Exploring Digital Literacy Skills in Social Sciences and Humanities Students

Abstract

Digital literacy is among the mandatory abilities to any higher education level and represents a fundamental ingredient in successful professionalization. Considering the deep penetration of digital technologies in everyday life, digital literacy offers a set of transversal skills that could improve a whole area of activities, from banking operations to civic participation. However, these skills are diverse and vary according to the development of technologies and society. This study fills an important academic gap on digital literacy by placing it in a specific and well-defined context, analyzing different perspectives that involve such learning, such as predictors of digital literacy in different types of students. In addition, research increases its importance as it is being developed during the pandemic, a period characterized by accelerated technological use and sudden changes. This research used a quantitative design based on the answers to a questionnaire conducted from March 2021 to May 2021. From a methodological perspective, we tested several hypotheses using one-way analysis of variance (ANOVA) and confirmatory factor analysis (CFA) within the structural equation model (SEM). The results show that communication, critical thinking, problem-solving, and technical digital skills are more present in the case of students enrolled in economics and social sciences, while other digital skills (i.e., creativity and information) are more prevalent in the case of humanities students. Moreover, the results showed that, except for creativity and problem-solving-related digital skills, all of the digital skills were significantly influenced by students’ different levels of education.

The WE-ARe model’s potential to enhance digital literacy of preservice biology teachers

“…Data analysis suggests that the We-ARe model can improve preservice biology teachers' digital literacy. As mentioned previously, digital literacy refers to the ability to receive information from various computerbased forms (Vodă et al, 2022) and along with study skills and life skills, is required in the 21 st century. Radovan discovered that digital literacy has a favourable impact on academic attainment (Radovan, 2014), leading to more efficient task completion using software and computer programmes such as word processors and worksheets (Argentin et al, 2014).…”

Letramento digital e a formação de professores

“…Ser letrado digitalmente significa saber transitar nas dimensões operacionais, socioculturais e críticas por eio das novas tecnologias (Vodă et al, 2022). Portanto, o letramento digital está chegando com maior expressão na área escolar por meio da base curricular comum nacional (BNCC), seus regulamentos e documentos que orientam os novos rumos educacionais exigem que as escolas e, por isso, os professores considerem novos surgimento de tecnologia e outras práticas sociais (Costa et al, 2021).…”

Classroom Teacher’s Digital Literacy Level based on Instant Digital Competence Assessment (IDCA) Perspective

“…Understanding information in digital formats, such as words, images, and sound recordings, is known as digital literacy (Spante, Hashemi, Lundin, et al, 2018). Digital literacy is the use and creation of skill-based content, such as employing student learning tools, finding and sharing information, answering questions, solving problems, communicating with others, and learning computer programming (Vodă, Cautisanu, Grădinaru, et al, 2022). In addition, digital literacy is the capacity to use digital technologies to accurately, safely, and efficiently access, manage, comprehend, integrate, communicate, evaluate, and process information in order to create new and better jobs.…”