Helping students become literate in a digital, networking-based society: A literature review and discussion

Fernández-Villavicencio, Nieves González

doi:10.1080/10572317.2010.10762854

Cited by 13 publications

(5 citation statements)

References 6 publications

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“…Such kinds of problems have been widely examined in many IS research which focus on the IT adoption and acceptance (Davis, 1989). Second, digital immigrants tend to use traditional and formal communication channels and tools such as postal mail, phone, or face-to-face meetings (Fernandez-Villavicencio, 2010;Kolikant, 2010). For example, digital immigrants usually prefer paper notebooks and printing out their e-mails rather than working on the screen.…”

Section: Defining Digital Immigrantmentioning

confidence: 99%

An integrated framework of online generative capability: interview from digital immigrants

Zhao

Sun

et al. 2014

Aslib Journal of Information Management

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Purpose -In the Web 2.0 era, more and more digital immigrants actively participate in blogging, video sharing, online rating, and micro blogging, etc. However, some may be more skilled in producing and generating online content while others still meet some barriers in doing so. Thus, it is interesting to investigate the online generative capability of digital immigrants in Web 2.0 context. This paper seeks to address this issue. Design/methodology/approach -The authors selected Shanghai as their target province in this study for its large scale of internet users. An in-depth semi-structured interview was used as their research method. They selected several community clubs as the interview settings. In addition, age was adopted as a threshold to define the Chinese digital immigrants for its convenience in sampling. Findings -Chinese digital immigrants are playing an important role in content generating, and have a great potential in the future contribution, and a number of digital immigrants regard the content generating as a pretty easy work while some others felt difficulties, even frustrated and exhausted when generating content. About the content type, digital immigrants prefer to generate that content with low granularity. About the motivation, the intrinsic motivation and the extrinsic motivation with an internalized focus play a dominant role. About the generating mode, digital immigrants prefer to generate content individually or collectively. Originality/value -This paper develops the concept of online generative capability by adapting the notion of generativity from other disciplines to the characteristics of Web 2.0. Then an integrated conceptual framework is built and evaluated. Practically, the paper puts forward some implications for the designers, managers, and information service staff from different perspectives to facilitate the digital immigrant's online generative capability.

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Section: Defining Digital Immigrantmentioning

confidence: 99%

An integrated framework of online generative capability: interview from digital immigrants

Zhao

Sun

et al. 2014

Aslib Journal of Information Management

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“…Yüksek öğretim kurumlarının öğrencilerine sunduğu kütüphane hizmetlerinde sosyal medyadan faydalanmalarının önemi yadsınamaz (Hendrix, Chiarella, Hasman, Murphy, & Zafron, 2009). Bu sonuçlar, Sosyal medyanın özellikle bilgi okuryazarlığı becerilerini kazandırmak için en kullanışlı teknolojiler olarak yorumlanmasını (Click & Petit, 2010;Fernandez-Villavicencio, 2010;Godwin, 2009) desteklemektedir. Bu olumlu sonuçlara rağmen, biz sosyal medyanın üniversite kütüphanelerine ve derslerinde kullanımı sırasında, öğrencilerin sadece bu medyadan elde edecekleri bilgi ile sınırlı tutulmamasını ve öğrencilerin bu teknolojileri araştırmalarına destek yada başlangıç aşaması olarak kullanmalarını önermekteyiz.…”

Section: Tartişma Ve öNeri̇lerunclassified

“…Yaşam boyu öğrenmeyi hayat felsefesi olarak kabul eden bireylerin iyi birer bilgi okuryazarı oldukları görülmektedir (Bundy, 2004;Holt, Smissen & Segrave, 2006). Cobo Romani ( 2009) bilgi okuryazarlığını, daha yeni kavramlar olan e-farkındalık, teknoloji okuryazarlığı, elektronik okuryazarlığı ve medya okuryazarlığı ile birlikte e-yeterliliğin altında yatan temel kavramlardan birisi olarak tanımlamıştır (Fernandez-Villavicencio, 2010). Bilgi okuryazarlığı, ağ okuryazarlığı, bilgisayar okuryazarlığı, medya okuryazarlığı ve görsel okuryazarlığı gibi birçok okuryazarlığın temelini oluşturmaktadır (Kurt, 2010).…”

Section: Introductionunclassified

“…2003 yılından sonraki "Bilgi okuryazarlığı ve Facebook" ile ilgili makaleler incelendiği zaman iki tanesinin alanyazın taraması olduğu ve farklı Web 2.0 teknolojilerinin bilgi okuryazarlığında nasıl kullanılacağı, kütüphanecilikte web 2.0 teknolojilerinin önemi ve bilgi okuryazarlığın günümüzde bu teknolojilerle geliştirileceği anlatılmaktadır (Click & Petit, 2010;Fernandez-Villavicencio, 2010). Yusof, Ab Manan & Alias (2012) ise öğrencilerin yazılı çalışmalarına dönüt verebilmek için Facebook'u bir araç olarak kullanmış ve öğrencilerin birbirlerine yapıcı dönütler verebildiğini ortaya çıkartmıştır.…”

