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Article
Publication date: 26 April 2022

Hasan Tinmaz, Mina Fanea-Ivanovici and Hasnan Baber

The purpose of this paper is to elaborate on the impact of digital literacy with its dynamic and evolutionary nature on the daily lives of individuals. This paper…

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Abstract

Purpose

The purpose of this paper is to elaborate on the impact of digital literacy with its dynamic and evolutionary nature on the daily lives of individuals. This paper discusses about the digital literacy frameworks, digital literacy education, its relation to critical thinking and, ultimately, prospective issues in digital literacy.

Design/methodology/approach

To serve this purpose, the authors applied the qualitative literature review technique and reflected their opinions on the recent literature findings.

Findings

The preliminary findings demonstrated that there is a growing tendency on digital literacy over the years. Different organizations and cases have developed their own frameworks to describe and implement digital literacy endeavors in their bodies. Additionally, it was seen that digital literacy acquisition process have started with family in early ages and extended to lifelong learning approach. While learners use the internet sources (especially social media), they also develop their digital literacy skills and abilities that also need critical thinking for filtering what is essential. Considering “information suppression” as a case, we learn that digital literacy will be much more serious for the future generations. Lastly, digital literacy will expand its scope in the future in parallel to recent advancements, such as artificial intelligence skills.

Originality/value

This paper provides an insight into digital literacy from the points of view of global citizenship, critical thinking and rapidly advancing technologies. This unique combination makes this paper valuable for the readers from any field of study.

Details

Library Hi Tech News, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0741-9058

Keywords

Book part
Publication date: 1 September 2014

Mark Hepworth and Geoff Walton

This chapter gives a general overview of the book, indicates the rich diversity of information literacy (IL) and information behaviour (IB) work carried out and is…

Abstract

This chapter gives a general overview of the book, indicates the rich diversity of information literacy (IL) and information behaviour (IB) work carried out and is organised into four broad areas moving from the strategic to the highly contextualised. The four areas are specifically: strategic view; delivering information literacy education; the link between university and work; beyond higher education. The approach for each chapter is summarised. This chapter also examines the inter-related nature of the concepts of information literacy and information behaviour. It shows how these ideas are contextualised, theorised and researched. The authors argue that far from being conflicting approaches to the same problem of information capability, they are, in fact, complementary. Though these are epistemologically different both have much to offer in terms of explanation and also as tools for fostering information capability. The history of information literacy and information behaviour is overviewed and their inter-relation explored. It is argued that information literacy can be viewed as the practitioners’ model for delivering information capability whilst information behaviour, being more research focussed, explains it. A diagram is presented at the end of the chapter which helps to highlight and summarise the distinctions and similarities between IB and IL research.

Details

Developing People’s Information Capabilities: Fostering Information Literacy in Educational, Workplace and Community Contexts
Type: Book
ISBN: 978-1-78190-766-5

Keywords

Article
Publication date: 8 August 2022

Angela Pack

Preparing preservice teachers to become critical literacy educators is integral to creating social justice classrooms. Numerous theoretical frameworks have been used to…

Abstract

Purpose

Preparing preservice teachers to become critical literacy educators is integral to creating social justice classrooms. Numerous theoretical frameworks have been used to introduce critical literacy to preservice teachers. The commonality between the frameworks is the focus on analyzing literature. This paper aims to present an alternative to critical literacy education with preservice teachers.

Design/methodology/approach

Using practitioner action research, the author investigates critical literacy education through documenting preservice teachers and a teacher educator unpack their relationship with power and literacy in a critical literacy workshop.

Findings

The author describes the benefits of introducing critical literacy to preservice teachers through investigating their relationship with literacy and power.

Practical implications

This innovative approach to critical literacy education for preservice teachers the study documents the importance of investigating critical literacy through self-exploration rather than studying the theoretical concept.

Originality/value

This work not only details an innovative approach to critical literacy education but also makes the case to embed critical literacy throughout teacher education programs.

