Embedded librarianship and digital literacy instruction in academic libraries

Purpose of the study: The primary purpose of this study is to investigate the effect of formal and non-formal modes of education on students' digital literacy skills and self-regulated learning skills. In addition, to examine and compare these skills in students regarding discipline of their study.
 Methodology: Causal comparative research was used for obtaining purposes, as mentioned earlier. Furthermore, two research instruments, DLS (Digital Literacy Scale) by Wardhani et al. (2019) and SSRL (Self-regulated Learning Skills) by Erdogan (2016), are used to collect data. MANOVA and descriptive statistics were used to analyze data.
 Main Findings: According to the objectives as mentioned above, the results extracted from findings revealed that formal and non-formal modes of education have a significant effect on students’ digital literacy and self-regulated learning skills. Moreover, non-formal students tend to have higher digital literacy skills and self-regulated learning skills, particularly in the natural and computer sciences disciplines.
 Applications of the study: This study holds significance in assessing digital literacy and self-regulated expertise in both formal and non-formal education. It offers valuable insights to educators, policymakers, and curriculum designers. Furthermore, it supports the integration of self-regulated learning strategies and digital literacy into the curriculum, contributing to the development of self-regulated and digitally literate individuals. Additionally, this research aids in enhancing already established knowledge and the body of literature. 
 Novelty/Originality of the study: Numerous studies have been conducted to examine the relationship between digital literacy and self-regulated learning skills discussed in the introduction section. However, this study is unique in investigating how formal and non-formal education cause an effect on self-regulated learning and digital literacy. It also compares these effects across disciplines in university settings, discerning students' preferred learning modes.

A review of: Crawford, Gregory A., and Jessica Feldt. “An Analysis of the Literature on Instruction in Academic Libraries.” Reference & User Services Quarterly 46.3 (Spr. 2007): 77-87. Objective – To discover which journals publish a preponderance of the literature on instruction in academic libraries, and to further learn what topics are discussed in the literature and what methods of inquiry are used to explore those topics. Design – Comparative analysis. Setting – The ERIC database. Subjects – Journal articles published between 1971 and 2002, found in the ERIC database via the descriptor ‘library instruction.’ Methods – Journal articles published between 1971 and 2002 were searched in the ERIC database using the term ‘library instruction,’ because the term has been used by ERIC since the inception of the database. Article characteristics such as year of publication, journal in which a given article was published, and types of articles were identified. After normalizing the identification of article types by comparing individual codifications of a random sample of articles from the results list, the researchers coded all of the articles according to the articles’ main topics. These article topics were then condensed into broader topics (e.g. articles coded initially as addressing the topics of instruction to “graduate students” or “high school students” were condensed under the heading “instruction of specific populations”). Those articles deemed to have a research component were further analyzed in terms of research methodology, scope, and use of statistics. The questions guiding the authors' study consisted of: In which journals are articles on instruction in academic libraries published? What are the topics of the articles that have been published? How has the literature of instruction in academic libraries changed over the years? What is the nature of research [authors' emphasis] articles on instruction in academic libraries? For research articles, what are the research methods used and what types of statistics are utilized? (77-78). Main results – The search found 791 articles appearing in 90 journals. However, only six journals were responsible for publishing 60% of the articles on the results list. Based on the categorization into topics or types, five article types – “general essays,” articles on “instruction for searching online catalogs and databases,” “articles on course- or assignment-related instruction,” “programmatic and management issues,” and “specific institution instruction” – accounted for 54% of the total articles; eleven other topics are represented in the remaining articles. Only 24.5% of the articles could be considered “research-based.” While nine types of research methods were used, 62.3% of the research-based articles relied on surveys or questionnaires. However, taking into account what could be an expected decline in interest for studying instruction for microforms, and an increased interest in studying instruction for the Internet, the types of articles published each year between 1971 and 2002 remained generally static. Conclusion – The authors conclude that, unsurprisingly, a select few journals are responsible for publishing the majority of articles on instruction in academic libraries, and note that these journals are “closely associated with academic librarianship and instruction” (85). The authors’ findings concerning the types of articles published over the course of the date range examined, although interesting, are equally unsurprising. What is surprising and alarming, is that only a quarter of all articles published are research-based. Furthermore, those articles that were found to be research-based did not often employ sophisticated research methods, preferring for example, the use of descriptive statistics over inferential statistics. Ideally, this article will spur the development and publication of more, and more rigorous, research-based scholarship in addition to pointing authors both to the journals most likely to publish their research and to the topics that have been historically (since 1971) underrepresented in the literature.

