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The aim of this research was to find out students' and mentors' attitudes toward the quality of mentoring support during teaching practicums. The research sought to determine whether there is any difference in (self) assessment between teacher mentors and early childhood education students.

Through the quantitative research methodology, the Crisp (2009) College Student Mentoring Scale (CSMS) instrument was used to assess the quality of mentoring support during teaching practicums. Assessments were made in relation to the following variables: support in the areas of psychological and emotional needs, support in professional development and the development of professional competencies and the role of mentors as models. Early childhood education students (n1 = 105) and mentors (n2 = 54) of teaching practicums at the Faculty of Teacher Education, University of Zagreb, participated in the research.

The results of the research show that there is a statistically significant difference between student assessments and mentor self-assessment with regard to all researched areas of support. Mentors rated their mentoring skills higher than students did.

An approach in which mentoring is assessed in the context of support to students in different areas (e.g. psychological, emotional, professional) is rarely used in early childhood teacher education. Results indicate the need for a systematic evaluation of mentoring and the design of programs to strengthen mentoring competences.

The recognition of practice in online instruction is still subject to interpretation and different approaches as a result of the rapid changes in technology and its effect on society. The purpose of this paper is to address these differences through a synthesis that can be easily accessed and consulted by educators in the field of e-learning.

This paper reviews different examples of rubrics and instruments in higher education to propose a more comprehensive rubric that constitutes a synthesis of how some institutions in HE approach best practice in this field.

The proposed comprehensive rubric emanating from the synthesis of different approaches supports the development, remixing, sharing and integration of online modules and courses by providing a single reference point with as wide a range as possible of potential pedagogical tools, facilities and approaches to e-learning.

It is not within the scope of this paper to review quality assurance processes and administrative components, but to propose a rubric for course design and self-review of faculty and higher education institutions for a better alignment with what is regarded as current standard best practice.

Instructional designers in e-learning have a new comprehensive rubric that can consult at design stage.

Different approaches towards what is called “good practice” are brought together and analysed to provide a synthesis and a single source that can be consulted by practitioners in the field of e-learning.

The study aims to examine the digital competence of young employees (under 30 years of age) who graduated from the technical university. Self-assessment of selected digital competencies was examined along with the determination of a self-efficacy level in the area of using digital competencies.

Quantitative research was conducted using the computer-assisted web interview method on a sample of 4532 respondents.

Young employees' self-assessment of digital competencies and self-efficacy in the area of using them is high, and it can be assumed that they perceive themselves as digitally competent. Both digital self-efficacy and assessed digital competencies have a positive impact on satisfaction with the university.

The research sample consisted only of employees who graduated from the technical university, but the results may provide feedback on the demand for digital competencies sought in the labor market and constitute valuable information useful in university curriculum development and in vocational education and training.

This is the first study that focuses on the Kozanoglu and Abedin approach to the concept of digital literacy in the context of research on self-assessment and self-efficacy in using digital competencies among technical university graduates, adapting the creative self-efficacy scale by Tierney and Farmer, for measuring digital self-efficacy.

1. Young employees' digital competencies self-assessment is high.

2. Young employees' self-efficacy of using digital competencies is high.

3. Graduating from a DT-focused department has a positive impact on satisfaction.

4. Digital self-efficacy has a positive impact on satisfaction with the university.

5. Assessed digital competencies have a positive impact on satisfaction.

Young employees' digital competencies self-assessment is high.

Young employees' self-efficacy of using digital competencies is high.

Graduating from a DT-focused department has a positive impact on satisfaction.

Digital self-efficacy has a positive impact on satisfaction with the university.

Assessed digital competencies have a positive impact on satisfaction.

The purpose of this paper is to assess the relationship between elderly people's health literacy skills and those people's decision to make use of digital health service platforms. Despite the substantial influence of digitisation on the delivery of healthcare services, understanding how health intervention strategies might help empower elderly people's health literacy skills is critical.

This paper analyses the existing trends in research on the convergence of health literacy, health intervention programmes and digital health service platforms by reviewing 34 studies published between 2000 and 2020.

