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This article seeks to understand the ways that the COVID-19 pandemic has tested the effectiveness of library-based equity, diversity, and inclusion efforts. In the early days of the pandemic, libraries closed their doors and pivoted to digital services and programs, resources often inaccessible to BIPOC and low-income users. Since reopening, libraries have found that the lack of diversity in their ranks and information curation is compromising their ability to actualize the equity, diversity, and inclusion goals—objectives that are critical to closing the socioeconomic gaps that the pandemic has only widened. [ABSTRACT FROM AUTHOR]

ObjectivesMethodsResultsConclusionsClinical ImplicationsHealth-related factors, such as health status, health anxiety, and health literacy, are established contributors to self-efficacy. However, the relationship between electronic health literacy and self-efficacy is less known. The present study examined the role of electronic health literacy in relation to self-efficacy among community-dwelling older adults.Cross-sectional survey data were collected in the United States between September 2022 and March 2023. The survey dataset consisted of 191 responses from individuals in the United States who were ages 65 or older. It provided information about survey respondents’ sociodemographic status, perceived health status, health anxiety, electronic health literacy, and self-efficacy. Hierarchical linear regression was conducted to analyze the data.Electronic health literacy was positively related to self-efficacy, and health anxiety was negatively related to self-efficacy, with sociodemographic status and perceived health status controlled.The results indicate that electronic health literacy can be a source of self-efficacy among community-dwelling older adults.Improving older adults’ electronic health literacy may help them maintain self-efficacy, and the improvement should be made, especially in the domains of evaluating health information found on the internet and making decisions based on the information. [ABSTRACT FROM AUTHOR]

This Teaching and Learning Guide explores the instructional method of student‐created book trailers including how this can be done, and some potential benefits this instructional practice can have on students' reading development, specifically by providing concrete instruction of the comprehension strategy of visualization. [ABSTRACT FROM AUTHOR]

This article presents a study evaluating student perceptions of learning experiences creating ArcGIS StoryMaps. The Taxonomy of Educational Objectives (Bloom's Taxonomy) provides a framework for organising, analysing, and interpreting a survey completed by 154 students from high school to postgraduate. Using a mix of quantitative and qualitative methods we found student perceptions of the level of learning to be similar across education cohorts in the cognitive domain, exhibit some differences in psychomotor domain, and are markedly different in the affective domain. In terms of what they learned, postgraduates perceive the experience as being mostly about communicating ideas or storytelling more than undergraduates who, in addition, tend to see the experience as preparing maps and working with geographic information systems. Undergraduates tend to conflate gaining knowledge (cognitive) with learning skills (psychomotor), suggesting a greater focus on working with the technology. Most students across all education levels found the learning experience challenging and beneficial (affective) though some students did not. We conclude that while the creation of StoryMaps is good for student retention and offers an effective scaffolding framework for geography and GIS education, it is important for educators to design StoryMap learning activities using clearly defined learning outcomes and assessment rubrics. [ABSTRACT FROM AUTHOR]

The new development pattern has identified two key avenues for the sustained advancement of high-quality agricultural and rural development: digitalisation and low-carbon development. The measurement of the digital economy and the agricultural carbon emission performance, and their spatial and temporal heterogeneity, is a crucial step in promoting the spatial coordination and sustainable development of digitalisation and low-carbon agriculture. This paper employs the entropy value method, SBM model, and coupling coordination degree model to investigate the coupling coordination measurement and spatial-temporal heterogeneity of the performance of the digital economy and agricultural carbon emissions. The data used are provincial panel data from 2013 to 2021. The simulation results demonstrate that, between 2013 and 2021, the digital economy of all provinces exhibited varying degrees of growth, yet the development of the digital economy between provinces exhibited a more pronounced tendency to diverge. Concurrently, the agricultural carbon emission efficiency in China exhibited a fluctuating upward trend. The development of the digital economy and the efficiency of agricultural carbon emission were found to be highly coupled. Their coupling and coordination relationship showed a downward trend followed by an upward trend. In general, it is suggested that we should increase investment in digital economy infrastructure and technology, promote digital agricultural applications, strengthen policy guidance and financial support, establish a coupling coordination mechanism and strengthen farmers' digital literacy and environmental awareness. [ABSTRACT FROM AUTHOR]

