Beyond knowledge: Examining digital literacy's role in the acquisition of understanding in science

Greene, Jeffrey A.; Copeland, Dana Z.; Deekens, Victor M.; Yu, Seung B.

doi:10.1016/j.compedu.2017.10.003

Cited by 60 publications

(53 citation statements)

References 65 publications

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“…Although often Digital literacy, it is often misunderstood by digital skills. Digital literacy plays an important role in influencing positive change when digital technology changes academic culture (Hallam, Thomas, & Beach, 2018).Digital literacy is not a skill and consists of ease of using the Internet, word processing language, or social media (Greene, Copeland, Deekens, & Yu, 2018). The success of young people as educators, involved citizens, and future employees have been associated with digital literacy (Pangrazio, 2016).Technology has transformed learning at higher education and significantly increased the prevalence of digital learning (Sharp, 2018).…”

Section: Resultsmentioning

confidence: 99%

The Effect of Socio-scientific Issues Assisted of Virtual Learning to Improve Digital Literacy of Student

Hidayati¹,

Fauziah²,

Subekti³

2019

Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019)

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This research aims to describe and explain vi-learning-assisted socio-scientific issues implemented. That is to improve digital literacy capabilities. The participants of this study were 17 students of the Science Education Department who programmed the Household Chemistry course class of 2016 in the odd semester. The type of research used is descriptive quantitative. It uses one group of pre-test-post-test design. Data were analyzed descriptively using the Minitab program 16. The results of the research showed four digital skill indicators. There are reference search skills on student internet by 100%, hypertextual navigation by 25%, information content 56% and the ability to compile knowledge is still 0%, while the post-test results obtained 100% of the student's internet search skills, hypertextual navigation by 92%, information content 82% and the ability to compile knowledge 49%. The conclusion from this research is the vi-learning-assisted socio-scientific implementation to be able to improve digital literacy skills in prospective science teacher students.

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Section: Resultsmentioning

confidence: 99%

The Effect of Socio-scientific Issues Assisted of Virtual Learning to Improve Digital Literacy of Student

Hidayati¹,

Fauziah²,

Subekti³

2019

Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019)

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“…However, the otherwise scarce availability of remarkable materials that go beyond pure factual learning illustrates how difficult it is to move further down the road from discourse to action. Furthermore, this scarcity reinforces the necessity to provide teachers with scaffolds that allow them to make informed choices using resources from an increasingly wide repository with no formal curation [55]. Like Pepin, Gueudet, and Trouche [56], we argue that, now more than ever, the design and selection of digital curricular resources has become a crucial aspect of teachers' work, and that this is one of the areas of digital competence where teachers (both pre-service [10] and in-service [56]) encounter difficulties.…”

Section: Discussionmentioning

confidence: 99%

Sustainability Teaching Tools in the Digital Age

2020

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The increasing presence and relevance of Information and Communications Technology (ICT) in learning scenarios has imposed new demands on teachers, who must be able to design new learning situations while relying on the growing supply of available digital resources. One of the fields that more urgently needs to utilize the potential benefits of ICT to transform learning is sustainability, and more precisely the development of sustainability competences (SCs). Indeed, wider societal changes are needed that ensure a balance between economic growth, respect for the environment, and social justice, and these changes must start with individual action, knowledge, and the capacity and willingness to act (i.e., the definition of "competence"). However, although there is a wide consensus on the fact that education should ensure the acquisition of competences for life, making this a reality may be more problematic. This difficulty stems, partly, from a lack of a definition of the intervening elements (knowledge, skills, values, attitudes) that enables the integration of competences into specific learning sequences and activities. Taking into account all the above and the difficulties that teachers face in choosing relevant resources and incorporating competences into their planning, we propose a series of indicators that serve to characterize the four dimensions of scientific competence: contents of science, contents about science, the value of science, and the utility of science in educational materials. Although primarily intended for filtering multimedia resources in an educational platform, this instrument (as well as the indicators therein) can be extrapolated to the selection and management of a variety of resources and activities, eventually selecting those that are more useful for the acquisition of the scientific competence. They can also provide learning-managers with a common ground to work on by sharing the objectives and indicators related to the acquisition of competences.

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“…Some researchers point out that empirical evidence provided by Prensky is insufficient (Bennett, Maton & Kervin, 2008). It is also argued that digital literacy can be inborn (Greene et al, 2018). Prensky's (2001) findings, though, are still referred to when concepts of digital literacy development are concerned.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Role of Mentoring in Digital Literacy Development of Doctoral Students at British Universities

Soltovets

Chigisheva

Dmitrova

2020

EURASIA J MATH SCI T

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The relevance of the study is due to the global digitalization and search for tools and practices fostering the process of doctoral students` training for independent quality research using the full range of available digital tools. Digital skills require continuous improvement. Thus, this article is aimed at identifying the possibilities of using mentoring for digital literacy development of British PhDs. Using comparison and terminological analysis the research considers the changing phenomenon of mentoring under the influence of information and digital transformations, identifies important digital skills being developed by doctoral students in the process of mastering the programs offered by UK university libraries. It is also justified that today librarians serve as mentors and can effectively develop digital literacy of doctoral students. The materials are valuable for doctoral students, teachers, mentors, academic librarians who provide professional development programs for researchers working with digital research tools.

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Beyond knowledge: Examining digital literacy's role in the acquisition of understanding in science

Cited by 60 publications

References 65 publications

The Effect of Socio-scientific Issues Assisted of Virtual Learning to Improve Digital Literacy of Student

The Effect of Socio-scientific Issues Assisted of Virtual Learning to Improve Digital Literacy of Student

Sustainability Teaching Tools in the Digital Age

The Role of Mentoring in Digital Literacy Development of Doctoral Students at British Universities

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