Section: Introductionunclassified

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An investigation of University students’ ınformation literacy self-efficacy perceptions by using decision tree method

ATA¹

2014

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

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ABSTRACT. This study aims to investigate how university students' information literacy self-efficacy perception is influenced by their Facebook and Wikipedia literacy levels, school year, gender, second language level and weekly Internet usage duration by using decision tree method. The researchers purposefully collected data from 2776 students from 11 faculties of Dokuz Eylul University. The first part of the data collection instrument included questions about university students' characteristics such as Wikipedia and Facebook literacy levels, school year, gender, second language level and weekly Internet usage duration. The second part was related to information literacy self-efficacy. The most important result of the study was that Facebook and Wikipedia literacy rather than university students' other characteristics were the first rank independent variables explaining information literacy self-efficacy. In addition, female students whose Wikipedia literacy level was at an advanced level were 16.4% of the sample and these students had the highest information literacy selfefficacy perception among the sample. Keywords. Information Literacy, self-efficacy, Facebook, Wikipedia, university students, classification and decision tree. SUMMARYPurpose and Significance: Almost all university students in both Turkey and the world use Facebook and Wikipedia to make new friends, find previous friends, share daily life experiences and reach current information announced by instructors and peers from their university. University instructors also use these social media in education to deliver course materials among students, announce course specifications, and help to teach how students can reach up-date information. However, the results of academic use of social media showed that social media usage may cause unexpected negative results among students such as cyber bullying, problems related to privacy and inappropriate behaviors. All these considerations require researchers to conduct more studies on this field. Although the literature indicated the high relationship between social media and information science, researches in this field is still not sufficient. The current study aims to investigate how university students' information literacy self-efficacy is influenced by their Facebook and Wikipedia literacy levels, school year, gender, second language level and weekly Internet usage by using decision tree method.

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“…Tačiau efektyvaus naujų technologijų panaudojimo edukaciniais tikslais klausimas išlieka atviras. Neabejotinai turime rengti jaunąją kartą būti pakankamai raštingus skaitmeninėje, socialiniais tinklais pripildytoje visuomenėje (Fernandez-Villavicencio, 2010;Pollara, Zhu, 2011).…”

Section: Diskusijaunclassified

Possibilities of Using Social Networking Websites

Lamanauskas

Šlekienė

Ragulienė

2012

GU/NSE

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Over the latter decade a rapid development of information communication technol-ogies has been going on in various directions. Technological possibilities have increased very significantly (Lamanauskas, 2012). The development of internet and technologies related with it has been extremely fast. A lot of internet service providers have appeared in the mar-ket, their number still continues to grow. The internet diaries, social portals, technologies allow-ing live communication on the internet (Internet Relay Chat, IRC), talk programme Windows Live Messenger (MSN), ICQ forums and other have occurred and are spreading. Thus, today a consumer can create his profile on the internet, can make friends, communicate in the inter-est groups and so on. It can be stated, that every human being contributes in his own way to the internet and at the same time to ICT development, in general. It is obvious, that together with technological problems also arise social internet problems. Social networking websites are closely related with economical, psychological, educational, valeological and other aspects. There is a shortage of researches grounding socio-educational social network aspects. Research purpose is to ascertain how Lithuanian university students use social net-working websites, how they value them, what opinion they have about various social net-working websites, what they know about them. The main research questions are: What social networking websites do students know and use most frequently?; What social networking website functions do students use and why?; Do students like social networking websites and why?; What do students know about how social networking websites use published personal and other type of information?; What is students’ attitude to opportunities provided by social networking websites? It has been stated, that the majority of the respondents use the internet a few times a day, besides, more than a half of them visit social networking websites a few times a day as well. Only a small part of the respondents haven‘t created their personal profile in social net-working websites. More than a third of the respondents very favourably value social network-ing websites, they like them. Even those who don‘t like social networking websites, all the same, periodically visit them. It has been asserted, that though the respondents know a lot of social networking websites, the most frequently visited and most popular are three: You Tube, Facebook, Google+. The most important functions are: communication, learning and ex-changing information, texting. It is worrying, that only a small part of the respondents know how social networking websites use published and other type of information. Though SNW is an excellent means of communication, a perfect opportunity for finding out various news, for making friends and so on, students are firmly convinced, that communication in virtual space will never substitute direct people‘s relations. Such their position is valued as positive. On the other hand, it is obvious, that educational social networking potential has rather poor expres-sion in students‘ evaluation and it raises a grounded concern. Key words: social networking websites, survey, university students.

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Helping students become literate in a digital, networking-based society: A literature review and discussion

Cited by 13 publications

References 6 publications

An integrated framework of online generative capability: interview from digital immigrants

An integrated framework of online generative capability: interview from digital immigrants

An investigation of University students’ ınformation literacy self-efficacy perceptions by using decision tree method

Possibilities of Using Social Networking Websites

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