This research highlights the crucial function of children’s library services in advancing literacy and competency development. It underscores the urgency for libraries to evolve beyond conventional roles, advocating for a comprehensive literacy framework that integrates reading, writing, digital literacy, and critical thinking. Through qualitative analysis, the study outlines strategic measures for transforming libraries into vibrant, interactive spaces that nurture children’s intellectual and social growth, positioning libraries as key facilitators of lifelong learning. It calls for a significant paradigm shift in children’s library services to adeptly address emerging educational demands, emphasizing innovation and inclusivity in service design. [ABSTRACT FROM AUTHOR]

The impact of algorithms on the way knowledge is created and shared has been seen as a revolutionary shift in the knowledge apparatus of society. Using the concept of paradigm shifts, this study explores how librarians providing information literacy programs and services described the programs they offer in information and digital literacies, their understandings of algorithms and how they might see future services. Using an information practices approach, data were collected from 30 librarians from university libraries across NSW. The analysis identified a range of paradigms that could have implications for changes in professional practices. Significant was the paradigm of the algorithm as ‘black box’, indicating a lack of technical knowledge about algorithms. Also important was the emphasis on the transactional paradigm in the literacy programs provided, with descriptions focussing on the behavioural aspects of the skills of students. Given the situation in universities post-pandemic, there was little optimism that significant changes would be made to the programs and services currently offered, although a small number of participants had implemented their own micro revolutionary changes. As paradigm shifts occur through changes in knowledge, and revolutionary changes require a supportive environment, the study concludes that only piecemeal evolutionary changes can be made currently. [ABSTRACT FROM AUTHOR]

This article reflects on developments in research into Latin American video games two decades after the first studies in the field. In particular, it fills a gap in research by reflecting on the pedagogical uses of video games, focusing both on their value in the undergraduate classroom and on the design of educational games for use by school children, asking to what extent games might afford their players impactful embodied experiences and ways of navigating complex systems of information and power. The case studies centre on the teaching of environmental humanities and digital literacy in a specifically Latin American context. [ABSTRACT FROM AUTHOR]

Demand for broadband internet has far outpaced its availability. In addition, the "new normal" imposed by the COVID-19 pandemic has further disadvantaged unserved and underserved areas. To address this challenge, federal and state agencies are funding internet service providers (ISPs) to deploy broadband infrastructure in these areas. To support goals to provide broadband service to as many people as possible as quickly as possible, policymakers and ISPs may benefit from better tools to predict take rates and formulate effective strategies to increase the adoption of high-speed internet. However, there is typically insufficient data available to understand consumer attitudes. We propose using an agent-based model grounded in the Theory of Planned Behavior, a behavioral theory that explains the consumer's decision-making process. The model simulates residential broadband adoption by capturing the effect of market competition, broadband service attributes, and consumer characteristics. We demonstrate the effectiveness of this type of tool via a use case in Missouri to show how simulation results can inform predictions of broadband adoption. In the model, broadband take rates increase as the presence of existing internet users in the area increases and price decreases. With further development, this type of simulation can guide decision-making for infrastructure and digital literacy investment based on demand as well as support the design of market subsidies that aim to reduce the digital divide. [ABSTRACT FROM AUTHOR]

Since the introduction of the Sustainable Development Goals, social entrepreneurship has received increasing attention from governments and universities. This study evaluated antecedents of social entrepreneurial intentions (SEI), including perceived social awareness among peers, social responsibility, perceived social support, outcome expectations of social entrepreneurship and digital literacy. The role of entrepreneurial creativity in moderating these relationships was also explored. A closed-ended questionnaire was administered to gather data from undergraduate and postgraduate students in Taiwan. The responses of 303 participants were analysed. Results indicated that perceived social awareness among peers, perceived social support, and digital literacy positively influenced SEI. Entrepreneurial creativity was revealed to positively moderate the relationships between outcome expectations of social entrepreneurship and SEI, between social responsibility and SEI, between perceived social support and SEI, and between digital literacy and SEI. These results are useful for policymakers and universities helping students become social entrepreneurs. [ABSTRACT FROM AUTHOR]

