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This study aims to explore how network visualization provides opportunities for learners to explore data literacy concepts using locally and personally relevant data.

The researchers designed six locally relevant network visualization activities to support students’ data reasoning practices toward understanding aggregate patterns in data. Cultural historical activity theory (Engeström, 1999) guides the analysis to identify how network visualization activities mediate students’ emerging understanding of aggregate data sets.

Pre/posttest findings indicate that this implementation positively impacted students’ understanding of network visualization concepts, as they were able to identify and interpret key relationships from novel networks. Interaction analysis (Jordan and Henderson, 1995) of video data revealed nuances of how activities mediated students’ improved ability to interpret network data. Some challenges noted in other studies, such as students’ tendency to focus on familiar concepts, are also noted as teachers supported conversations to help students move beyond them.

To the best of the authors’ knowledge, this is the first study the authors are aware of that supported elementary students in exploring data literacy through network visualization. The authors discuss how network visualizations and locally/personally meaningful data provide opportunities for learning data literacy concepts across the curriculum.

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.

Computer-assisted language learning (CALL) can create participatory cultures by removing barriers to access materials, encouraging student modes of expression, differentiating student interactions through digital environments and increasing learner autonomy. Participatory cultures require competencies or new media literacy (NML) skills to be successful in a digital world. However, professional development (PD) often lacks training on CALL and its implementation to develop such skills. The purpose of this study is to describe teachers use of digital tools for multilingual learners through a relevant theoretical perspective.

This design-based research study examines 30 in-service teachers in South Carolina, a destination state for Latinx immigrants, focusing data over three semesters of PD: interviews and instructional logs. The researchers address the question: How are teachers using digital tools to advance NML for multilingual learners (MLs)?

The authors analyzed current elementary teachers’ use of digital tools for language learning and NML purposes. Three themes are discussed: NMLs and digital literacy boundaries, digital tools for MLs and literacy teaching for MLs and NML skills.

Teacher PD often needs more specificity regarding the intersection of MLs and digital literacy. The authors contribute to the literature on needed elementary teaching practices for MLs, the integration of NML and how these practices may be addressed through PD.

Although there has been an increase in the application of a variety of robust technologies and systems, the oil and gas sector relies on project managers’ soft skills for success because of their vital role. Therefore, this study aims to explore the profound influence of project managers’ soft communication skills on successful risk management within Libya’s oil and gas projects.

A review of relevant literature and a quantitative approach through the administration of a questionnaire were used to determine factors impacting risk management implementation related to managerial communication skills. A total of 246 valid responses were received from the oil and gas companies in Tripoli, Libya. Partial least squares structural equation modelling was used to examine the direct and moderating relationship drawn by the hypotheses.

The findings suggest that managerial soft skills may be used to improve continuous risk management processes and intra-project communication. It was found that the experience is strengthening the positive relationship between written communication soft skills and project risk management implementation among Libyan oil and gas construction projects.

This study defines project managers’ soft communication skills and analyzes project managers’ soft communication skills with the role of experience as a moderator. This paper presents a valuable contribution by offering original insights tailored explicitly to the Libyan context. The information presented in this paper is relevant to project managers operating within the oil and gas industry. It also offers a novel approach to risk management in the Libyan oil and gas industry that can improve project efficiency and effectiveness.

The purpose of this study is to examine how young people imagine civic futures through speculative fiction writing about artificial intelligence (AI) technologies. The authors argue that young people’s speculative fiction writing about AI not only helps make visible the ways they imagine the impacts of emerging technologies and the modes of collective action available for leveraging, resisting or countering them but also the frictions and fissures between the two.

This practitioner research study used data from student artifacts (speculative fiction stories, prewriting and relevant unit work) as well as classroom fieldnotes. The authors used inductive coding to identify emergent patterns in the ways young people wrote about AI and civics, as well as deductive coding using digital civic ecologies framework.

The findings of this study spotlight both the breadth of intractable civic concerns that young people associate with AI, as well as the limitations of the civic frameworks for imagining political interventions to these challenges. Importantly, they also indicate that the process of speculative writing itself can help reconcile this disjuncture by opening space to dwell in, rather than resolve, the tensions between “the speculative” and the “civic.”

