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Many states are restructuring their US history state assessments to include written-response assessment items that evaluate students' literacy skills in high-stakes environments. The purpose of this study was to investigate how the addition of an extended-response item to a US history state assessment was associated with an increase in the racial achievement gap.

The theoretical framework included linguistic complexity of standardized assessment items and academic language demand and utilized a difference-in-difference research design.

The findings indicate that the achievement gap between students of color and White students increased when an extended-response assessment item was added to an exclusively multiple-choice item exam and that this increase in the achievement gap may be contributed to a literacy gap.

The continued investigation of how students of color perform on different types of extended-response standardized assessment items. And, the continued investigation of evidenced-based instructional practices that focus on developing students' literacy skills in US history as well as culturally responsive instructional practices.

The knowledge and implementation of literacy instruction and culturally responsive instruction in US history classrooms as well as in preservice teacher education programs and in-service professional development programs.

The current study is one of the first large-scale investigations into the racial achievement gap on US history written-response standardized assessment items and in identifying a literacy gap between students of color and White students on US history written-response state assessment items.

This study examines the gender gap in financial literacy in Ghana.

This study employs primary data and probit models together with the Oaxaca-Blinder decomposition strategy.

The authors found that males are generally more financially literate than females are. The results also show that much of the gender gap in financial literacy is explained by differences in coefficients or how literacy is produced and not by differences in the demographic and socio-economic characteristics of men and women. Thus, the gap may be attributable to unobserved behavioural and psychological traits, as well as cultural and social norms regarding gender roles in financial decision-making.

It is evident that further action is needed to bridge the gap between men and women with regards to financial literacy. Effective interventions may include improving women's access to financial information and education, as well as encouraging their participation in household financial decision-making and planning. In particular, less educated women need to be targeted by policy initiatives in this regard.

This study contributes to the scant literature on gender gap in financial literacy in developing countries.

The paper intends to identify the factors that determine the variations in the gender pay gap and female workforce participation at low-skill manufacturing job across Indian states over the time period 2006–2014.

Gender pay gap is measured in two ways: one is scale insensitive and second one is scale sensitive. To construct scale-sensitive gender pay gap measure wage discrimination index is used. For main analysis, a panel framework is used. Fixed effect model and random effect model are estimated along with all relevant diagnostic tests.

Empirical analysis elucidates that male literacy rate, female literacy rate and gender parity index are important factors in explaining the variation in gender pay gap and women workforce participation at sub-national level in India. Female literacy rate significantly reduces the crude pay gap; however, it has insignificant effect on scale-sensitive gender pay gap in low-skill manufacturing sector. Educational enrolment widens up the crude wage gap but narrows down the other one. In case of workforce participation educational attainment and school enrolment both reduce women workforce participation in low-skill manufacturing job.

The present research suffers from two major limitations. Due to lack of information, the paper is unable to study the impacts of female representation in trade unions, availability of supporting infrastructure like day-care facilities for working mothers, etc. in explaining the variation in gender pay gap and women workforce participation. The second limitation is that the research fails to address the issue related to selection into employment. The present paper uses the macro-level state-specific statistics instead of micro-level data; hence the imputed wage for unemployed but potential workers cannot be calculated.

The paper is unique in the sense that it highlights gender pay gap and female workforce participation issue in low-skill manufacturing sector at Indian sub-national level. There are no such papers that highlight these issues in the context of Indian manufacturing sector. Another contribution is that the present paper considers the scale-sensitive gender pay gap, whose determinants are different than crude gender pay gap.

Notwithstanding their potential benefits especially for individuals with low health literacy, users are still somewhat skeptical about the reliability of healthcare chatbots. The present study aims to address this challenge by investigating strategies to enhance users’ cognitive and emotional trust in healthcare chatbots. Particularly, this study aims to understand the effects of chatbot design cues in increasing trust and future chatbot use intention for low health literacy users.

We conducted two experimental studies with a final sample of 327 (Study 1) and 241 (Study 2). Three different chatbots were developed (Chatbot design: Bot vs Male-doctor vs Female-doctor). Participants were asked to have a medical consultation with the chatbot. Participants self-reported their health literacy scores. The PROCESS model 7 was used to analyze the hypotheses.

The results showed that the female-doctor cues elicited greater cognitive and emotional trust, whereas the male-doctor cues only led to greater cognitive trust (vs bot-like cues). Importantly, this study found that users’ health literacy is a significant moderating factor in shaping cognitive and emotional trust. The results indicated that both the female and male-doctor cues’ positive effects on cognitive trust were significant for those with lower levels of health literacy. Furthermore, the positive effect of the female-doctor cues on emotional trust was also significant only for those whose health literacy level was low. The increased cognitive and emotional trust led to greater future intention to use the chatbot, confirming significant moderated mediation effects.

Despite the strong economic and educational benefits of healthcare chatbots for low health literacy users, studies examining how healthcare chatbot design cues affect low health literate users surprisingly remained scarce. The results of this study suggest that healthcare chatbots can be a promising technological intervention to narrow the health literacy gap when aligned with appropriate design cues.

