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This paper aims to explore the experiences of a high school senior, a doctoral student, a university professor and an online academic coach with a rapid, unplanned shift to online learning in the USA during the COVID-19 pandemic to understand the challenges and distinct skills they identify as essential for success in a 100% virtual learning environment.

Through scholarly personal narratives (SPNs), the researchers shared details and authentic knowledge regarding their experiences and perceptions of successful teaching and learning in a 100% online learning environment.

The main goal was to identify necessary skills for success in a 100% virtual learning environment resulting from an unplanned shift. The findings show a need for learner and teacher self-directedness in developing a variety of nontraditional, critical literacies.

In light of the imposed and unplanned educational shifts in teaching and learning, this study has strong practical implications for human resource development offered through an analysis of multiple perspectives. This research may lead to a better understanding of how, in a period of rapid, unexpected shifts, individuals need to use self-directedness to leverage personal and professional development opportunities to adapt and succeed in the new environment. Additionally, the authors use an innovative critical theoretical framework to outline the skills the participants report as useful for success in an online classroom during a period of rapid, unexpected shifting.

Researchers have previously utilized the project-based 6E learning model and the problem-based quantum learning model in various courses, such as the instructional principles and methods course and the character and values education course. These models were evaluated for their impact on students in different subjects, including developing skills, values, democracy perceptions, attitudes towards cooperative learning, metacognitive thinking skills and teacher self-efficacy perceptions. In 2023, Ökmen, Sahin and Kiliç reported positive outcomes, while Sahin and Kiliç reported similar findings in 2023a, 2023b and 2023c. There has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future. Specifically, this research aims to compare the effects of the project-based 6E learning model and problem-based quantum learning model on critical thinking and academic literacy.

This research employed the Solomon four-group experimental design to assess the efficacy of the applications. Prior knowledge and experience of the participants were evaluated through pretests. However, it should be noted that pretests may impact posttest scores either positively or negatively. For instance, participants taking the test multiple times may become more interested or attentive to the subject matter. The Solomon four-group design was deemed appropriate to analyze the influence of pretesting. This design enables the investigation of the application effect, pretest effect and interactive effect of pretest and application (van Engelenburg, 1999).

It was concluded that the project-based 6E learning model was effective in developing critical thinking in students, but not significantly. It was concluded that the problem-based quantum learning model significantly improved students' critical thinking skills. It was concluded at the end of the study that the project-based 6E learning model notably enhanced students' academic literacy. It was concluded that the problem-based quantum learning model had a significant positive impact on students' academic literacy. According to research, it has been determined that the problem-based quantum learning model is superior in enhancing critical thinking abilities compared to the project-based 6E learning model. Nevertheless, there seems to be no detectable disparity in the academic literacy advancement of pupils between the problem-based quantum learning model and the project-based 6E learning model.

There has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future.

The purpose of this paper is to use the authors’ prior findings concerning basic employability skills in order to determine which skills best predict career advancement potential.

Utilizing survey responses of human resource managers, the employability skills showing the largest relationships to career advancement were used in a regression analysis. The regression results generated structural equation models.

According to human resource managers, leadership skills and information technology skills needed for job performance were shown to be significant contributors to recent graduates’ career advancement potential. Work ethic and critical thinking skills were found to be closely linked with leadership skills. Additionally, management skills, leadership skills, and basic literacy and numeracy skills received from recent graduates by their employers were found to be the strongest predictors of graduates’ career advancement potential.

The research study was limited to graduates, faculty, and recruiters at a business school in southern California. Further studies can determine whether differences in attitudes from those found in this study might exist.

It is important that students develop basic employability skills prior to entering the workforce, since remedial training on the job could impede career advancement.

Those graduates who show deficiencies in the skills that are viewed by employers to be predictors of advancement are likely to experience difficulties with career growth.

The first part of this study utilized a triangular approach to survey three distinct groups of respondents – graduates, the faculty who taught them, and the human resource managers who recruited them – concerning their attitudes toward basic employability skills. In this second part of the study, the novelty utilized was structural equation modelling, which highlighted those skills that are most critical to career advancement.

Purpose – This chapter discusses the application of the Gradual Release of Responsibility (GRR) to school change and the learning of groups of leaders, teachers, and students. Specifically, the authors describe the Seven Levels to Success, a model for school change that supports teachers in building their school’s own staircase (coherent) curriculum in literacy. The authors discuss the effectiveness of this model for capacity building – giving schools a “deep bench” of leaders and teachers who can sustain improved student achievement over a period of years.

Design/Methodology/Approach – The theoretical underpinning of this research is provided by the Vygotsky Space, a construct that shows how learning may be understood in terms of the intersections of collective and individual actions, and public and private settings. This construct allows us to understand what drives a school’s advancement through the Seven Levels and how that advancement can be restarted after it has been slowed or interrupted. The authors report findings about school change from 20 years of work in 264 elementary and secondary schools, reflecting a wide range of students and communities across the United States.

Findings – While schools’ typical advancement in the Seven-Level model is neither steady nor linear, it adheres to an overall pattern: Leaders must take ownership first, followed by teachers and then students. To build their school’s staircase curriculum, teachers must see themselves as creators rather than consumers of curriculum. Teachers who see themselves as creators take ownership of their curriculum. Their deep understanding of the curriculum promotes continuous improvements and related success in improving their students’ literacy learning. Four case examples illustrate change in a variety of school settings, providing existence proofs of how the Seven-Level model functions to improve students’ literacy learning.

Research Limitations/Implications – The authors highlight the importance of the school as the unit of analysis in change efforts, and of understanding a school’s progress over time. The authors emphasize considering the role of multiple constituencies, beginning with school leaders and encompassing teachers, students, and families. One implication of this study is that more attention should be paid to the role of school leaders – administrators, curriculum coordinators, and teacher leaders – in setting the stage for sustainable improvement.