Technology affects educational institutions like every other field. Higher education institutions, which are the main source of new knowledge creation and dissemination, are now dominated by digital technologies. The acquisition of digital literacy skills, which is among the 21st-century competencies, is possible with the positive attitudes and skills of academics, who are instructors in higher education institutions, towards the use of digital technologies. As role models in strengthening digital literacy, academics should develop themselves in line with strategies that include elements of the digital age and more active learning, and be able to transfer these strategies to educational practices. Otherwise, it will not be possible to increase the quality of education and it is inevitable for academicians to experience career dissatisfaction with the feeling of failure. Despite the importance of the subject, digital literacy of academicians has not been adequately addressed in the literature and the relationship between academics' digital literacy levels and career satisfaction has not been focused. Based on this gap, in this study, the concept of "digital literacy" is handled specifically for academics working in universities operating in Istanbul, Turkey, and it is aimed to contribute to the literature by revealing the relationship between academics' digital literacy and career satisfaction. The cross-sectional survey method, a quantitative research technique, was utilized in the research as a data collection and analysis tool. For this purpose, the data collected through questionnaires from 304 academics with a simple random sampling method were analyzed. As a result of the analysis, it was found that academics' digital literacy explained the career satisfaction variable by 28.1% at a 0.01 significance level. Finally, the significant positive relationship between academics' digital literacy and career satisfaction can be interpreted as that academics who cannot develop digital literacy skills and transfer these skills to teaching environments will not be able to achieve career satisfaction by experiencing a sense of failure because they cannot provide an education in line with the expectations of the digital age. In addition, according to the research findings, it was found that the digital literacy and career satisfaction levels of the academicians differ according to age, working time, academic title, and having a personal web page.

Teacher’s digital literacy competence is crucially important in education nowadays, and a number of scholars have measured the quality of teacher’s digital literacy skills. The available instruments have been developed to assess digital literacy skills of adolescents and graduate school students, while digital literacy skills of prospective teachers have received little attention. This study aimed at developing and validating an instrument to measure digital literacy skills particular to prospective Indonesian EFL teachers. To this end, this study piloted a theoretical model based on a review of the related literature, interviews with Indonesian EFL learners majoring in English Language Education Department and EFL lecturers in East Java, North Sumatera, Central Sulawesi, West Kalimantan, West Papua, East Nusa Tenggara, and Bali. Later, the results were used to verify and develop the digital literacy scale. After developing the scale and administering it to 336 Indonesian EFL learners from seven cities in Indonesia, the researchers validated the scale through both exploratory and confirmatory factor analyses. This study exposes a comprehensive picture of prospective teachers’ digital literacy skills in EFL contexts in terms of eight factors: creative skill, technological skill, personal security skill, internet safety skill, problem-solving skill, informational skill, and communication or netiquette skill. This scale is a valid and reliable tool, and will be useful as an instrument on EFL teachers’ digital literacy skills. The final form of this scale can inform policy development, curriculum design, and training initiatives for prospective EFL teachers targeting digital literacy competence.

