been given, generating gaps in the study curricula. From this perspective, the study investigates the level of development of MIL in students studying the last cycle of intermediate education. In order to determine this, the AMI-Peru-21 surv-ey was designed and validated, based on the UNESCO proposals. This research is of a quantitative, descriptive and crosscurricular nature, which made it possible to diagnose the relationship of the socioformative factors with the levels of MIL achievement, based on a sample made up by 1250 students from the province of Arequipa. The results evidence the validity and reliability of the instrument (α=0.96) in order to measure the level of MIL, from the perspective of student self-perception, as well as the association of certain socioformative factors with MIL (p<0.000), among them, progress with age, i.e., older ages are associated with greater the levels of achievement, and females make more progress than males. It is also verified that access to basic services, such as electricity and the Internet, and the type of educational institution are correlated with higher levels of MIL achievement. From the evidence that is generated, in order to ensure the education of critical, ethical and responsible citizens, a set of initiatives is suggested to further the evolution of MIL in education © Article's contents are provided on an Attribution-Non Commercial 4.0 Creative commons International License. Readers are allowed to copy, distribute and communicate article's contents, provided the author's and JOTSE journal's names are included. It must not be used for commercial purposes. To see the complete licence contents, please visit https://creativecommons.org/licenses/by-nc/4.0/

Statistical Literacy—Misuse of Statistics and Its Consequences

Although statistical literacy has become a key competence in today's data-driven society, it is usually not a part of statistics education. To address this issue, we propose an innovative concept for a conference-like seminar on the topic of statistical literacy. This seminar draws attention to the relevance and importance of statistical literacy, and moreover, students are made aware of the process of science communication and are introduced to the peer review process for the assessment of scientific papers. In the summer term 2020, the seminar was conducted as a joint project by the University of Hamburg, the University of Muenster, and the Joachim Herz Foundation. In this article, we present the concept of the seminar and our experience with this concept in the summer term 2020.

COVID-19 and Distance Education: Evaluation in the Context of Twenty-First Century Skills

In this study, we aimed to investigate the prospective primary school teachers' opinions about their experiences in distance education within the scope of twenty-first century skills during COVID-19 pandemic. The phenomenological research method was used for the purpose of enlightening this specific context. The study group involved 16 prospective primary school teachers. Data were collected through semi-structured interviews. The credibility of the data were provided by obtaining the consent of the participants and by comparing the consistency of codes and themes created by experts in accordance with the twenty-first century skills. The key findings were: (1) no opinion is expressed on information and media literacy;also, participants were not aware of the importance of technology literacy. (2) Emergency remote education cannot provide effective learning and teaching. Participants' awareness of collaboration and communication skills was insufficient. (3) There were positive and negative aspects of emergency distance education towards face-to-face one. The educational environment, which has become digitalized with distance education, shows that there are changes in the views of the participants about the technology competence that they should have in their careers. As a result, remote education does not cause a significant difference in 21st century skills of participants. But the importance and need of twenty-first century skills in the distance education process become more apparent.

Digital competence test for learning in schools: Development of items and scales

Digital competence is one of the key competences in modern society. COVID-19 related remote schooling revealed that the level of digital competence for learning is not at an expected level. While schools try to overcome this issue, there is a need to understand the level of students' digital competence by assessing it. However, previous attempts to design a comprehensive digital competence test have not been entirely successful. One of the reasons might be that the focus of these tests has been too general. Therefore, the aim of this study was to create a test for assessing primary and lower secondary school students' digital competence for learning in ten dimensions identified based on earlier studies. This digital competence for learning assessment test (Digitest) was carried out with 836 third to ninth grade students from Estonian schools. IRT analysis and confirmatory factor analysis were conducted to establish the potential of the test to measure digital competence for learning and discover which latent variables can be differentiated with it. The results showed that nine dimensions describing attitudes, skills and behaviours can be distinguished with the Digitest and that the test items have good fit to assess digital competence for learning. However, the study also revealed that two higher-order dimensions of digital competence for learning could be identified: motivational and cognitive-behavioural. Thus, empirical data collected with the Digitest is initiating discussions for assessing students' digital competence in a holistic way but also more general discussions on the concept of competence. This can help educators put greater emphasis on areas where students need further improvement.