Practical Implications – The authors provide guidance to practitioners working on school change within the framework of the Seven Levels to Success and other social constructivist models. Specifically, the authors give examples of relevant actions external consultants and school leaders take at critical junctures in a school’s progress.

Originality/Value of Paper – This chapter breaks new ground in applying the GRR model and the Vygotsky Space to the area of school change in literacy. Summarizing 20 years of work with the Seven-Level model demonstrates potential of teacher-developed curricula for the sustainable improvement of students’ literacy learning.

The purpose of this article is to examine information literacy, critical thinking, and computer literacy in higher education and discuss the application of the information fluency model, created by the Associated Colleges of the South, to the Purdue University Libraries one‐credit information literacy course, GS 175 Information Strategies.

The case study has a two‐part focus. The first examines information literacy, critical thinking, and computer literacy in higher education through a review of the literature. The second part discusses the pilot GS 175 Information Strategies course, shows how the information fluency model was applied, and analyzes the overall success of the pilot.

Today, employers and professors expect graduates and students to exhibit critical thinking, analysis, research, and technology skills at a fairly high level. Universities are responding with a more rapid integration and adoption of technology and creating a higher emphasis on information use and retrieval. Increasingly, student research projects are being displayed, presented, and contained in a variety of formats. Library instruction programs and courses need to evolve and adapt to these changes as shown through the successful modification of the GS 175 Information Strategies course.

The article provides ideas and concepts for enhancing the critical thinking and technology components of an information literacy course or program as well as touches on what to avoid when modifying assignments and projects.

The application of the information fluency model is a fairly new model to the library profession. This case study shows one way information literacy credit courses can be modified to accommodate the changing educational landscape and the expectations of Generation Y. It can be used by instruction librarians and their faculty partners to explore alternatives to their current instructional programs.

This paper aims to evaluate Web-based applications for teaching critical media literacy. It proposes modeling for criteria to evaluate Web-based applications for critical media literacy learning. The study aims to critically analyze the applications based on their potential for critical media literacy learning (CMLL), learner compatibility, authenticity, beneficial impact, practicability, engagement and support.

The paper was addressed by the walkthrough method, which provides underpinning analysis of the applications combined with content analysis to gain further deeper insight into users’ applications and application appropriation to accommodate critical media literacy instructions. The applications are organized according to their utilization in each sort of CMLL, namely, media understanding and analysis, and media production.

The paper describes how to select appropriate applications for critical media literacy instruction. It suggests a list of applications that can help teachers integrate critical media literacy into their classroom instruction, as well as the results of each application’s evaluation. In summary, the results indicated the importance of meticulous selection criteria and evaluations of applications used for critical media literacy integration in teaching.

Because technology and applications are constantly evolving, ongoing research in this area is always required. Furthermore, researchers are encouraged to test the proposed hypotheses further.

The paper discusses the implications for technology selection in teaching, the development of selection criteria and managing the balance between technological advancement and teaching. In a nutshell, this paper practically contribute to shed light on the framework for CMLL application selection and adoption.

The paper provides comprehensive guidance for teachers on how to select applications for critical media literacy integration teaching, as well as lists of application evaluations that they can easily use.

This paper fills a gap in the literature by investigating how digital media and technologies can be used in the classroom and how they are chosen based on the needs of teachers and students.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

Data literacy empowers college students, equipping them with essential skills necessary for their personal lives and careers in today’s data-driven world. This study aims to explore how community college students evaluate their data literacy and further examine demographic and educational/career advancement disparities in their self-assessed data literacy levels.

An online survey presenting a data literacy self-assessment scale was distributed and completed by 570 students at four community colleges. Statistical tests were performed between the data literacy factor scores and students’ demographic and educational/career advancement variables.

Male students rated their data literacy skills higher than females. The 18–19 age group has relatively lower confidence in their data literacy scores than other age groups. High school graduates do not feel proficient in data literacy to the level required for college and the workplace. Full-time employed students demonstrate more confidence in their data literacy than part-time and nonemployed students.

Given the lack of research on community college students’ data literacy, the findings of this study can be valuable in designing and implementing data literacy training programs for different groups of community college students.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This research aims to reveal the working principles of the decision mechanism that affects the use of neural implant acceptance and to discuss the leading role of digital literacy in this mechanism. In addition, it aimed to examine the theoretical connections of the research model with the conservation of resources (COR) and technology acceptance model (TAM) theories in the discussion.

The authors collected data from 300 individuals in an organization operating in the health sector and analyzed the data in the Smart Partial Least Squares (PLS) 3.3.3. This way, the authors determined the relationships between the variables, the path coefficients and the significance levels.

The study has found that strong digital literacy skills are linked to positive emotions and attitudes. Additionally, maintaining a positive mindset can improve one's understanding of ethics. Ethical attitudes and positive emotions can also increase the likelihood of adopting neural implants. Therefore, it is crucial to consider both technical and ethical concerns and emotions when deciding whether to use neural implants.

The research results determined the links between the cognitive, emotional and ethical factors in the cyborgization process of the employees and gave original insights to the managers and employees.

1. Determination of antecedents that affect individuals' acceptance of neural implant use.

2. Application to 300 individuals working in a health organization.

3. Path analysis using the least squares method via Smart PLS 3.3.3

4. Significant path coefficients among digital literacy, positive emotions, attitude, ethical understanding and acceptance of neural implant use.

Determination of antecedents that affect individuals' acceptance of neural implant use.

Application to 300 individuals working in a health organization.

Path analysis using the least squares method via Smart PLS 3.3.3

Significant path coefficients among digital literacy, positive emotions, attitude, ethical understanding and acceptance of neural implant use.