The findings of the review indicate three primary themes (health literacy skills, health management competency and attitude/confidence), which provide a summary of the current literature, and in all three the results show that health intervention programmes help to enhance health literacy skills of elderly people. Based on the review results and by organising the fragmented status quo of health intervention research, the authors develop a comprehensive research model and identify future research directions for research in this domain.

The findings will be useful to health professionals in two ways: (1) the findings provide practical information about the growing need to implement health literacy intervention programmes to satisfy elderly people's appetite for accessing health services due to cognitive and physiological impairments, and (2) the finding help them to understand that with digital health platforms, elderly people have quicker access to health services, improving the quality of care provided to them.

This paper presents a comprehensive research model for analysing the impact of health literacy skills on older people's ability and intention to access digital health information sources, considering various health intervention approaches.

Information and digital literacy have recently received much interest, and they are being viewed as critical strategic organisational resources and skills that employees need to obtain in order to function at their workplaces. Yet, the role of employees' literacy seems to be neglected in current literature. This paper aims to explore the roles that information and digital literacy play on the employees' perception in relation to usefulness and ease of use of digital technologies and consequently their intention to use technology in the practices they perform at the workplace.

This paper builds a conceptual model with key constructs (information literacy and digital literacy) as new antecedents to the technology acceptance model and aims to establish that information literacy and digital literacy are indirect determinants of employees' intention to use digital technologies at the workplace. The data set used in this paper comprises of 121 respondents and structural equation modelling was used.

The findings reveal that both information literacy and digital literacy have a direct impact on perceived ease of use of technology but not on the perceive usefulness. The findings also show that both literacies have an indirect impact on the intention to use digital technology at work via attitude towards use.

Managers and decision-makers should pay close attention to the literacy levels of their staff. Because literacies are such an important skillset in the digital age, managers and chief information officers may want to start by identifying which work groups or individuals require literacy training and instruction, and then provide specific and relevant training or literacy interventions to help those who lack sufficient literacy.

This is one of the first studies to consider information literacy and digital literacy as new antecedents of the technology acceptance model at the workplace environment.

Although current research has investigated how open research data (ORD) are published, researchers' behaviour of ORD sharing on academic social networks (ASNs) remains insufficiently explored. The purpose of this study is to investigate the connections between ORDs publication and social activity to uncover data literacy gaps.

This work investigates whether the ORDs publication leads to social activity around the ORDs and their linked published articles to uncover data literacy needs. The social activity was characterised as reads and citations, over the basis of a non-invasive approach supporting this preliminary study. The eventual associations between the social activity and the researchers' profile (scientific domain, gender, region, professional position, reputation) and the quality of the ORD published were investigated to complete this picture. A random sample of ORD items extracted from ResearchGate (752 ORDs) was analysed using quantitative techniques, including descriptive statistics, logistic regression and K-means cluster analysis.

The results highlight three main phenomena: (1) Globally, there is still an underdeveloped social activity around self-archived ORDs in ResearchGate, in terms of reads and citations, regardless of the published ORDs quality; (2) disentangling the moderating effects over social activity around ORD spots traditional dynamics within the “innovative” practice of engaging with data practices; (3) a somewhat similar situation of ResearchGate as ASN to other data platforms and repositories, in terms of social activity around ORD, was detected.

Although the data were collected within a narrow period, the random data collection ensures a representative picture of researchers' practices.

As per the implications, the study sheds light on data literacy requirements to promote social activity around ORD in the context of open science as a desirable frontier of practice.

Researchers data literacy across digital systems is still little understood. Although there are many policies and technological infrastructure providing support, the researchers do not make an in-depth use of them.

The peer-review history for this article is available at: https://publons.com/publon/10.1108/OIR-05-2021-0255.

The purpose of this paper is to investigate the levels of information and communication technology (ICT) literacy proficiency and experiences amongst Universities of Fort Hare and Rhodes undergraduate students, on the utilization of electronic resources amongst South Africa.

