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The purpose of this research is to assess the current level of systems literacy of air force logisticians in Nigeria.

This research undertook an assessment of the knowledge of air force logistics officers on systems thinking with the aid of a qualitative questionnaire. The questionnaire featured questions on the level of literacy and application of systems thinking by air force logisticians in Nigeria.

The research finds that the majority of the air force logistics officers have very low levels of knowledge and training in systems thinking.

The research is a unique effort to ascertain the level of systems thinking literacy and training in air force logistics in Nigeria. The study presents a baseline and justification for intervention through an improvement of the logistics curricula used in air force training institutions in Nigeria.

This case study sought to investigate the relationship between pre-service teachers’ participation in designing and delivering one-on-one literacy intervention lessons to beginning readers and their own evolving self-efficacy in literacy instruction.

The study was embedded within a 4000-level course in the elementary education major where pre-service teachers learn to administer, analyze and interpret a variety of literacy assessments. Based on the results of these assessments, pre-service teachers designed and implemented literacy lessons (twice a week, 30-min sessions) that addressed the beginning readers' specific instructional needs. Through collecting pre/post data with their first-grade intervention students, and participating in reflective “check-ins” (surveys, a focus group and end-of-course written reflection), a portrait of increased pre-service teacher self-efficacy in literacy instruction comes into focus.

The data showed, primarily through the thematic analysis of qualitative data, that the experience of conducting a one-on-one intervention with a striving reader impacted pre-service teachers’ self-efficacy positively.

The methodology of this study was limited by the small sample size and the low participant response rate on the quantitative survey measure.

This paper highlights one aspect in which clinically-rich field experiences can make a difference in the literacy instruction self-efficacy of pre-service teachers.

This study adds to the support for authentic instructional applications of course content in educator preparation programs, specifically in Professional Development School (partner school system) contexts. The aspect of observing and measuring intervention student progress was one lens through which pre-service teachers viewed their efficacy. Further investigations focusing on other assessment-instruction cycles could provide additional insights.

This study aims to uncover the ongoing discourse on generative artificial intelligence (AI), literacy and governance while providing nuanced perspectives on stakeholder involvement and recommendations for the effective regulation and utilization of generative AI technologies.

This study chooses generative AI-related online news coverage on BBC News as the case study. Oriented by a case study methodology, this study conducts a qualitative content analysis on 78 news articles related to generative AI.

By analyzing 78 news articles, generative AI is found to be portrayed in the news in the following ways: Generative AI is primarily used in generating texts, images, audio and videos. Generative AI can have both positive and negative impacts on people’s everyday lives. People’s generative AI literacy includes understanding, using and evaluating generative AI and combating generative AI harms. Various stakeholders, encompassing government authorities, industry, organizations/institutions, academia and affected individuals/users, engage in the practice of AI governance concerning generative AI.

Based on the findings, this study constructs a framework of competencies and considerations constituting generative AI literacy. Furthermore, this study underscores the role played by government authorities as coordinators who conduct co-governance with other stakeholders regarding generative AI literacy and who possess the legislative authority to offer robust legal safeguards to protect against harm.

This paper shares findings from a multi-year literacy professional development partnership between a school district and university (2014–2019). We share this case of a Literacy Cohort initiative as an example of cross-institutional professional development situated within several of NAPDS’ nine essentials, including professional learning and leading, boundary-spanning roles and reflection and innovation (NAPDS, 2021).

We asked, “In what ways did the Cohort initiative create conditions for community and collaboration in the service of meaningful literacy reforms?” Drawing on social design methodology (Gutiérrez & Vossoughi, 2010), we sought to generate and examine the educational change associated with this multi-year initiative. Our data set included programmatic data, interviews (N = 30) and artifacts of literacy teaching, learning and leading.

Our findings reflect the emphasis areas that are important to educators in the partnership: diversity by design, building relationships through collaboration and rooting literacy reforms in teacher leadership. Our discussion explores threads of reciprocity, simultaneous renewal and boundary-spanning leadership and their role in sustaining partnerships over time.

This paper contributes to our understanding of building and sustaining a cohort model of multi-year professional development through the voices, perspectives and experiences of teachers, faculty and district administrators.

The purpose of this paper is to analyse data literacy in the new Digital Competence Framework for Citizens (DigComp 2.2). Mid-2022 the Joint Research Centre of the European Commission published a new version of the DigComp (EC, 2022). This new version focusses more on the datafication of society and emerging technologies, such as artificial intelligence. This paper analyses how DigComp 2.2 defines data literacy and how the framework looks at this from a societal lens.

This study critically examines DigComp 2.2, using the data literacy competence model developed by the Knowledge Centre for Digital and Media Literacy Flanders-Belgium. The examples of knowledge, skills and attitudes focussing on data literacy (n = 84) are coded and mapped onto the data literacy competence model, which differentiates between using data and understanding data.

Data literacy is well-covered in the framework, but there is a stronger emphasis on understanding data rather than using data, for example, collecting data is only coded once. Thematically, DigComp 2.2 primarily focusses on security and privacy (31 codes), with less attention given to the societal impact of data, such as environmental impact or data fairness.