Efforts to create a sustainable future require careful and complex thinking, interdisciplinary and cross-organizational collaboration, and effective and ethical communication. However, the structural biases of digital communication technologies foster modes of thought and expression that undermine or impede these necessities. While one possible solution to this problem is digital literacy, the two prevailing paradigms of digital literacy both reproduce the myth of technological neutrality. This myth further inhibits sustainability by wrongly suggesting that digital technologies are appropriate to all communication goals and tasks. As a corrective to these models, I propose a new paradigm of digital literacy, one rooted in media ecology. The adoption of this model, I maintain, allows us to consciously co-create our social world rather than merely inhabit it. [ABSTRACT FROM AUTHOR]

Research has shown that the home digital literacy practices of children are shaped based on their parents' mediation strategies. While there is extensive literature on parental mediation strategies for children's digital media use as well as first language learning, this line of inquiry is not extensively explored in the context of second language learning. Driven by these points, in this study, I have used demographic profiles, semi-structured interviews, and video-recordings to discover the mediation strategies used by Iranian mothers based on sociocultural theory. Drawing on thematic analysis and deductive-inductive coding, I found that there were porous boundaries between the types of mediation strategies that were used by Iranian mothers to control or support the home digital literacy practices of their children. These differences and similarities were caused by the social, historical, cultural, economic, and political factors in the context of Iran. The findings of this study have extended the knowledge about how parents control or support their children's second language learning (L2) through digital technologies in the home context. These findings can provide worthwhile insights to English Language Teaching (ELT) stakeholders in the context of Iran, particularly how to establish a nexus between children's second language learning in the home and classroom context. [ABSTRACT FROM AUTHOR]

Agro-based small and medium enterprises (SMEs) are currently receiving top priority among policymakers of the South Asian Association for Regional Cooperation (SAARC) nations due to their great contribution to employment and GDP growth. This study examines the impact of financial literacy on the sustainable competitive performance of agro-based SMEs, with a focus on the mediating role of access to digital finance and the moderating role of business experience. Using Partial Least Squares Structural Equation Modelling (PLS-SEM), we analysed data from 345 SME owner-managers. The results indicate that financial literacy positively affects sustainable competitive performance, with access to digital finance serving as a significant mediator. However, business experience does not moderate the relationship between financial literacy and access to digital finance. These findings suggest that improving financial literacy and enhancing digital finance access are critical for the sustainable development of agro-based SMEs in the SAARC region. [ABSTRACT FROM AUTHOR]

This article reports the findings of a survey of more than 100 Australian outer regional and remote public library managers. Public libraries in these areas serve more than 2.5 million Australians, representing an important yet under-researched topic. Using an online questionnaire, with a response rate of more than 40%, we asked public library managers in rural Australia about the services provided by both fixed-site and mobile libraries (where applicable), as well as online and other outreach services. Questions also covered the value, issues and challenges of respondents' library services. Findings suggest that while rural libraries perform some similar functions to their more urban counterparts, and share some challenges, they are especially valued by their communities in the absence of alternative services and social outlets, making the library even more of a key facilitator, potentially, of social inclusion and community interaction. Respondents also noted an increasing demand for IT services and digital literacy support among their users, a need sometimes at odds with the challenge these libraries face maintaining up-to-date technical infrastructure. [ABSTRACT FROM AUTHOR]

This study investigated how different dimensions of digital literacy (DL) competence were related to digital literacy practices in teaching and teacher identity. Survey data were collected from 910 pre-service teachers in China. Structural equation modelling (SEM) was conducted to analyse the data. Findings indicated that among the five dimensions of DL competence, three were significant positive predictors of digital practices in teaching, including information and information literacy, communication and collaboration, and security. In addition, digital literacy practices significantly and positively predicted teacher identity and mediated the effect of DL competence on teacher identity. The study suggests the significance of enhancing DL competence and integrating digital technology as pedagogical tools to help pre-service teachers bridge the gap between their personal use of technology and teacher identity in relation to digital literacy. [ABSTRACT FROM AUTHOR]