The purpose of this paper is to examine the relationship between financial literacy, access to finance and growth among small- and medium-sized enterprises (SMEs) within the Midlands region of the UK. It assesses whether financial literacy assists SMEs to overcome information asymmetry, mitigates the need for collateral, optimizes capital structure and improves access to finance.

To gain a deeper insight into the complex relationship between financial literacy, access to finance and growth, a qualitative research is carried out among SMEs that have operated for over five years or longer. Using the purposive sampling technique, 37 firms were selected based on size, location and characteristics, mainly from the city of Birmingham and the joining conurbations. Open-ended and a combination of dichotomous questions were used for the survey. Interviews were recorded, transcribed and thematically analyzed.

Financial literacy is an interconnecting resource that mitigates information asymmetry and collateral deficit when evaluating loan applications, therefore financial literacy should be part of school curriculum. The analysis suggests enhanced financial literacy, reduces monitoring cost and serves to optimize firms’ capital structure that positively impacts on SMEs growth. Financial management knowledge is recognized as the core resource that aids an effective decision making by owners of SMEs.

The limitation of this research is the small sample that limits its generalization. Its findings could be enhanced by a larger sample and by conducting comparative studies in other regions or economies. SMEs growth is seen as a strategic policy to stimulate enterprise but the finance gap tends to constrain that objective. The UK Government’s effort to improve access to finance and to mitigate excessive collateral demands by lenders has proved elusive. This empirical research provides evidence that financial literacy enhances access to finance and, in turn, promotes growth potentials.

The results of this study advocate the provision of financial literacy at schools and target support for SMEs to acquire financial management skills in order to mitigate information asymmetry between lenders and borrowers.

Findings suggest that financial literacy mediates access to finance, enables enterprises to use optimal financial structure to mitigate business failure, creates employment and reduces public sector support for social benefits.

This study is novel in that it examines financial literacy and its implications for access to finance and firm growth in the UK. The study is an effort to highlight the role of financial information in mitigating barriers to finance for SMEs.

Consumer health literacy is a necessary skill in all facets of library work, from reference desk to programming to website development. In this chapter, the authors present key terms in the domain of health literacy; challenges and controversies in research and public library practice; and findings from a recent study of public library workers meeting consumer health information needs. Finally, the authors present examples of National Library of Medicine (NLM) initiatives for public libraries and public librarians focusing on bridging health literacy gaps. Socially disadvantaged groups who are the most affected by health disparities tend to be those who are lower-income, have less education, and are not White. The combined effects of environment and socioeconomic status mean that these communities have particular, highly local challenges in addressing their health issues, as individuals and as a population. Health literacy can serve as the enabling factor in obtaining quality health information, navigating healthcare, and seeking better health. To support the public, NLM and its National Network of Libraries of Medicine have placed a strategic emphasis on public libraries in order to develop long-term partnerships. The goals of these partnerships are to support staff development and programming, and to promote resource-sharing about programs and activities focusing on health information. Public libraries are everywhere and open to all. This makes them the ideal community agency to reach out to the public and implement national information initiatives.

The purpose of this study is to explore open data portals as data literacy learning environments. The authors examined the obstacles faced and strategies used by university students as non-expert open data portal users with different levels of data literacy, to inform the design of portals intended to scaffold informal and situated learning.

The authors conducted an observational user study, in which 14 student participants grouped by self-reported data literacy measures carried out assigned tasks in an open data portal. Data were collected through screen capture, think-aloud protocols and post-session interviews.

Participants experienced numerous challenges in finding and using data, with some variation shown between the different literacy groups. The higher data literacy group primarily faced challenges using unfamiliar tools, which may be addressed by improving system usability, while the lower data literacy group struggled due to gaps in basic understanding, which may be addressed by increasing point of need instruction and guidance. Participants used several learning strategies but primarily relied upon trial and error, which was less effective for low data literacy users.

This study is unique in comparing open data portal use among adult students across data literacy levels through an empirical user study. It contributes methodologically by proposing an instrument for data literacy assessment. It offers a novel perspective on information systems as sites for informal learning and skills development, beyond the immediate goals of system use, and offers concrete suggestions for the future design of open data portals for students and non-expert, citizen users.

Women's financial inclusion has become a global research agenda, and past studies provide mixed evidence on the determinants of financial inclusion among women entrepreneurs across the globe. However, the impact of digital financial literacy on women's financial inclusion has seldom been addressed in the past literature.

The authors perform a cross-sectional analysis of 144 countries using the World Bank Global Findex Database.

This study’s probabilistic regression results indicate that women entrepreneurs with a higher degree of digital financial literacy are more likely to engage in formal banking channels.

The study findings have practical implications in terms of allowing regulators and banks to draw effective policies to attract women customers. Lack of effective regulatory intervention could lead to women exploring financial crimes, such as money laundering, due to their lack of involvement with the formal banking channel.

The authors explore the impact of digital financial literacy on women's financial inclusion. Such evidence is rare in the existing literature.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-04-2022-0277

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Information about each source is provided. The paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

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