Digital Literation: Case Study Library Science Students

2021 ◽  
Vol 1 (1) ◽  
pp. 20-27
Author(s):  
Sri Suharmini Wahyuningsih ◽  
Majidah Majidah ◽  
Tri Damayanti
Keyword(s):  
Digital Literacy ◽  
Library Science ◽  
The Internet ◽  
Digital Information ◽  
Science Students ◽  
Sources Of Information ◽  
Digital Form ◽  
Learning Materials ◽  
Study Program ◽  
Online Tutorials

Digital literacy can be used as a means of learning because the millennial era currently has digital sources of information that are liked by the public. Information technology-based learning materials are very easy to find and download in digital form and download free of charge so that people in various circles are very easy to get the information needed, as well as students. Universitas Terbuka which organizes an education system remotely, teaching materials which are the main learning materials apart from being provided in printed form, is also developed in digital form. Learning aid materials in the form of online tutorials and web tutorials (tuweb) is also in digital form because online tutorials and tuweb to access them must be connected to the internet. The spread of information in digital form requires knowledge or the ability to find or use these digital information sources. Researchers raised problems about digital literacy in distance learning, especially students of the Library Science Study Program, FHISIP-UT. The research method used is quantitative with the addition of qualitative data. The results showed that the Open University students, especially the Library Science students of FHISIP-UT, already have the ability to terms of digital literacy. Because we often and always use a PC / Laptop at home or office, use a cellphone/smartphone/tablet, and use the internet.   Literasi digital sering dikaitkan dengan perkembangan teknologi informasi yang semakin marak saat ini. Literasi digital dimungkinkan untuk digunakan sebagai sarana pembelajaran, karena jaman millennial saat ini tersebar sumber-sumber informasi yang berbentuk digital dan disukai oleh masyarakat. Materi pembelajaran berbasis teknologi informasi, sangat mudah ditemukan dan diunduh dalam bentuk digital serta diunduh secara gratis, sehingga masyarakat dalam berbagai kalangan sangat mudah mendapatkan informasi yang dibutuhkan, demikian juga para pelajar maupun mahasiswa. Universitas Terbuka yang menyelenggarakan sistem pendidikan secara jarak jauh, bahan ajar yang merupakan bahan pembelajaran utama selain disediakan dalam bentuk tercetak, juga dikembangkan dalam bentuk digital. Materi bantuan belajar berupa tutorial online dan tutorial web (tuweb) juga dalam bentuk digital, karena tutorial online dan tuweb untuk mengaksesnya harus tersambung dengan internet. Dengan tersebarnya informasi dalam bentuk digital ini, maka diperlukan pengetahuan atau kemampuan dalam mencari atau menggunakan sumber informasi digital tersebut. Peneliti mengangkat permasalahan tentang literasi digital dalam pembelajaran jarak jauh khususnya mahasiswa Program Studi S1 Ilmu Perpustakaan FHISIP-UT. Metode penelitian yang digunakan adalah kuantitatif dengan tambahan data kualitatif. Hasil penelitian bahwa mahasiswa Universitas Terbuka khususnya mahasiswa Ilmu Perpustakaan FHISIP-UT sudah mempunyai kemampuan dalam hal lierasi digital. Karena sudah sering dan selalu menggunakan PC/Laptop di rumah maupun kantor, menggunakan Ponsel/smartphone/tablet, dan menggunakan internet.

The Roles of Digital Literacy in Social Life of Youth

2019 ◽  
pp. 103-117 ◽  
Author(s):  
Dragana Martinovic ◽  
Viktor Freiman ◽  
Chrispina S. Lekule ◽  
Yuqi Yang
Keyword(s):  
Digital Literacy ◽  
Social Life ◽  
The Internet ◽  
Digital Information ◽  
Youth Services ◽  
Digital World ◽  
Digital Era ◽  
Norms And Values ◽  
The Social ◽  
Information And Communication