Teachers might use speculative fiction writing and the digital civic ecologies framework to support students in critically examining possible AI futures and effective civic actions within them.

Speculative fiction writing offers an avenue for students to analyze the growing civic concerns posed by emerging platform technologies like AI.

Research shows that postsecondary students are largely unaware of the impact of algorithms on their everyday lives. Also, most noncomputer science students are not being taught about algorithms as part of the regular curriculum. This exploratory, qualitative study aims to explore subject-matter experts’ insights and perceptions of the knowledge components, coping behaviors and pedagogical considerations to aid faculty in teaching algorithmic literacy to postsecondary students.

Eleven semistructured interviews and one focus group were conducted with scholars and teachers of critical algorithm studies and related fields. A content analysis was manually performed on the transcripts using a mixture of deductive and inductive coding. Data analysis was aided by the coding software program Dedoose (2021) to determine frequency totals for occurrences of a code across all participants along with how many times specific participants mentioned a code. Then, findings were organized around the three themes of knowledge components, coping behaviors and pedagogy.

The findings suggested a set of 10 knowledge components that would contribute to students’ algorithmic literacy along with seven behaviors that students could use to help them better cope with algorithmic systems. A set of five teaching strategies also surfaced to help improve students’ algorithmic literacy.

This study contributes to improved pedagogy surrounding algorithmic literacy and validates existing multi-faceted conceptualizations and measurements of algorithmic literacy.

This paper aims to address the limitations in designing educational approaches that apply critical approaches to data literacy, given the obscure nature of digital platforms, which leave youth unable to develop discourses that challenge dominant narratives about the role of data in their lives. The purpose of this study is to propose and evaluate a critical data literacy approach that empowers youth to engage with data from a sociocultural perspective using a speculative participatory research approach that affords opportunities to develop alternative discourses.

This is a multiple-case study that involves five alternative schools in Uruguay which implemented the Nayah-Irú curriculum over ten weeks leading to the development of six distinct research projects about the materialization of data in youth lives. The curriculum incorporates an alternate reality game (ARG) to engage youth in critical data literacy, based on the principles of Youth Participatory Action Research (YPAR) epistemology and Speculative Civic Literacies.

The findings of this study highlight the integration of speculative storytelling and real-life experiences in developing alternative discourses about datafication. The analysis revealed instances of discursive closure among the youth, but through the curriculum's speculative fiction elements, such as the narrative of Nayah-Irú, emotional connections were formed, leading to increased engagement, critical inquiry, and problem framing.

The study conducted on the Nayah-Irú curriculum shows its effectiveness in engaging youth and educators in critical data literacy by affording opportunities for youth to engage in the analysis of their personal data literacies in an alternative world. Bringing speculative approaches to data literacy can open new avenues for exploring data literacy with youth in ways that center their voices and help them overcome different forms of discursive closure.

This study offers new insights into critical data literacy education blending youth participatory action research epistemologies with a speculative literacies framework to support youth in developing alternative discourses regarding the role of data in their lives.

Research on online user privacy shows that empirical evidence on how privacy literacy relates to users' information privacy empowerment is missing. To fill this gap, this paper investigated the respective influence of two primary dimensions of online privacy literacy – namely declarative and procedural knowledge – on online users' information privacy empowerment.

An empirical analysis is conducted using a dataset collected in Europe. This survey was conducted in 2019 among 27,524 representative respondents of the European population.

The main results show that users' procedural knowledge is positively linked to users' privacy empowerment. The relationship between users' declarative knowledge and users' privacy empowerment is partially supported. While greater awareness about firms and organizations practices in terms of data collections and further uses conditions was found to be significantly associated with increased users' privacy empowerment, unpredictably, results revealed that the awareness about the GDPR and user’s privacy empowerment are negatively associated. The empirical findings reveal also that greater online privacy literacy is associated with heightened users' information privacy empowerment.