Details

Journal for Multicultural Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2053-535X

Keywords

Open Access
Article
Publication date: 9 August 2022

Kingstone Nyakurukwa and Yudhvir Seetharam

One of the most important phenomena that have been confronted in the field of household finance is the stock market participation puzzle. The puzzle describes the anomaly…

Abstract

Purpose

One of the most important phenomena that have been confronted in the field of household finance is the stock market participation puzzle. The puzzle describes the anomaly that the majority of households do not have ownership of stock market products, though empirically stocks give higher expected returns than risk-free assets. The stock market participation rate plays an important role as it has a direct bearing on the equity premium. In this study, the authors aim to investigate how financial literacy and various proxies of social interaction are associated with stock market participation in South Africa.

Design/methodology/approach

The study uses probit regression and ordinary least squares using the South African National Income Dynamics survey Wave 5 of 2017 to investigate whether financial literacy and social interaction are significantly associated with stock market participation. The financial literacy index is computed using factor analysis on the responses to the financial literacy questions used in the survey. The authors use three proxies for social interaction, namely membership in a Stokvel, membership in a men's association and membership in a women's association.

Findings

The results reveal that an increase in financial literacy increases the odds of respondents participating in the stock market. Among the control variables, age, race and level of education are significantly associated with stock market participation. When it comes to social interaction, it is belonging to a men's association that is significantly associated with stock market participation. The other proxies for social interaction are insignificantly associated with stock market participation.

Originality/value

The study contributes to the extant literature by using a set of proxies for social interaction that have the potential to influence stock market participation which have not been used in a South African context.

Details

Review of Behavioral Finance, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1940-5979

Keywords

Article
Publication date: 20 July 2022

Pritika Reddy, Kaylash Chaudhary, Bibhya Sharma and Shamina Hussein

The emergence of new digital technologies in the 21st century has propelled individuals to use technology in their daily lives. Individuals now require a specific set of…

Abstract

Purpose

The emergence of new digital technologies in the 21st century has propelled individuals to use technology in their daily lives. Individuals now require a specific set of skills, competencies and knowledge to use these devices efficiently, intelligently yet with responsibility. The purpose of this research was to design, develop and validate a digital literacy scale (DLS) using the exploratory factor analysis (EFA).

Design/methodology/approach

A quantitative research methodology was used for this study, whereby a unipolar 5 point Likert scale self-report questionnaire was designed to measure the digital skills of the participants. Digital literacy was divided into an exhaustive and broad list of six modules-media literacy, information literacy, communication literacy, technology literacy, visual literacy and computer literacy. The questionnaire was administered to a sample of the 2,755 Year 12 and Year 13 students of randomly selected 33 secondary school students in Fiji. Sample adequacy of the sample was tested using the Kaiser-Meyer-Olkin test.

Findings

The EFA results prove the existence of the six modules of digital literacy that are being utilized in this research to design the DLS. The factor loadings or the correlation coefficients range from 0.3 to 0.8; therefore, all the 60 items were kept to design the DLS. The Cronbach Alpha value of 0.90 confirmed the internal consistency and reliability of the newly designed DLS.

Research limitations/implications

The research limitation of the study was the sample size. A broader sample would have made the results better. Research implications are; there is no scale in the south Pacific to measure digital literacy. The newly designed and developed scale is the first one that can be used to measure the digital literacy of the south Pacific populace and bridge the gap of the digital divide.

Practical implications

The developed and validated scale can be used to measure the digital literacy of individuals both in the south Pacific and beyond. The scale covers important aspects of the much needed 21st century skills. Once digital literacy is measured, relevant stakeholders can develop instruments to improve the digital literacy of individuals.

Social implications

The DLS can prove to be an important tool for society. In the 21st century people are required to have digital literacy to survive and thrive. Thus this tool can be used to measure digital literacy and further improve the digital literacy of the people.

Originality/value

The framework has been adopted from the work of Covello (2010) however, the definitions of digital literacy and other literacies are modified to meet the requirements of the 21st century. The tool is unique in its nature in the south Pacific and beyond. Looking at the digital literacy tools in literature, this tool covers all the aspects of digital literacy in the 21st century.

Peer review

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-10-2021-0532.