This chapter contains findings related to social aspects of digital activities of youth. Computers, mobile devices, and the internet are increasingly used in everyday social practices of youth, requiring competencies that are largely still not being taught in schools. To thrive in the digital era, youth need to competently use digital tools and define, access, understand, evaluate, create, and communicate digital information. Being able to develop perceptions of, and respect for, social norms and values for functioning in the digital world, without compromising one's own privacy, safety, or integrity is also important. After addressing the social prospects of information and communication technology (ICT) use among youth, this chapter describes their online behavior through the paradoxical nature of the internet (i.e., providing opportunities for social development vs. introducing risks). Educators and youth services are advised to consider these factors in designing flexible, innovative, and inclusive programs for young people that use ICT.

Factors inhibiting the internet adoption by base of the pyramid in India

2018 ◽  
Vol 20 (4) ◽  
pp. 323-336 ◽  
Author(s):  
Sumedha Chauhan ◽  
Parul Gupta ◽  
Mahadeo Jaiswal
Keyword(s):  
Digital Literacy ◽  
Perceived Risk ◽  
Future Research ◽  
The Internet ◽  
Intention To Use ◽  
Digital Information ◽  
Structured Interviews ◽  
Internet Adoption ◽  
Content Type ◽  
Use Of The Internet

Purpose This paper aims to explore the factors inhibiting the internet adoption among base of pyramid (BoP) and to develop further insights of such factors. Design/methodology/approach Researchers used a mixed-method study with QUAL/QUAN sequence in this research. Given the dearth of research on the internet usage by the BoP segment in India, the authors began with the exploratory qualitative study. Semi-structured interviews in local language were carried out with the people belonging to the BoP segment in India using common interview protocol. Face-to-face interviews were conducted for 20-30 min with ten people. Thematic analysis (Braun and Clarke, 2006) was conducted on the interview transcripts which lead to five themes. These themes were identified as the potential inhibitors to the internet adoption by the BoP segment in India. This step was further followed by a confirmatory quantitative study. Findings The results confirm that the factors such as lack of digital literacy, complexity and language barrier play a significant role in inhibiting the internet adoption by the BoP segment. However, there is no impact of perceived risk and cost on the internet adoption. The significant relationship between lack of digital literacy and intention to use implies that if the BoP segment is capable to locate, evaluate and use digital information, it is more likely to use the internet. Similarly, the relationship between complexity and the intention to use suggests that if the BoP segment finds it easy to use and understand the internet, it is more likely to use it. Practical implications This research has the implications for government departments and policymakers that are responsible for promoting use of the internet. Therefore, such departments and policymakers are advised to channelize their effort on resting the digital literacy, especially in terms of internet adoption. Findings of this study show that digital literacy, complexity and language barriers are major inhabitants in the internet adoption. Directed and focused government policies and initiatives such as subsidized seminars and training programmes specially designed for the BoP segment can help in increasing internet adoption. Social implications The adoption and use of the internet services by BoP have major implications for digital equality. Therefore, it would be important to explore the factors inhibiting the internet adoption among BoP. Originality/value This paper not only explores the factors inhibiting internet adoption among BoP in developing countries such as India but also provides deeper insights to these factors by collecting first-hand information from target segment. The finding of this research provides meaningful inputs to policymakers and also to industry to remove digital divide in the target population. This is how this research adds value to the existing knowledge available in this domain and it also provides agenda for future research.

scholarly journals PERILAKU MAHASISWA ILMU PERPUSTAKAAN UIN SUNAN KALIJAGA YOGYAKARTA DALAM MENYIKAPI HOAKS DI MEDIA SOSIAL

2021 ◽  
Vol 16 (1) ◽  
pp. 60
Author(s):  
Silmi Afkarina Hanum ◽  
Anis Masruri
Keyword(s):  
Social Media ◽  
Information Literacy ◽  
Information Filtering ◽  
Library Science ◽  
Easy Access ◽  
Access To Information ◽  
Science Students ◽  
Study Program ◽  
Cultural Science ◽  
Share Information

