Assessing Digital Information Literacy in Higher Education: A Review of Existing Frameworks and Assessments With Recommendations for Next‐Generation Assessment

Sparks, Jesse R.; Katz, Irvin R.; Beile, Penny

doi:10.1002/ets2.12118

Cited by 66 publications

(69 citation statements)

References 39 publications

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“…In this sense, it is vital that higher education institutions promote explicit and intentionally reasoned DL development strategies, monetising the competencies that, as users, students and teachers possess, but improving the competencies that allow them to develop criteria for the selection of relevant and pertinent information, respecting the scientific criteria of each area, and enhancing the digital competencies they possess (Sparks et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…In higher education, besides the characteristics of the teachers, the educational system and the organisation itself, it should not be assumed that students necessarily have a high DL (Argelapós & Pifarré , 2017;Prior et al, 2016, Khalid & Pederson, 2016Sparks et al, 2016). Research reveals that there are different levels, for different motives and reasons.…”

Section: Essential Relationship Between the Development Of Digital LImentioning

confidence: 99%

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The Importance of Promoting Digital Literacy in Higher Education

Santos¹,

Serpa

2017

IJSSS

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At a time when there is free access to a multitude of information, the knowledge society entails the development and mobilisation of a set of competencies of selection and application of this knowledge in a reasoned and conscious way. It is in this context that higher education should develop its activities, and it is widely recognised that digital literacy encompasses the essential and transversal abilities to any higher level training, that translate into a good preparation for a successful future professionalization. However, sometimes this does not happen; hence, this short communication seeks to reflect on this problem that is central to the training activity in higher education, analysing some implications of this situation, as well as recommendations.

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Section: Discussionmentioning

confidence: 99%

Section: Essential Relationship Between the Development Of Digital LImentioning

confidence: 99%

The Importance of Promoting Digital Literacy in Higher Education

Santos¹,

Serpa

2017

IJSSS

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“…Digital literacy frameworks differ in their emphasis on topics like civic engagement, identity, wellness, ethical or legal issues including copyright and privacy law, and the role of technical skills (Alexander et al, 2017;Hall et al, 2014;Sparks et al, 2016). For example, Hall et al found that few digital literacy frameworks identify online identity as its own area.…”

Section: Literature Reviewmentioning

confidence: 99%

Development of a framework for digital literacy

Feerrar

2019

RSR

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Purpose: Institutions seeking to develop or expand digital literacy programs face the challenge of navigating varied definitions for digital literacy itself. In answer to this challenge, this case study shares a process for developing a shared framework for digital literacy at one institution, including drawing on themes in existing frameworks, soliciting campus feedback, and making revisions. Design/methodology/approach: A draft digital literacy framework was created following the work of an initial Library task force. Focus groups were conducted to gather feedback on the framework and to identify areas for future development. Findings: Focus groups yielded 38 written responses. Feedback themes related to gaps in the framework, structural suggestions, and common challenges for learners. Themes in focus group feedback led to several framework revisions, including the addition of Curation as a competency area, the removal of Information Communication Technologies as its own competency area, and the inclusion of Learner rather than Student at the center of the framework. Practical implications: The approaches described in this case study can be adapted by those looking to create a shared framework or definition for digital literacy on their campuses, as well as to create or revise definitions for other related literacies. Originality/value: This case study presents an adaptable process for getting started with broad digital literacy initiatives, within the context of existing digital literacy frameworks worldwide.

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“…However, according to literature, it seems relevant to not start from the assumption that either teachers or students are necessarily digital literates; hence, the need arises to promote digital learning in higher education [46][47][48][49].…”

Section: Guidelines On How To Teachmentioning

confidence: 99%

Challenges in the Teaching of Sociology in Higher Education. Contributions to a Discussion

Ferreira

Serpa

2017

Societies

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Abstract:At a time when Sociology (either in its introductory or general dimension or in the form of specialised Sociologies) is acknowledged as a scientific discipline with important contributions in training at the higher education level, and not only for the future sociologist, there is a need to (re)think the problem of teaching Sociology in this context. This article seeks to contribute to this discussion on the teaching of Sociology in higher education, being a grounded reflection that is based on the authors' teaching experience in the Portuguese context. Sociology has specificities, which we put forward through four framing principles, namely the need to permanently mobilise sociological imagination, be multi-paradigmatic, the need to be receptive to a heuristic interdisciplinarity, and, finally, foster reflexivity at several levels. These principles should, from our standpoint, shape the teaching of Sociology, both delimiting what should be taught and fostering the way to teach while abiding by these principles. As a conclusion, this problem of teaching Sociology needs an in-depth investigation, in the search for a growing pedagogical quality in a context of increasing opportunities to reform the type of teaching provided in higher education, which is a permanent challenge.

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Assessing Digital Information Literacy in Higher Education: A Review of Existing Frameworks and Assessments With Recommendations for Next‐Generation Assessment

Cited by 66 publications

References 39 publications

The Importance of Promoting Digital Literacy in Higher Education

The Importance of Promoting Digital Literacy in Higher Education

Development of a framework for digital literacy

Challenges in the Teaching of Sociology in Higher Education. Contributions to a Discussion

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