The Biochemistry Behind Covid-19: Webquest Development and Application for Emergency Remote Teaching

THE BIOCHEMISTRY BEHIND COVID-19: WEBQUEST DEVELOPMENT AND APPLICATION FOR EMERGENCY REMOTE TEACHING. WebQuests are inquiry-oriented activities structured in such a way that almost all resources used come from the web. The present study aims to investigate to what extent a WebQuest focusing on Biochemistry and COVID-19 can be used as an instructive tool to enhance undergraduate students' media and information literacy (MIL). Students' opinions on the use of the WebQuest were also discussed. The WebQuest was implemented in a BSc in Physical and Biomolecular Sciences course in the context of the COVID-19 pandemic. Based on the results of this study, the WebQuest has improved the MIL competence of students and motivated them towards learning Biochemistry.

Effect of Multimedia E-Book Use on the Information Literacy of Nursing Students and Health Communication in Student-Led Large- and Small-Group Community Health Education Sessions

The integration of digital technology into healthcare is critical for health communication. This study analyzed a group of nursing students who applied multimedia health education e-books to different groups of varying sizes to explore the efficiency of implementing health communication and nursing information literacy in the nursing industry. If medical personnel can make appropriate use of technology, combine medical operations with information systems, and disseminate the purpose of health to groups of different sizes properly, the quality of patient care will improve. Thirty-two junior nursing students at the college level were divided into three groups, each subject to a 3-week internship. After the internship, a questionnaire survey was conducted. Additionally, nine nursing students were interviewed in a 45-min semistructured format. Regarding the effectiveness of nursing students using multimedia e-books to implement health communication and the development of nursing information literacy, the statistical analysis results demonstrated no significant differences between large groups and small groups. However, their 5-point Likert scale average values were all greater than 4, indicating that regardless of group size, their feedback on using e-books was positive. This means multimedia e-books can effectively help nursing students practice health communication application effectiveness and develop nursing information literacy.

A Study on Information Disorders on Social Networks during the Chilean Social Outbreak and COVID-19 Pandemic

Information disorders on social media can have a significant impact on citizens' participation in democratic processes. To better understand the spread of false and inaccurate information online, this research analyzed data from Twitter, Facebook, and Instagram. The data were collected and verified by professional fact-checkers in Chile between October 2019 and October 2021, a period marked by political and health crises. The study found that false information spreads faster and reaches more users than true information on Twitter and Facebook. Instagram, on the other hand, seemed to be less affected by this phenomenon. False information was also more likely to be shared by users with lower reading comprehension skills. True information, on the other hand, tended to be less verbose and generate less interest among audiences. This research provides valuable insights into the characteristics of misinformation and how it spreads online. By recognizing the patterns of how false information diffuses and how users interact with it, we can identify the circumstances in which false and inaccurate messages are prone to becoming widespread. This knowledge can help us to develop strategies to counter the spread of misinformation and protect the integrity of democratic processes.

Teaching Tip: Active Learning in the IS Classroom: A Student Crowdpolling Exercise for IS Courses

Active learning pedagogy has many documented benefits, and while several positive examples of its recent use in STEM classes have led to better performance, greater diversity, more equity, and improved retention of underrepresented student populations, more research in IS and IT classrooms is needed. Most active learning exercises are in a traditional in-person format;however, the COVID-19 pandemic has created a demand for more online classes. Here we present an easy-to-adopt, active learning crowdpolling exercise that can be used for all modalities, including online, hybrid, and face-to-face, moreover, can be used throughout the semester or for a portion of it. The exercise creates a small crowdpolling results database that can be used to enhance student data literacy and teach a variety of IS topics such as database, systems analysis and design, and data analytics. An extended example of how it is used in the Introduction to IS course is provided.

Integrating Telehealth: Curricular Mapping to New Standards in Nurse Practitioner Post-baccalaureate Doctor of Nursing Practice Programs

Owing to the increased use of telehealth as a widely accepted means of providing patient care and the movement toward competency-based education, implementation of telehealth teaching, learning, and evaluation strategies into the graduate nursing plan of study is evolving quickly. This report uses Rutledge's "4Ps of Telehealth” framework to provide resources for faculty to incorporate telehealth knowledge, skills, attitudes, core telehealth competencies, and evaluation practices into the bachelor of science nursing to doctor of nursing practice program curriculum based on the National Organization of Nurse Practitioner Faculties Nurse Practitioner Core Competencies. Formal preparation of students ensures future nurse practitioners are able to provide proficient, effective care through telehealth upon graduation.