This study aims to determine the behavioral stages of students in responding to hoaxes, which are increasingly rampant due to the easy access to information that is widely available on social media so that there is no information filtering system when information is disseminated on social media. Social media is a virtual social place between individuals, to share information with each other. The subjects of this study were students major of library science, faculty of civil and cultural science State Islamic University of Sunan Kalijaga Yogyakarta. The Major of Library Science has contributed to the development of information literacy in Indonesia. Information literacy consists of searching, analyzing and finding the information needed. This research uses descriptive qualitative research methods. Techniques for determining informants using purposive sampling or non-random techniques. There are 16 students of the Library Science study program who are included in the category of research informants. The research method was carried out by interview and documentation. Researchers gave several questions to informants regarding information and hoaxes circulating on social media. Then the informants analyzed the information on social media, and distinguished valid and hoax information. The results showed that the behavioral stages of Library Science students at UIN Sunan Kalijaga Yogyakarta in responding to hoax information on social media were 1. Students searched for news on social media, 2. Students looked at posted news accounts / sources, 3. Students paid attention to synchronization of titles and contents. news, 4. Students check the validity of the news by means of; a. see the comments column, b. double check, and c. crosscheck.

scholarly journals Peningkatan Kemampuan Literasi Digital bagi Siswa Kelas 4 dan 5 SDN Tanjakan 3, Kabupaten Tangerang

2020 ◽  
Vol 5 (1) ◽  
pp. 141-148
Author(s):  
Roikhan Mochamad Aziz ◽  
Muhammad Asyep Syam’aeni ◽  
Nisfina Sya’baniyah ◽  
Izzah Corrie Fatihah
Keyword(s):  
Digital Literacy ◽  
Positive Impact ◽  
The Internet ◽  
Digital Information ◽  
School Students ◽  
Negative Side ◽  
Digital World ◽  
Information And Communication ◽  
Use Of The Internet ◽  
The Right

IMPROVEMENT OF DIGITAL LITERACY ABILITY FOR GRADE 4 AND 5 STUDENTS OF SDN TANJAKAN 3, TANGERANG REGENCY. Digital information resources are very abundant, due to advances in information technology and the internet. The current condition of students in Indonesia, which is a digital native generation, has a high dependence on information retrieval on the internet. Aside from the internet having a positive impact, the internet also has a negative side and that information can spread quickly on the internet. Digital literacy is needed to teach children the basics of socializing and digital security so they can explore the digital world safely and confidently. The subjects of this study were elementary school students in Tanjakan Village, Rajeg, Tangerang. This study uses a practical pragmatic theoretical approach that directs children to learn in groups and together solve each problem. The result of this service program is that digital literacy is carried out according to the desired target, and participants gain insight into information and communication technology and the use of the internet in a healthy and safe manner. With the right internet training, it is expected to avoid the dangers of the internet from the negative side. Participants already know tips on how to find a true or fake news on an internet website, and can surf safely and healthily. Based on the evaluation, participants of SDN Tanjakan 3 understood the material that had been delivered and agreed to use a healthy and safe internet.

scholarly journals Training Of Information Technology In West Java Sumedang-Regional Library As An Effort On Digital Literacy Education

2019 ◽  
Vol 5 (2) ◽  
pp. 129
Author(s):  
Neneng Komariah ◽  
Encang Saepudin
Keyword(s):  
Information Technology ◽  
Digital Literacy ◽  
Public Libraries ◽  
Descriptive Analysis ◽  
Public Library ◽  
Literacy Education ◽  
Literacy Skills ◽  
The Internet ◽  
Digital Information ◽  
West Java