تعليم بنائية مقترحة لاستخدام مصادر التعلم الالکترونية (المفتوحة - المغلقة) في بيئة التعلم المدمج، والتعرف على تأثيرها على تنمية التحصيل، واکتساب مهارات التنور البصرى، والتصوير الرقمى، وإنتاج منتجات تعليمية جديدة باستخدام تطبيقات الويب 2.0، لطالبات شعبة تکنولوجيا التعليم والمعلومات. وقد تم استخدام مزيج من مناهج البحث التربوية، وهى: المنهج الوصفى التحليلى والمنهج التطويرى والمنهج التجريبى. واشتملت عينة البحث على (30) طالبة بالفرقة الثانية قسم تکنولوجيا التعليم والمعلومات، بکلية البنات، تم تقسيمهن إلى مجموعتين تجريبيتين، استخدمت المجموعة الأولى بيئة التعلم المدمج باتباع الاستراتيجية البنائية المقترحة لاستخدام مصادر التعلم الالکترونية المفتوحة، أما المجموعة الثانية فقد استخدمت بيئة التعلم المدمج باتباع الاستراتيجية البنائية المقترحة لاستخدام مصادر التعلم الالکترونية المغلقة، وقد تم تطوير بيئة التعلم المدمج فى ضوء نموذج محمد خميس (2007م) للتصميم التعليمى، والمعايير التصميمية المحددة. کما تم إعداد اختبار تحصيلى لقياس الجوانب المعرفية الخاصة بالتصوير الرقمى بمقرر الرقمية ومعالجتها، وبطاقة ملاحظة لمهارات استخدام کاميرا التصوير الفوتوغرافي الرقمية، واختبار لقياس مهارات التنور البصري الرقمي، و بطاقة لتقييم المنتج النهائي (البوم الصور التعليمية الرقمية). وقد أوضحت النتائج التأثير الفعال لاستراتيجية التعليم البنائية المقترحة لاستخدام مصادر التعلم الالکترونية (المفتوحة - المغلقة) في بيئة التعلم المدمج للمجموعتين التجريبيتين الأولى الثانية فى تنمية التحصيل ومهارات استخدام کاميرا التصوير الفوتوغرافي الرقمية، کما أوضحت النتائج تفوق طالبات المجموعة التجريبية الأولى عن المجموعة التجريبية الثانية فى مهارات التنور البصري الرقمي، وإنتاج المنتج التعليمي. کذلک أکدت النتائج على وجود علاقة ارتباطية موجبة بين اکتساب مهارات استخدام کاميرا التصوير الفوتوغرافي الرقمية، ومهارات التنور البصري الرقمي من ناحية، وإنتاج المنتج التعليمي من ناحية أخرى باستخدام تطبيقات الويب 2.0. The current research aims to design a suggested constructive instructional strategy for using open learning resources (open / closed) in an blended learning environment, to investigate their effect on achievement acquisition of visual literacy and digital photography skills, and the production of new educational products through web 2.0 applications. A combination of educational research methods has been used: the descriptive analytical approach, the developmental approach, and the experimental approach. The first group followed the suggested constructive instructional strategy for using open learning resources, while the second group followed the suggested constructive instructional strategy for using closed learning resources. The blended learning environment was developed in the light of Mohammed Khamis ISD model (2007) and specific design criteria. An achievement test was carried out to measure the cognitive aspects of digital photography in Digital images and their processing course, an evaluation checklist was prepared to measure digital camera using skills. A digital literacy test and final product (a digital educational photo album) evaluation rubric were applied. The results showed the effective impact of the suggested constructive instructional strategy for using open and closed learning resources in the blended learning environment on developing achievement and digital camera using skills. The results also showed that first experimental group surpassed the second experimental group in the digital literacy skills and the final educational product. The results also confirmed a positive correlation between the acquisition of digital photography camera skills and digital literacy skills on one hand, and the development of instructional product on the other hand through using web 2.0 applications

Digital literacy skills are important, for university students, who are qualified human resources of countries, to have the digital literacy skills to meet the needs of the current age. However, in university libraries where digital technology is used extensively, it is thought that users who do not have or have low digital lit-eracy skills will not benefit from these libraries in the maximum level possible. It is therefore recognized that the determination of the digital literacy levels of the users, to whom services are provided, is important in diversifying the services and training provided to the users. This study is conducted in order to determine the current awareness and skills of students in relation to digital literacy studying in the first grade of departments of Psychology, History, Turkish Language and Literature (TLL), and Contemporary Turkish Dialects and Literatures (CTDL) at Bartın University. Using quantitative research method, the data used in this study was obtained by using survey technique. Within the framework of the responses of 226 participants to the survey questions, the study investigated whether there were any differences between students' digital literacy skills and awareness on the basis of departments and technology usage habits. The study shows that students' skills and awareness about digital literacy vary according to the departments they study in and their technology usage habits. It is observed that the Psychology de-partment received the highest average for the information technology usage habits among the participants.