Information and Information Resources as Social and Personal Values of Education and of Subjects of the Educational Process in the Information Era

The article presents the theoretical and experimental results of research into the value dimension of the information era. Four levels of work with information and information resources as social and personal values are distinguished: the level of information creation;level of information preparation and formation of information resources;the level of the subject's work with information and its further use;the level of purposeful training of a person to work with information. Significant processes implemented at these levels are analyzed. The state of formation of a person's readiness to work with information was also investigated with an emphasis on such components as: information-value orientation, analytical ability, information mobility, information-search readiness, information literacy. The research results are presented according to 2 periods of the 21st century. The first period (2000-2018) - the beginning of the 21st century - the beginning of the spread of the COVID-19 pandemic. Period II (2019-2022) - period of spread of.OVID-19 (2019-2021) - introduction of martial law on the territory of Ukraine (2022). The generalization regarding the period. concerns information-value orientation, analytical ability, information mobility, information-search readiness, information literacy. The generalization regarding the period II reflects the results of the process of forming children's ability to work with printed information in family conditions. The research covered such subjects of the educational process as: preschool children, primary school children, adolescents, young people, students, teachers, parents of children.

Primary students' online homework completion and learning achievement

Online homework has become an important teaching and learning activity due to the impact of COVID-19 pandemic-related restrictions. This study explored the relationship between primary students' online homework completion and learning achievement. It also investigated the moderating effects of key factors including the role of the students and the involvement of their parents on this relationship. Based on a total of 3,210 Chinese online homework assigned in the Spring of 2020 to fourth grade primary school students in Wuhan, China, hierarchical linear modeling was employed to examine the relationship between primary students' online homework completion and their learning achievement. Simultaneously, the effects of potential moderators including students' information literacy, students' prior academic achievement, parental digital self-efficacy, and parent - teacher partnership were investigated. The results showed a significant positive effect of students' online homework completion on learning achievement. Moreover, students' information literacy, students' prior achievement, and parent - teacher partnership positively moderated this relationship. Based on the findings, practical implications for school administrators, teachers, and parents are discussed herein to promote online homework completion and enhance students' learning achievement. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Digital Innovation in Language Teaching—Analysis of the Digital Competence of Teachers according to the DigCompEdu Framework

The utilization of technology in the process of teaching and learning, as well as the influence of the COVID-19 crisis on education, are widely recognized and interconnected factors. This investigation is primarily focused on a group of formal education teachers who have received little attention to date, teachers from Official Language Schools, which are a part of the Special Regime Education system of Andalucía, a southern region of Spain, which provides foreign language education. Specifically, we aim to assess their level of digital proficiency in relation to their experience and use of information and communication technology (ICT) in the classroom. We also analyze how the March 2020 lockdown impacted their confidence levels in utilizing ICT in their teaching practices. One hundred and four teachers took part in the study and answered the DigCompEdu check-in questionnaire. The findings indicate that teachers' overall self-assessment of their digital competence is low, with particular attention needed in the least developed areas, which is the facilitation of digital proficiency to students. Additionally, there are noteworthy differences in the variables of ICT experience and confidence. For example, the amount of time spent utilizing ICT in teaching does not necessarily correlate with teaching proficiency. Based on these results, we discuss potential strategies for enhancing digital competence in this educational group and propose some curriculum content for teacher training in digital competence.

University-Wide Digital Skills Training: A Case Study Evaluation

Digital competencies and confidence are thought to be critical to success in higher education. However, despite learning frequently taking place online through the use of virtual learning environment and tools such as lecture capture, and evidence to counter the idea of digital nativity, these critical skills are often not explicitly taught at university. In the present study, we describe the development and evaluation of our Essential Digital Skills programme, which is a university-wide digital training programme designed and implemented at a large London university, aimed at new students but open to all students at the University. Using Kirkpatrick's evaluation model, we demonstrate that the programme provided effective training in digital skills for all students but that individual differences exist in the training experience, notably around ethnicity and student status, with Black and Minority Ethnic (BAME) students and international students feeling that the training made a greater contribution to their skill levels and resulted in greater behaviour change and impact, as well as intention to undertake further training.

(Mis)information, sources and credibility: Targeting youth in public health response to COVID-19 in Uganda

This chapter investigates the status of urban youths' knowledge of the COVID-19 pandemic and related prevention measures;their sources of information about COVID-19 and their trust in sources of information about COVID-19;credibility of urban youths' sources of information about COVID-19;related prevention measures and the effect of the above on urban youths' attitudes towards the adoption of preventive measures against COVID-19. An online survey and three focus group interviews were conducted to collect data. Results indicated that although the majority of young people in urban Uganda were knowledgeable about COVID-19, they also held various misconceptions about it yet this presence of cognitive dissonance, did not negatively affect their adoption of preventive measures. Instead, it worked as a motivator to find more information for change. © 2022 by Angella Napakol, Elizabeth Kitego and Carol Azungi Dralega.