Details

Online Information Review, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1468-4527

Keywords

Article
Publication date: 19 July 2022

Syeda Hina Batool, Muhammad Safdar and Saima Eman

Parents' health literacy is an important element to ensure the sound health of children. One of the major purposes of this study was to systematically collect and review…

Abstract

Purpose

Parents' health literacy is an important element to ensure the sound health of children. One of the major purposes of this study was to systematically collect and review the literature that identified the relationship between two variables: parents' health literacy and their child's health.

Design/methodology/approach

To meet the purpose, the authors searched four well-reputed research databases such as Web of Science, Scopus, Google Scholar and LISTA (Library, Information Science and Technology Abstracts) comprehensively to collect the relevant research on the topic. Except for books, various types of content from different years were used for this review. The investigators used Preferred Items for Systematic Reviews and Meta-analysis guidelines to select eligible studies for this review. The authors also assessed the quality of the reviewed research in the light of well-reputed quality guidelines shared by Boynton and Greenhalgh (2004).

Findings

The majority of the reviewed studies found a statistically significant relationship between parents' health literacy and the health of their children. Findings also identified that the majority of the reviewed literature scored from 9 to 12 on the quality assessment criteria. Results also highlighted that the majority of the reviewed research on parents' health literacy and child health has been conducted in the USA and utilized quantitative methods to conduct research on the topic under this study.

Research limitations/implications

This systematic review has multiple theoretical and practical implications for parents, policymakers and researchers.

Originality/value

This is the first systematically collected and reviewed paper on the relationship between parents' health literacy and child health.

Details

Library Hi Tech, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0737-8831

Keywords

Article
Publication date: 8 July 2022

Trang M.T. Phung

This study aims to provide evidence on the importance of parental financial heads in the family in promoting students' financial literacy levels and budgeting habits.

Abstract

Purpose

This study aims to provide evidence on the importance of parental financial heads in the family in promoting students' financial literacy levels and budgeting habits.

Design/methodology/approach

Using survey data on 730 college students in Vietnam, this study investigated the relationship between parental financial heads, students' financial literacy and budgeting habits. Multiple regression and logit function are the primary approaches in the study.

Findings

This study found a positive association between parental head roles and students' financial literacy and budgeting habits after controlling for demographics. Students whose parents are primarily responsible for financial decisions in the family perform higher in financial literacy and make a budget more frequently. The results are robust to alternative approaches.

Practical implications

This study’s results help parents, especially mothers who are often more vulnerable in the family, better understand the important role of being the financial deciders in the family and how this can increase their children's financial literacy and help their children manage money more effectively.

Originality/value

This is the first study to address the importance of parents' head roles in enhancing students' financial literacy and budgeting behaviour.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

Content available
Article
Publication date: 19 July 2022

Mary M. Juzwik, Robert Jean LeBlanc, Denise Davila, Eric D. Rackley and Loukia K. Sarroub

In an editorial introduction essay for the special issue on Religion, Literacies, and English Education in Global Dialogue, the editors frame papers in the special issue…

Abstract

Purpose

In an editorial introduction essay for the special issue on Religion, Literacies, and English Education in Global Dialogue, the editors frame papers in the special issue in dialogue with previous scholarly literature around three central lines of inquiry: How do children, youth and families navigate relationships among religion, spirituality, language and literacy? What challenges are faced by language and literacy teachers and teacher educators around the globe who seek to respond to diverse religious and spiritual perspectives in their work? And what opportunities do teachers seize or create toward this end? How are developments of language and literacy theory, policy, curriculum and ritual entangled with race and religion?

Design/methodology/approach

Taking an essayist, humanistic approach, this paper summarizes, interprets and comments on previous scholarly works to frame the articles published in the special issue “Religion, Literacies, and English Education in Global Dialogue” in relation to the field and in relation to one another.