While few advanced studies made systematic efforts to measure changes occurred on websites since the GDPR enforcement, it remains unclear, however, how individuals perceive, understand and apply the GDPR rights/guarantees and their likelihood to strengthen users' information privacy control. Therefore, this paper contributes empirically to understanding how online users' privacy literacy shaped by both users' declarative and procedural knowledge is likely to affect users' information privacy empowerment. The study empirically investigates the effectiveness of the GDPR in raising users' information privacy empowerment from user-based perspective. Results stress the importance of greater transparency of data tracking and processing decisions made by online businesses and services to strengthen users' control over information privacy. Study findings also put emphasis on the crucial need for more educational efforts to raise users' awareness about the GDPR rights/guarantees related to data protection. Empirical findings also show that users who are more likely to adopt self-protective approaches to reinforce personal data privacy are more likely to perceive greater control over personal data. A broad implication of this finding for practitioners and E-businesses stresses the need for empowering users with adequate privacy protection tools to ensure more confidential transactions.

The study evaluates small marginal farmers’ (SMFs) potential behavior, attitude and trust in the adoption of innovative emerging technologies.

The study employed an agile multi-factor approach to conceptualize a digital marketplace to connect a supply chain ecosystem for stakeholders.

The empirical findings suggest that most SMFs are willing to embrace innovative technologies. Nonetheless, they lack the necessary technological oriented education, training and funds to innovate. However, their reluctance to adapt changes is attributable to their fear of losing past customs and practices; they were threatened by the reaction of intermediaries (arthyias) to the adoption of technologies, which could result in them suffering huge losses.

This innovative disintermediation business model has a significant potential to reduce information asymmetry, cost and hoarding – and can thus increase the SMFs’ profit margins. Agricultural technological innovations have a profound potential to impact their supply chain logistics positively by reducing the wastage of perishable food and thus enhancing the consumer experience.

This exploratory study aims to investigate and identify the factors influencing discontinuance intention among past users of local digital wallets in Brunei Darussalam.

This study uses a mixed-method approach that integrates quantitative and qualitative research method. An online survey is distributed via widely used social media platforms, using purposive sampling to target previous users of local digital wallets. Structured questionnaires capture demographic data, whereas open-ended inquiries delve into reasons for discontinuation. Descriptive analysis will extract the demographic profiles of the samples. Inductive thematic analysis, guided by Braun and Clarke's framework, will extract and analyze qualitative responses to unveil emergent themes. Data saturation, anticipated beyond 12 responses, will signify sample adequacy.

Demographic profiles based on gender, age and payment preferences of discontinuers supplement the justification for identified themes influencing digital wallet discontinuation in Brunei Darussalam. These themes include “Acceptability Challenge,” highlighting limited vendor acceptance; “Financial Management and Security Issues,” revealing concerns over impulsive buying behavior and security robustness; “Limited Benefits,” referring to short-term interest driven by promotional benefits; “Technological Inertia,” emphasizing reluctance to change from conventional payment methods and “Technical Challenges,” encompassing internet connectivity and operational functionality issues.

This study acknowledges few limitations, including a limited number of respondents, comprising majorly of the younger age groups and females. Self-reported data usage introduces potential response bias, impacting result validity. The qualitative approach limits comprehensive understanding, suggesting validation through quantitative correlational studies. Additionally, the cross-sectional design restricts insight into the dynamic nature of digital wallet discontinuance in Brunei, suggesting the need for longitudinal studies.

The findings of this study offer valuable insights for digital wallet providers, policymakers and businesses operating within the realm of Brunei Darussalam. By tackling pertinent issues such as vendor acceptance, financial security and promotional incentives, stakeholders can effectively improve user experiences and mitigate intentions of discontinuing usage. Recommended strategies encompass the enlargement of vendor networks, the implementation of stringent security measures and the customization of promotional campaigns. Furthermore, comprehending demographic inclinations enables the tailoring of offerings, thereby fostering enduring adoption rates.

This study’s findings hold social significance for financial inclusion, technological literacy and consumer empowerment in Brunei Darussalam. Overcoming barriers to digital wallet adoption, such as limited vendor acceptance, promotes financial inclusion in the long run. Improved understanding of digital wallets enhances technological literacy and empowers users to make informed decisions. By catering to diverse demographic needs, stakeholders can promote social equity and ensure widespread access to digital payment benefits, thus positively impacting Brunei Darussalam’s socioeconomic landscape.

This study contributes to the existing knowledge gap on digital wallet discontinuance in Brunei Darussalam. By uncovering key themes and factors influencing past users’ decisions, it advances understanding in the context of postadoption dynamics. The study provides valuable insights for local and global fintech adoption strategies.