ZusammenfassungIn diesem Beitrag geht es nicht um fachspezifische Inhalte der Informatik. Um sie kümmern sich viele Lehrende in Forschung und Lehre und seit mehr als einem Jahr unter den erschwerten ...Bedingungen der Pandemie. Es geht um das Innovative der digitalen Transformation, um die Herausforderungen und Potenziale für Gesellschaft, Ökonomie und Umwelt und wie diese Teil der Informatiklehre werden können. Orientierung und Urteilsfähigkeit über den Prozess der digitalen Transformation zu erwerben, sollte im Zentrum von Digital Literacy stehen. Der Beitrag basiert auf Lehrerfahrungen aus mehreren Semestern, über die wir berichten werden.
This paper introduces the innovative concept of platform literacy, specifically within the context of digital platforms. In today's digital economy, where digital platforms are essential tools in ...people's lives and form the core of the digital ecosystem, the ability to effectively utilize these platforms is becoming crucial. This study systematically examines the existing literature on digital platforms and digital literacy to establish a conceptual foundation for assessing an individual's platform literacy. Drawing upon insights from the digital literacy framework, we propose a platform literacy framework that can be applied in practical settings. Methodologically, we conducted an extensive review of 735 research papers on digital literacies to gather definitions and frameworks. As a result, we identified seven core constructs and three main proficiencies that constitute the platform literacy framework. Moreover, to adapt the framework to the various digital platform contexts, we categorized it into fixed and variable attributes. This paper contributes to the growing body of knowledge on digital literacy by offering a comprehensive framework for understanding platform literacy within the digital platform landscape.
•Digital platforms are essential tools in people's lives and form the core of the digital ecosystem.•However, despite its importance, the concept of platform literacy is absent in academia.•This study introduces the concept of platform literacy, specifically within the context of digital platforms.•We conducted an extensive review of 735 research papers on digital literacy to gather definitions and frameworks.•This study proposes the platform literacy framework which can be adapted to the various digital platform contexts.
Misinformation about COVID-19 is common and has been spreading rapidly across the globe through social media platforms and other information systems. Understanding what the public knows about ...COVID-19 and identifying beliefs based on misinformation can help shape effective public health communications to ensure efforts to reduce viral transmission are not undermined.
This study aimed to investigate the prevalence and factors associated with COVID-19 misinformation in Australia and their changes over time.
This prospective, longitudinal national survey was completed by adults (18 years and above) across April (n=4362), May (n=1882), and June (n=1369) 2020.
Stronger agreement with misinformation was associated with younger age, male gender, lower education level, and language other than English spoken at home (P<.01 for all). After controlling for these variables, misinformation beliefs were significantly associated (P<.001) with lower levels of digital health literacy, perceived threat of COVID-19, confidence in government, and trust in scientific institutions. Analyses of specific government-identified misinformation revealed 3 clusters: prevention (associated with male gender and younger age), causation (associated with lower education level and greater social disadvantage), and cure (associated with younger age). Lower institutional trust and greater rejection of official government accounts were associated with stronger agreement with COVID-19 misinformation.
The findings of this study highlight important gaps in communication effectiveness, which must be addressed to ensure effective COVID-19 prevention.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
The rise of digital health services, especially following the outbreak of COVID-19, has led to a need for health literacy policies that respond to people's needs. Spain is a country with a highly ...developed digital health infrastructure, but there are currently no tools available to measure digital health literacy fully. A well-thought-through questionnaire with strong psychometric properties such as the eHealth Literacy Questionnaire (eHLQ) is important to assess people's eHealth literacy levels, especially in the context of a fast-growing field such as digital health.
This study aims to adapt the eHLQ and gather evidence of its psychometric quality in 2 of Spain's official languages: Spanish and Catalan.
A systematic cultural adaptation process was followed. Data from Spanish-speaking (n=400) and Catalan-speaking (n=400) people were collected. Confirmatory factor analysis was used to confirm the previously established factor structure. For reliability, the Cronbach α and categorical ω were obtained for every subscale. Evidence of convergent and discriminant validity was provided through the correlation with the total score of the eHealth Literacy Scale. Evidence based on relations to other variables was evaluated by examining extreme values for educational level, socioeconomic level, and use of technology variables.