The COVID-19 pandemic has changed the online learning process from offline to online. One of the references for measuring digital literacy levels is to directly observe the learning process that occurs using platforms that support distance learning. The purpose of this study was to analyze the digital literacy skills of elementary school students in the use of distance learning media and analyze the understanding of digital media of elementary school students in the use of distance learning media. The method used is qualitative with a phenomenological design. Data collection techniques using interview techniques, field observations, and documentation. The data validity technique uses source and technique triangulation. At the same time, the data analysis technique uses an inductive step. The results showed that the students of SD N 1 Brajan had a good level of digital literacy; students knew the benefits of digital media used as learning media, such as understanding the help of the media features used for practical benefits. Meanwhile, in applying digital media, students can also use it as a learning medium. This is because students are used to using these media in everyday life. In contrast, some students have difficulty applying digital media because they have the reason that the cellphones they use are still alternating with their parents, so the infrequent use of digital media will affect students' digital literacy skills. Teachers can make efforts to improve students' digital skills by providing learning media that can provide additional learning in the use of learning media that are foreign to students.

This article addresses the issue of digital literacy as an essential basic need, yet there are still significant disparities in technology access and low digital literacy prevalent. To this end, the article explores the intergenerational interaction in digital literacy education among millennial families in Negeri Suli, Central Maluku. The aim of this research is to describe the patterns of intergenerational interaction in the context of digital literacy. Employing a qualitative approach, data were collected through interviews, observations, and literature studies from 10 millennial families in Negeri Suli. The primary informants involved 10 family members, as well as the King who serves as the village head, traditional leader, Saniri, and a teacher at SD XX school. The findings indicate that intergenerational interaction in digital literacy education encompasses imparting digital technology knowledge and skills to both the Z generations and baby boomers generations. This enables them to support previous generations in facing the digital era and strengthens intergenerational communication. The effectiveness of digital literacy education in schools was found through experiential-based teaching approaches and curriculum integration, successfully reducing generational gaps. Moreover, digital literacy is recognized as a crucial component in UNESCO's long-term plan for the future of education. Through digital literacy campaigns, family members are empowered to enhance their analytical abilities in leveraging digital technology optimally.

Cultivating the digital literacy of vocational education normal students is a fundamental link in promoting the digital teaching reform of vocational education. Taking the vocational education normal students majoring in finance and accounting of Lingnan Normal University as the research object, this paper investigates and analyzes the current situation of the digital literacy level of normal students. The results show that the digital literacy of finance and accounting normal students is generally at a medium to high level, and their digital social responsibility literacy is good. The higher the grade of normal students, the higher their digital literacy level. This indicates that the implementation of the school's "New Normal Education + Education Informatization 2.0" and "Three Transformations and Four Modernizations" peak construction project has achieved certain results. The "Digital Technology knowledge and skills", "digital application" and "professional development" qualities of finance and accounting vocational education normal students can basically support their learning activities as college students, but are not sufficient to support their teaching activities as teachers. However, finance and accounting vocational education normal students have a good attitude and confidence in learning new digital technologies. In this regard, it is urgent to build a complete knowledge system of digital technology, integrate digital literacy education with professional education, and create diversified digital literacy education scenarios to improve the digital literacy level of normal students in finance and accounting vocational education.

Digital literacy plays a significant role in the internalization of Sundanese cultural values through animated videos on the YouTube platform. This research aims to determine the level of digital literacy skills among elementary school students in Bandung. This study is a type of quantitative research. The variable in this research is the digital literacy skills of students measured using the Likert Scale. The population consists of 4th, 5th, and 6th-grade students at Griya Bandung Indah Elementary School. The sample was determined using the Random sampling technique, with a sample size of 114 students. The data collection technique used is in a form of a questionnaire. Data analysis was performed using descriptive data analysis techniques with the SPSS program. The results of the data analysis show the digital literacy skills of students in the indicator of accessing information with a percentage of 60,5%.The digital literacy skills of students is the indicator of understanding information with a percentage of 57,9%. The digital literacy skills of students in the indicator of creating information with a percentage of 52,6%. The digital literacy skills of students in the indicator of communicating information with a percentage of 57,0%. The digital literacy skills of students in the indicator of evaluating information with a percentage of 74,6%. The digital literacy skills of students is an indicator of cultural understanding with a percentage of 71,9%. The digital literacy skills of students in the indicator of security with a percentage of 67,5%. This research addresses a gap in research, as no previous studies have specifically examined the digital literacy skills of elementary school students in Bandung in relation to the internalization of Sundanese cultural values through YouTube animated videos. This research provides new insight into how digital media supports the preservation and promotion of local culture.