Given the datafication of society, data literacy has become increasingly important. DigComp is widely used across different disciplines and now integrates data literacy as a required competence for citizens. It is, thus, relevant to analyse its views on data literacy and emerging technologies, as it will have a strong impact on education in Europe.

The study aims to assess the effect of English and French language literacy on the welfare of Ghanaian women in trade. Also, this study analyses the geographical variations of such effects from rural to urban areas.

Using the latest living standards survey data, the standard two-stage least squares instrumental variable approach was used to estimate the causal effects.

The results show that Ghanaian women in trade who are both English and French literate or only English literate are able to improve their welfare significantly relative to their fellows who are illiterate in both English and French or only English, whilst those who are solely French literate do not experience any significant improvement in welfare from trade compared with their counterparts. From the heterogeneous analysis, the findings indicate that the effect is significantly concentrated amongst rural traders but insignificant amongst urban traders.

The findings of this study inform government and policymakers to consider the effectiveness of the free senior high school (SHS) education policy in improving English and French language literacy and the welfare of women in Ghana. It also informs educational institutions on the importance of adult education in English and French, especially amongst women.

The study quantitatively estimates the effect of English and French language literacy on the welfare of Ghanaian women in trade by employing an instrumental variable approach to assess the causal effect. Uniquely, the study finds that language literacy is a significant tool in improving the welfare of rural women engaged in trade in Ghana.

This article advocates that privacy literacy research and praxis mobilize people toward changing the technological and social conditions that discipline subjects toward advancing institutional, rather than community, goals.

This article analyzes theory and prior work on datafication, privacy, data literacy, privacy literacy and critical literacy to provide a vision for future privacy literacy research and praxis.

This article (1) explains why privacy is a valuable rallying point around which people can resist datafication, (2) locates privacy literacy within data literacy, (3) identifies three ways that current research and praxis have conceptualized privacy literacy (i.e. as knowledge, as a process of critical thinking and as a practice of enacting information flows) and offers a shared purpose to animate privacy literacy research and praxis toward social change and (4) explains how critical literacy can help privacy literacy scholars and practitioners orient their research and praxis toward changing the conditions that create privacy concerns.

This article uniquely synthesizes existing scholarship on data literacy, privacy literacy and critical literacy to provide a vision for how privacy literacy research and praxis can go beyond improving individual understanding and toward enacting social change.

This study aimed to acquire a comprehensive understanding of the digital literacy skills possessed by first-year students and how they impact students' participation in online classes.

This research was conducted using a quantitative method to investigate first-year students' digital literacy and its effect on their interaction in online learning. Nine hundred and two students from 19 online English writing classes were invited to complete an online survey questionnaire. The sampling approach was conducted by a nonrandom method. Prior to the data collection, the instrument was reviewed by researchers and peers with quantitative and Indonesian language backgrounds. The procedure was conducted to ensure that the instrument covered the objective of the research.

The results showed that students digital literacy in the first semester, in general, is still in the low category. The average score for each competency area still varies. The average score on information and data literacy competence was low. The average score for communication and collaboration competence was in the medium category. The average score for the digital content creation competence area is low.

The authors suggest that educational institutions should consider organizing primary student digital literacy training or optimizing the lecture process to improve students' digital literacy and further research could usefully explore how information and communication technology (ICT) skills affect student performance.

The study reveals the importance of digital literacy of students for online teaching learning. In order to achieve quality teaching in online methods, the digital literacy is a must for students. The study highlights the limitations of the study and indicates the necessity for further research in this area. The findings have immense implications for practice in a distance learning university, where online teaching learning has become a new normal post-Covid-19.

The authors present new findings on the digital literacy of first-year students and their effect on their interaction in online learning. The authors also make connections between digital literacy and student engagement in online classes, which is a significant contribution to the field. This paper also provides a comprehensive review of the literature on digital literacy and e-learning, which adds to the scholarship in the field.

This paper explores practices of foresight within the United Nations Educational, Scientific and Cultural Organization (UNESCO) program Futures Literacy, as a form of transnational governmentality–founded on the interests of “using the future” by “emancipating” the minds of humanity.

The paper draws on ethnographic material gathered over five years within the industry of futures consultancy, including UNESCO and its network of self-recognized futurists. The material consists of written sources, participant observation in on-site and digital events and workshops, and interviews.

Building on Foucault's (1991) concept of governmentality, which refers to the governing of governing and how subjects politically come into being, this paper critically examines the UNESCO Futures Literacy program by answering questions on ontology, deontology, technology and utopia. It shows how the underlying rationale of the Futures Literacy program departs from an ontological premise of anticipation as a fundamental capacity of biological life, constituting an ethical substance that can be worked on and self-controlled. This rationale speaks to the mandate of UNESCO, to foster peace in our minds, but also to the governing of governing at the individual level.

In the intersection between the growing literature on anticipation and research concerning governmentality the paper adds ethnographically based knowledge to the field of transnational governance. Earlier ethnographic studies of UNESCO have mostly focused upon its role for cultural heritage, or more broadly neoliberal forms of governing.