Background of the study: The Internet has become part of society's daily life. But the phenomenon shows that not all people are Able to use information technology and the Internet efficiently, and the information disseminated through the internet is not entirely quality information. Therefore, Internet users need digital literacy skills, that is the ability to use information technology efficiently and the ability to find, Evaluate, use, make information, and use it wisely, and lawfully. The problem is who should be held responsible to digital literacy education for the community. Public libraries can play a role in the digital literacy education for the community.Purpose: This study aims to find out how the management of ICT education in the Regional Public Library (PUSDA) of Sumedang Regency, West Java, as an effort for digital literacy education community.Method: The research method used is a qualitative method with descriptive analysis, and the data collection techniques with observation, interviews, focus group discussions, and literature study.Findings: The result shows the subject taught in ICT with the relevant training on participants' needs. The participants are students and jobless. Most of of participants did not have Reviews their own computer, they were very happy to take part in the ICT training in the library because it was free. Teachers are library staff and outside personnel assistance. Computer used are owned by the library and donations from industry. The way of teaching was easy to understand and the participants could practice using computers and search the internet. The PUSDA staff organized the training with enthusiasm.Conclusion: There are some aspects that are already owned by the public library which will support the implementation of digital literacy education effectively and efficiently. Among them is the library already has computer facilities, has a staff of professionals, and already has access to sources of digital information online

scholarly journals Peningkatan Kemampuan Penelusuran dan Pemanfaatan E-Resources Bagi Pustakawan di Pekanbaru

2021 ◽  
Vol 1 (2) ◽  
pp. 25-31
Author(s):  
Hadira Latiar ◽  
Rosman H ◽  
Nining Sudiar
Keyword(s):  
Information Needs ◽  
Information Sources ◽  
Information Age ◽  
Library Science ◽  
The Internet ◽  
Digital Information ◽  
Service Activity ◽  
Technical Guidance

The information age creates abundant digital information sources (e-resources) through the internet. The abundance of digital information encourages humans to search and use it to meet information needs. However, not all information on the internet can be taken to be genuine, valid and reliable references. So, this service activity was carried out aimed at providing technical guidance to librarians in Pekanbaru. The method used in this activity is by providing technical guidance on tracking and utilizing e-resources to librarians. The result of this activity is an increase in the librarian's understanding and skills in the strategy and utilization of e-resources an average of 24.5%, as well as scientific articles that have been sent to the journal Bidik. The suggestion from the dedication is that the training participants should apply the knowledge gained from the training in each library, and it is better if similar activities should be held in the field of library science.

Lateral Reading and the Nature of Expertise: Reading Less and Learning More When Evaluating Digital Information

2019 ◽  
Vol 121 (11) ◽  
pp. 1-40
Author(s):  
Sam Wineburg ◽  
Sarah McGrew
Keyword(s):  
Digital Literacy ◽  
Research Question ◽  
The Internet ◽  
Online Information ◽  
Digital Information ◽  
Political Issues ◽  
Teacher Tenure ◽  
Web Credibility ◽  
Expert Novice ◽  
A Site

Background/Context The Internet has democratized access to information but in so doing has opened the floodgates to misinformation, fake news, and rank propaganda masquerading as dispassionate analysis. Despite mounting attention to the problem of online misinformation and growing agreement that digital literacy efforts are important, prior research offers few concrete ideas about what skilled evaluations look like. Purpose/Objective/Research Question/Focus of Study Our purpose in this study was to seek out those who are skilled in online evaluations in order to understand how their strategies and approaches to evaluating digital content might inform educational efforts. We sampled 45 experienced users of the Internet: 10 Ph.D. historians, 10 professional fact checkers, and 25 Stanford University undergraduates. Analysis focused on the strategies participants used to evaluate online information and arrive at judgments of credibility. Research Design In this expert/novice study, participants thought aloud as they evaluated live websites and searched for information on social and political issues such as bullying, minimum wage, and teacher tenure. We analyze and present findings from three of the tasks participants completed. Findings/Results Historians and students often fell victim to easily manipulated features of websites, such as official-looking logos and domain names. They read vertically, staying within a website to evaluate its reliability. In contrast, fact checkers read laterally, leaving a site after a quick scan and opening up new browser tabs in order to judge the credibility of the original site. Compared to the other groups, fact checkers arrived at more warranted conclusions in a fraction of the time. Conclusions/Recommendations We draw on insights gleaned from the fact checkers’ practices to examine current curricular approaches to teaching web credibility as well as to suggest alternatives.