In today's digital era, students need digital literacy skills to critically navigate, evaluate, and analyze a large amount of online information. Digital literacy uses digital technology to obtain, evaluate, create, and communicate information in various contexts. This research aimed to investigate the impact of CDA in improving students' digital literacy, explore the role of CDA in enhancing students' digital literacy, and identify the lecturer's strategy in using CDA for enhancing students' digital literacy. This current study used classroom action research as a research design which consisted of two cycles. The participants in this research were college students at STIE Gentiaras Lampung. The instruments of this research consisted of tests and non-test. Quantitative data was taken from students' digital literacy tests, and qualitative data were taken from observation and interviews. The findings show that CDA can improve students' digital literacy. Moreover, there were five roles of CDA in enhancing students' digital literacy: fostering critical thinking, promoting media literacy, enhancing textual analysis, encouraging social awareness, and cultivating responsible digital citizenship. The last finding is the teacher employed three strategies to improve students' digital literacy: acquainting them with the fundamental principles of CDA, selecting diverse texts for comprehensive CDA analysis, and encouraging classroom discussions. According to the findings, policymakers can consider integrating CDA into educational curricula to enhance students' digital literacy skills.

Purpose The purpose of this study is to identify the digital literacy skills possessed by the students of University of Nigeria, Nsukka (UNN), and the extent to which they use these digital literacy skills in their academic works. Design/methodology/approach Descriptive survey was adopted for the study, and the population consists of registered students that use the mobile telephone network (MTN) digital library, out of which 10 per cent of the population (281) was sampled for the study. A structured questionnaire was the instrument for data collection. The questionnaire was randomly administered on the respondents who come to use the MTN digital library with particular attention to the different levels of the students. The questionnaire distribution lasted for a week; 281 copies of questionnaire were distributed, out which 184 (65 per cent) responded. Findings The study showed that some of the students possess digital literacy skills; they use these digital literacy skills daily. Majority of the respondents indicated that digital literacy has affected their academic performance to a high extent. The major challenges of acquiring digital literacy skills include electricity failure, low internet bandwidth, ICT facilities, lack of development of digital literacy programme and standard. Practical implications Implication of this study is that the establishment by MTN has enhanced the development of digital literacy in UNN as many students utilize these facilities. Originality/value Librarians and library staff should be adequately equipped with digital literacy skills and competencies to empower them to train and educate users, as information and communication technology (ICT) is a major tool for teaching, learning and research. To achieve this goal, there is a need to engage in public private partnership collaboration to sponsor the provision of these ICT facilities in our institutions of higher learning to enhance literacy learning for national development.

Digital literacy direct learners towards innovative, creative and transformational learning in the 21st century. It is one of the core competency in the Competency Based Curriculum. The objective of this study was to assess the availability of ICT infrastructure in public primary schools to develop learners’ digital skills. Constructivist learning theory guided the study. Concurrent embedded mixed method was used. A population of 5713 was targeted for study where a sample of 571 respondents composed of 8 head teachers, 78 teachers and 485 grade six learners were selected. Stratified random, simple random and purposive sampling procedures were used to select the study sample. Data collection instruments included interviews, questionnaires, focused group discussion and observation schedule. Descriptive statistics were used to analyse quantitative and qualitative data. Some of the key findings of the study were majority of public primary schools in Kasipul lack internet connectivity and only 32.1% have computer labs. The results further indicated that teachers have basic knowledge and skills in digital literacy. However, only 23.2% of teachers have been trained in digital literacy. The study recommends that Ministry of education in collaboration with Ministry of Information and Communication Technology enhance internet connectivity in all primary schools to support implementation of digital literacy to develop learners’ digital skills