Findings

Denise Dávila, Matthew Deroo and Ilhan Mohamud reveal the relationships young people and families forge and navigate among spiritual literacies and literatures, digital technologies and ethnic identities. Heidi Hadley, Jennifer Wargo and Erin McNeill illuminate how teachers’ vocations, as well as their pedagogical goals and curricular artifacts, can become deeply entangled with religious and spiritual sense-making. Kasun Gajasinghe and Priyanka Jayakodi expand perspectives on both the ritualization and racialization of religion through nationalist policies surrounding national anthem performances in Sri Lanka. Anne Whitney and Suresh Canagarajah discuss how spiritual commitments, communities and experiences interact with their scholarly trajectories.

Research limitations/implications

The essay concludes with a discussion of scholarly capacity building that may be needed for conducting research on religion and spirituality in relation to languages, literacies and English education on a global scale.

Practical implications

The second section of the essay discusses challenges faced by language and literacy teachers and teacher educators around the globe who seek to integrate diverse religious and spiritual perspectives into their work. It foregrounds how many teachers and teacher educators work within contexts where ethnoreligious nationalism is on the rise. It highlights the need for language and literacy educators to develop curiosity and basic knowledge about diverse religions. Further it calls for teacher educators to engage with teacher candidates’ religious identities and sense-making.

Social implications

Because it considers religious and spiritual sense-making in relation to language and literacy education, the social implications of this work are significant and wide-reaching. For examples, the paper questions the conceit of secularism within education, pushing readers to consider their own spiritual and religious identifications and influences when they work across religious differences.

Originality/value

This paper identifies, interprets and assesses current threads of work on religious and spiritual sense-making within scholarship on languages, literacies and English education.

Details

English Teaching: Practice & Critique, vol. 21 no. 3
Type: Research Article
ISSN: 1175-8708

Keywords

Article
Publication date: 27 June 2022

Yosuke Kakinuma

This study explores the relationship between financial literacy and quality of life (QoL). The study further examines the mediating effect of fintech adoption and the…

Abstract

Purpose

This study explores the relationship between financial literacy and quality of life (QoL). The study further examines the mediating effect of fintech adoption and the moderating effect of leisure on the relationship between financial literacy and QoL.

Design/methodology/approach

Using convenience sampling, 345 respondents participated in a cross-sectional survey. To test the moderated mediation hypotheses, the PROCESS macro was used.

Findings

The results reveal the mediating effect of fintech adoption on the relationship between financial literacy and QoL, highlighting the importance of digital literacy in an increasingly digitalized society. Moreover, leisure moderates the mediating relationship. Individuals with high leisure are more likely to perceive the uncertainties and risks associated with new technology optimistically – an observation supported by existing literature on the relationships among leisure, perceived freedom, and internal locus of control.

Practical implications

Financial literacy must incorporate digital literacy in order to utilize innovative technology for more efficient financial management. Additionally, having a sense of control over life outcomes can lead to well-being.

Originality/value

Previous research on fintech adoption is mostly related to financial inclusion for the unbanked population in underprivileged rural areas. Here, fintech usage by the general public is the focus. The study also reveals the significance of leisure, as those who have high financial literacy are more likely to adopt fintech when they have more freedom in their lives, which leads to higher QoL.

Peer review

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-10-2021-0633.

Details

International Journal of Social Economics, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0306-8293

Keywords

Article
Publication date: 1 May 1993

Gbadebo Oyeniran Oyelekan

The ultimate aim of \ill\ mass literacy campaigns by the FederalGovernment \ill\ Nigeria in September 1982 was to eradicate illiteracyin Nigeria by the year 2000…

Abstract

The ultimate aim of \ill\ mass literacy campaigns by the Federal Government \ill\ Nigeria in September 1982 was to eradicate illiteracy in Nigeria by the year 2000. Subsequently, several agencies such as the National Commission for Mass Literacy, Adult and Non‐formal Education; Agency for Mass Literacy, etc. were established to achieve this objective. But the library has not been considered as an important agent for promoting mass literacy campaigns. Discusses the roles of the library in the promotion of literacy and suggested strategies to adopt for using the library for mass literacy campaigns in Nigeria.

Details

New Library World, vol. 94 no. 5
Type: Research Article
ISSN: 0307-4803

Keywords

1 – 10 of over 24000