Regarding the confirmatory factor analysis, the 7-factor correlated model and the 7 one-factor models had adequate goodness-of-fit indexes for both Spanish and Catalan. Moreover, measurement invariance was established between the Spanish and Catalan versions. Reliability estimates were considered adequate as all the scales in both versions had values of >0.80. For convergent and discriminant validity evidence, the eHealth Literacy Scale showed moderate correlation with eHLQ scales in both versions (Spanish: range 0.57-0.76 and P<.001; Catalan: range 0.41-0.64 and P<.001). According to the relationship with external variables, all the eHLQ scales in both languages could discriminate between the maximum and minimum categories in level of education, socioeconomic level, and level of technology use.
The Spanish and Catalan versions of the eHLQ appear to be psychometrically sound questionnaires for assessing digital health literacy. They could both be useful tools in Spain and Catalonia for researchers, policy makers, and health service managers to explore people's needs, skills, and competencies and provide interesting insights into their interactions and engagement regarding their own experiences with digital health services, especially in the context of digital health growth in Spain.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
Purpose
In this study, the authors draw upon 10 years of collaborative teaching and research as two, White, women literacy teacher educators to theorize the role of humanizing pedagogies within ...literacy teacher education and share explicit examples of how these pedagogies might be operationalized in actual classroom settings.
Design/methodology/approach
This study is based on 10 years of qualitative, teacher inquiry research on authors’ shared practice as literacy teacher educators and has included focus groups with students, the collection of student work and extensive field notes on class sessions.
Findings
Contextualized within decades-old calls for humanizing teacher education practices, this study puts forward a framework for teaching literacy methods that centers critical, locally contextualized, content-rich approaches and provides detailed examples of how this study implemented this framework in two contrastive teacher education settings comprising different institutional barriers, regional student populations and program mandates.
Originality/value
The proposed framework of critical, locally contextualized and content-rich literacy methods offers one possibility for reconciling the divergent debates that perpetually shape literacy teaching and learning. As teachers are prepared to enter classrooms, the authors model concrete approaches and strategies for teaching reading within and against a sociopolitical landscape imbued with White supremacist ideals and racial bias.
Purpose
This essay-conversation brings together two literacy scholars who have worked with religious literacies: Suresh Canagarajah and Anne Elrod Whitney. They discuss not only the importance of ...religious literacies research but also their own experiences conducting such research as people of faith themselves.
Design/methodology/approach
The essay is derived from a live interview conversation between the authors, which was later edited along with short introductory and closing material.
Findings
Their conversation addresses religious literacies in disciplinary contexts, in teaching and in the careers of scholars.
Originality/value
This essay offers researchers and practitioners in literacy education a perspective from two scholars whose recent work has treated their own faith explicitly.
This article reports on the findings of a photography and literacy project the authors conducted with 117 diverse city students. Relying on a critical pedagogy framework, the foundations for this ...study include research on cultural relevance, literacy, and visual sociology. The authors used Youth Participatory Action Research (YPAR) and photo elicitation methods to allow young adults to document their impressions of the purposes of, supports for, and impediments to school. Through a multi-stage process of analyzing these pictures and writings, the authors discovered insights about what youth believe are literacy pedagogies that are relevant to their cultures and help them to achieve in school.
In Literacy as Conversation , the authors tell stories of
successful literacy learning outside of schools and inside
communities, both within urban neighborhoods of Philadelphia and
rural and ...semi-rural towns of Arkansas. They define literacy not as
a basic skill but as a rich, broadly interactive human behavior:
the ability to engage in a conversation carried on, framed by, or
enriched through written symbols. Eli Goldblatt takes us to
after-school literacy programs, community arts centers, and urban
farms in the city of Philadelphia, while David Jolliffe explores
learning in a Latinx youth theater troupe, a performance based on
the words of men on death row, and long-term cooperation with a
rural health care provider in Arkansas. As different as urban and
rural settings can be-and as beset as they both are with the
challenges of historical racism and economic discrimination-the
authors see much to encourage both geographical communities to
fight for positive change.
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