Fractured academic space: digital literacy and the COVID-19 pandemic

Purpose: The study focussed on information literacy practices, specifically on how higher education staff managed the transition from established and routinised in-person teaching, learning and working practices to institutionally mandated remote or hybrid working patterns during the COVID-19 pandemic. Design/methodology/approach: The qualitative study forms part of a broader research project, examining how information literacy and information practices unfolded during the COVID-19 pandemic. Phase Three of this project, which forms the subject of this paper, employed semi-structured interviews to explore the impact of COVID-19 on the workplace and, in particular, the role that technology and digital literacy plays in enabling or constraining information literacy practices necessary for the operationalisation of work. Findings: The complexities of the COVID-19 pandemic precipitated a fracturing of workplace information environments and worker information landscapes by disrupting all aspects of academic life. The study recognises that whilst the practice of information literacy is predicated on access to modalities of information, this practice is also shaped by material conditions. This has implications for digital literacy which, in attempting to set itself apart from information literacy practice, has negated the significant role that the body and the corporeal modality play as important sources of information that enable transition to occur. In relation to information resilience, the bridging concept of fracture has enabled the authors to consider the informational impact of crisis and transition on people's information experiences and people's capacity to learn to go on when faced with precarity. The concept of grief is introduced into the analysis. Originality/value: This study presents original research. © 2023, Emerald Publishing Limited.

Impact of the COVID-19 on labour employment in rural China: Can information literacy mitigate the shock?

In the context of the COVID-19 pandemic, most work was done online, the role of information literacy in influencing rural labour employment is worth investigating. Using survey data from 3,225 rural labourers in China, this study builds Item Response Theory and Tobit models, and finds that the pandemic hinders rural labour employment;however, information literacy promotes it and can mitigate the negative impact of the pandemic. We provide evidence for the positive role of information literacy, and policymakers should consider improving the information literacy of the rural labourers. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

Fast forward or digital mirage—benchmarking education system responses to COVID, and what comes after?

Technology in education (edtech) has often been viewed as something of a Cinderella subject—"one day you shall go to the ball, but that day never seems to come.” This chapter explores the promise and vision of edtech espoused by its most ardent enthusiasts, and how this has collided with the realities of overhyped and underbaked technologies and conservative education systems. It goes on to consider the system shock created by the COVID-19 pandemic and how those education systems and the people involved in them ultimately responded to what was for many the most profound and far-reaching crisis they had ever experienced. The chapter includes case studies of two of these system-level responses that the author has been personally involved with, and it concludes with a discussion comparing and contrasting these system-level responses with the visions of the edtech mavens. © 2023 Elsevier Ltd. All rights reserved.

Impact of information literacy, self-directed learning skills, and academic emotions on high school students' online learning engagement: A structural equation modeling analysis.

The adoption of online learning for adolescent students accelerated with the outbreak of the COVID-19 pandemic. However, few studies have investigated the mechanisms influencing adolescent students' online learning engagement systematically and comprehensively. This study applied the Presage-Process-Product (3P) model of learning to investigate the direct effects of presage factors (i.e., information literacy and self-directed learning skills) and process factors (i.e., academic emotions) on high school students' online learning engagement; and the mediating role of process factors. Data from 1993 high school students in China (49.3% males and 50.7% females) were analyzed using structural equation modeling. The result showed that students' information literacy, self-directed learning skills, and positive academic emotions positively predicted their online learning engagement. Moreover, the positive impact of self-directed learning skills on students' online learning engagement was significantly and largely enhanced through the mediation effects of positive academic emotions (ß = 0.606, 95% CI = [0.544, 0.674]). Based on these results, to enhance adolescent students' online learning engagement, it is important for school administrators, teachers, and parents to improve students' information literacy, self-directed learning skills, and positive academic emotions.

Teacher Digital Literacy and Its Influence on Learning Sessions at the Initial Level in Schools in the Context of Covid-19

The objective of this study was to determine the influence of teachers' digital literacy on the development of learning sessions at the early education level in a public school in northern Lima (Peru) in the context of Covid-19. Using a qualitative case study approach, a semi-structured interview was applied to teachers with experience in teaching early childhood education. The results show that digital literacy influences the development and methodology of visual, auditory and kinesthetic learning sessions, since it is known that infants are in the digital era where many of them know how to use a variety of tools and applications. Finally, digital resources are crucial in the performance of teachers and in the cognitive process of children. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.