Digital Literacy for Health

2012 ◽  
pp. 142-152
Author(s):  
Ela Klecun
Keyword(s):  
Health Care ◽  
Health Literacy ◽  
Web 2.0 ◽  
Quality Of Health Care ◽  
Digital Literacy ◽  
The Internet ◽  
Sources Of Information ◽  
Individual Use ◽  
The Individual

This paper outlines and challenges expectations and promises regarding the potential of the internet and Web 2.0 for empowering patients and citizens. It focuses on literacies required to make a meaningful (to the individual) use of these technologies for health and health care related purposes. The author briefly discusses how these should be taught and concludes that these literacies, including digital literacy and health literacy, are complex and challenging to many while the empowering claims are over-stated. Traditional sources of information and advice will remain essential to maintaining quality of health care.

The Roles of Digital Literacy in Social Life of Youth

2018 ◽  
pp. 2314-2325
Author(s):  
Dragana Martinovic ◽  
Viktor Freiman ◽  
Chrispina S. Lekule ◽  
Yuqi Yang
Keyword(s):  
Digital Literacy ◽  
Social Life ◽  
The Internet ◽  
Digital Information ◽  
Youth Services ◽  
Digital World ◽  
Digital Era ◽  
Norms And Values ◽  
The Social ◽  
Information And Communication

This chapter contains findings related to social aspects of digital activities of youth. Computers, mobile devices, and the Internet are increasingly used in everyday social practices of youth, requiring competencies that are largely still not being taught in schools. To thrive in the digital era, youth need to competently use digital tools and define, access, understand, evaluate, create, and communicate digital information. Being able to develop perceptions of, and respect for, social norms and values for functioning in the digital world, without compromising one's own privacy, safety, or integrity is also important. After addressing the social prospects of Information and Communication Technology (ICT) use among youth, this chapter describes their online behavior through the paradoxical nature of the Internet (i.e., providing opportunities for social development vs. introducing risks). Educators and youth services are advised to consider these factors in designing flexible, innovative, and inclusive programs for young people that use ICT.

Interoperable Learning Objects Management

2011 ◽  
pp. 486-493
Author(s):  
Tanko Ishaya
Keyword(s):  
User Satisfaction ◽  
Learning Objects ◽  
Learning Technologies ◽  
The Internet ◽  
Digital Information ◽  
Learning Tools ◽  
Learning Materials ◽  
Distributed Information ◽  
Effective Use ◽  
The Web

The sharing and reuse of digital information has been an important computing concern since the early 1960s. With the advent of the World Wide Web (from now on referred to as the Web), these concerns have become even more central to the effective use of distributed information resources. From its initial roots as an information-sharing tool, the Web has seen exponential growth in a myriad of applications, ranging from very serious e-business to pure leisure environments. Likewise, research into technology support for education has quickly recognised the potential and possibilities for using the Web as a learning tool (Ishaya, Jenkins, & Goussios, 2002). Thus, Web technology is now an established medium for promoting student learning, and today there are a great many online learning materials, tutorials, and courses supported by different learning tools with varying levels of complexity. It can be observed that there are many colleges and universities, each of which teaches certain concepts based on defined principles that remain constant from institution to institution. This results in thousands of similar descriptions of the same concept. This means that institutions spend a lot of resources producing multiple versions of the same learning objects that could be shared at a much lower cost. The Internet is a ubiquitous supporting environment for the sharing of learning materials. As a consequence, many institutions take advantage of the Internet to provide online courses (Ishaya et al.; Jack, Bonk, & Jacobs, 2002; Manouselis, Panagiotu, Psichidou, & Sampson, 2002). Many other agencies have started offering smaller and more portable learning materials defined as learning objects (Harris, 1999; PROMETEUS, 2002). While there are many initiatives for standardising learning technologies (Anido, Fernandez, Caeiro, Santos, Rodriguez, & Llamas, 2002) that will enable reuse and interoperability, there is still a need for the effective management, extraction, and assembling of relevant learning objects for end-user satisfaction.

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