Digital literacy skills are essential in the world of education and must be possessed by all levels of society without exception. Digital literacy plays an important role in determining the success of students' learning in today's digital era. This study aims to determine the level of digital literacy skills of class XI MIPA students of SMAN 1 Singaparna. The research method used is quantitative descriptive. The data collection technique used in this study is a survey technique. The instrument used is a questionnaire containing statements related to digital literacy with a linkert scale. Based on the analysis of the results of the study related to students' digital literacy skills that have been carried out, it can be concluded that students' digital literacy in using social media to communicate, obtain information, entertainment, shopping and find alternative learning sources is good. However, students have not been able to process the information obtained so that the level of students' digital literacy needs to be improved again. Abstrak. Kemampuan literasi digital sangat diperlukan dalam dunia pendidikan dan harus dimiliki oleh seluruh lapisan masyarakat tanpa terkecuali. Literasi digital berperan penting dalam menentukan keberhasilan belajar peserta didik di era digital saat ini. Penelitian ini bertujuan untuk mengetahui tingkat kemampuan literasi digital siswa kelas XI MIPA SMAN 1 Singaparna. Metode penelitian yang digunakan adalah kuantitatif deskriptif. Teknik pengumpulan data yang digunakan pada penelitian ini adalah teknik survei. Instrumen yang digunakan berupa kuisioner yang berisi pernyataan-pernyataan terkait literasi digital dengan skala linkert. Berdasarkan analisis hasil penelitian terkait kemampuan literasi digital siswa yang telah dilakukan, maka dapat disimpulkan bahwa literasi digital siswa dalam menggunakan media sosial untuk berkomunikasi, memperoleh informasi, hiburan, berbelanja dan mencari alternatif sumber belajar sudah baik. Namun, siswa belum bisa mengolah informasi yang didapat sehingga tingkat literasi digital siswa peru ditingkatkan kembali.

Aim/Purpose: To explore the effectiveness of utilizing the design thinking approach in developing digital self-directed learning environment to enhance digital literacy skills in Thai higher education. Background: To foster digital literacy skills in higher education, Thai students require more than access to technology. Emphasizing digital self-directed learning and incorporating Design Thinking approach, can empower students to learn and develop their digital skills effectively. This study explores the impact of digital self-directed learning environment, developed using a design thinking approach, on enhancing digital literacy skills among higher education students in Thailand. Methodology: The research methodology involves developing a digital self-directed learning environment, collecting and analyzing data, and using statistical analysis to compare the outcomes between different groups. The sample includes 60 undergraduate students from the School of Industrial Education and Technology at King Mongkut Institute of Technology, divided into a control group (n=30) and an experimental group (n=30). Data analysis involves mean, standard deviation, and one-way MANOVA. Contribution: This research contributes to the evidence supporting the use of Design Thinking in developing digital self-directed learning environment, demonstrating its effectiveness in meeting learners’ needs and improving learning outcomes in higher education. Findings: Key findings include: 1) the digital media and self-directed learning activities plan developed through the design thinking approach received high-quality ratings from experts, with mean scores of 4.87 and 4.93, respectively; and 2) post-lesson comparisons of learning outcome and digital literacy assessment scores revealed that the group utilizing digital media with self-directed learning activities had significantly higher mean scores than the traditional learning group, with a significance level of 0.001. Recommendations for Practitioners: Practitioners in higher education should use design thinking to develop digital self-directed learning environments that enhance digital literacy skills. This approach involves creating high-quality digital media and activities, promoting engagement and improved outcomes. Collaboration and stakeholder involvement are essential for effective implementation. Recommendation for Researchers: Researchers should continue to explore the effectiveness of design thinking approaches in the development of learning environments, as well as their influence on different educational aspects such as student engagement, satisfaction, and overall learning outcomes. Impact on Society: By enhancing digital literacy skills among higher education students, this study contributes to the development of a digitally skilled workforce, encourages lifelong learning, and aids individuals in effectively navigating the challenges of the digital era. Future Research: Future research could explore a broader range of student demographics and educational settings to validate the effectiveness of the Design Thinking approach in enhancing digital literacy. This could include integrating design thinking with alternative digital learning and teaching methods to further improve digital literacy.