This research comprised of undergraduate students from the Universities of Fort Hare and Rhodes, who registered for a three- or four-year study. The study implemented the stratified random sampling procedure. The study’s sample size was proportionally distributed amongst all the faculties common to both universities. The mixed method was applied in the study. Of the 377 administered copies of the questionnaire, 285 were returned, of which 266 were deemed useable, thereby generating a 70.6% response rate. The results were analysed using the SPSS version 26.

Findings revealed that there is underutilization of electronic resources by the undergraduate respondents due to their low level of ICT proficiency and experience.

This original research article investigated the influence of ICT literacy skills proficiency and experience on the use of electronic resources amongst undergraduate students in selected Eastern Cape Universities, South Africa.

It has been demonstrated that AI-powered, data-driven tools’ usage is not universal, but deeply linked to socio-cultural contexts. The purpose of this paper is to display the need of adopting situated lenses, relating to specific personal and professional learning about data protection and privacy.

The authors introduce the results of a case study based on a large educational intervention at a fully online university. The views of the participants from degrees representing different knowledge areas and contexts of technology adoption (work, education and leisure) were explored after engaging in the analysis of the terms and conditions of use about privacy and data usage. After consultation, 27 course instructors (CIs) integrated the activity and worked with 823 students (702 of whom were complete and correct for analytical purposes).

The results of this study indicated that the intervention increased privacy-conscious online behaviour among most participants. Results were more contradictory when looking at the tools’ daily usage, with overall positive considerations around the tools being mostly needed or “indispensable”.

Though appliable only to the authors’ case study and not generalisable, the authors’ results show both the complexity of privacy views and the presence of forms of renunciation in the trade-off between data protection and the need of using a specific software into a personal and professional context.

This study provides an example of teaching and learning activities that supports the development of data literacy, with a focus on data privacy. Therefore, beyond the research findings, any educator can build over the authors’ proposal to produce materials and interventions aimed at developing awareness on data privacy issues.

Developing awareness, understanding and skills relating to data privacy is crucial to live in a society where digital technologies are used in any area of our personal and professional life. Well-informed citizens will be able to obscure, resist or claim for their rights whenever a violation of their privacy takes place. Also, they will be able to support (through adoption) better quality apps and platforms, instead of passively accepting what is evident or easy to use.

The authors specifically spot how students and educators, as part of a specific learning and cultural ecosystem, need tailored opportunities to keep on reflecting on their degrees of freedom and their possibilities to act regarding evolving data systems and their alternatives.

The purpose of this paper is to provide library professionals with insights into students’ fake news judgment and the importance of teaching media and information literacy, not as an option but as a core educational requirement.

Qualtrics was used to collect the study data. Students completed a set of tasks designed in the form of a survey that entailed verifying whether news, stories, images and news sources were real, fake, dubious or trustworthy. Statistical tests were used to asses whether their responses depended on criteria, such as faculty and gender.

No significant relationship exists between the students’ responses and variables, such as gender, student category, fact-checking and source of information. The findings reveal that students’ ability to identify the authoritativeness of information is dependent on the faculty in which they are enrolled.

This paper reports the first known attempt in Lebanon to measure students’ ability in distinguishing fake from real news. The results of this paper can be used by library professionals, particularly in Lebanon, to convey the importance of teaching and embedding media and information literacy into their curriculum.

The purpose of the study is to highlight the need for academic librarians to incorporate effective methodologies in their delivery of information literacy instruction.

The researchers conducted a qualitative research using a case study approach. A nonprobability or purposive sampling method was employed in this research to select five participants. Semistructured interviews and observation were used to garner data from the sample.

The findings of the study revealed that the support required by distance education and face-to-face students is typically the same. An examination of the findings pointed to the fact that some students may be demotivated in information literacy instruction sessions because of an overload of information, which leads to frustration and poor performance.

The findings of the study highlight the need for Caribbean academic librarians to incorporate effective methodologies in their delivery of information literacy instruction and provide an analytical view of how these methodologies may impact performance, understanding and the overall work produced by both students and faculty.

Research on the topic specific to the Caribbean is limited; therefore, research of this nature provides useful strategies that academic librarians may use in developing stellar information literacy programs in the Caribbean to help both students and faculty members achieve excellence.