The transition to digital payments is an ongoing trend, yet cash remains important for a substantial and diverse group of individuals. This emerges from a study using rich payment diary data of Dutch consumers. A total of 7% of the respondents report always using cash at points of sale and 28% indicate they cannot do without cash. Cash is especially important for people with low digital literacy, people who are blind or visually impaired, people with limited or no hand function, people with a mild intellectual disability and people who find it difficult to make ends meet on their income. Even though many parties involved in the payment industry are developing their payment solutions to enhance accessibility for a broader audience, there will continue to be people for whom the use of digital payments poses significant challenges. It is therefore essential that cash remains accessible and available. [ABSTRACT FROM AUTHOR]

This discussion article examines the potential integration of Generative Artificial Intelligence (Gen-AI), including advanced Large-Language Models like the popular platform ChatGPT into subject English education. Following the significant public and academic attention in response to these technologies through 2023, this paper considers the transformative potential and challenges posed by Gen-AI in educational settings. Central to the discussion is the exploration of how English teachers can leverage Gen-AI to enrich student learning beyond the obvious domain of writing skills. Instead, the article foregrounds the necessity for students' understanding of Gen-AI as an essential component of digital literacy. While acknowledging ethical concerns such as plagiarism, equity, and access, the paper presents an argument for the productive use of Gen-AI in the classroom to augment reading, viewing, and interpretation lessons. Avoiding an evangelical or dystopian view of AI, this discussion piece explores the time-critical and urgent issue of how, when, and why English can engage with the technology. [ABSTRACT FROM AUTHOR]

In a time of rapid technological change, there is a need to provide students with relevant learning opportunities to support the development of their transferable skills. Set in a higher education context in Taiwan, this study sought to investigate how students perceived their engagement with a task-based, multimedia project within an English as a foreign language (EFL) course. Participants were 73 third-year undergraduate university students who were engaged in an 18-week task-based video-making project as part of the EFL course. Data, which were analysed qualitatively, included students' reflective essays and post-course transcribed interviews with 15 of the students. Overall, the students felt that participating in the task-based project had enhanced their literacy competencies through the process of gathering relevant information; supported their learning motivation and engagement as they sought to discover the necessary resources to generate their videos; and fostered their awareness of how they could apply the knowledge and skills they developed in the course to new contexts. Task-based, digital projects can provide one way of helping students to develop transferable skills. As technology continues to evolve, this study highlights the need to consider more fully, in the context of tertiary education, how best to support students to acquire and hone the competencies that they will require in employment. [ABSTRACT FROM AUTHOR]

Sourcing and intertextual integration skills are critical to the development of young students' digital literacy skills. Sourcing skills include identifying source parameters (e.g., recognizing the author, publication date, publisher) and analyzing the author's expertise. The objective of this study is to investigate which sourcing skills used by students in document selection are most associated with intertextual integration skills. A total of 165 students attending lower secondary school participated in the research. Students completed a sourcing inventory, an intertextual integration task (after reading multiple texts), and control variables measures (prior knowledge, prior beliefs, and text comprehension). The results of exploratory factor analysis showed three dimensions for sourcing, namely source identification, author's competence, and judgment on website choice. Furthermore, hierarchical regressions showed that author competence was the only sourcing factor associated with intertextual integration skills, after controlling for the effect of control variables. These results suggest that even younger students pay attention to author expertise when choosing texts to use for their assignments, and doing so enhances their competence in integrating information across sources. [ABSTRACT FROM AUTHOR]

This paper, co‐authored between three adults and five children aged 8–11, adopts a 'collaborative writing as inquiry' approach to examine and discuss the authors' experiences of a participatory research project through the lens of critical dialectical pluralism. In the original project, children formed two 'young advisory panels', one online, comprising children from all over England, and one in a primary school in a suburban area in North England, informing and collaborating on the creation of 45 educational activities supporting critical digital literacy. Rather than focusing on the original research itself, the paper focuses on making a methodological contribution, through detailed and collaborative reflections on notions such as agency, power and control. Over a period of four 60 to 90 min‐long meetings once the actual research was completed, adult and child authors considered their respective roles in the project, as well as detailing their understanding of the project as a whole. In co‐framing our perceptions of participatory research, we problematise adult anxieties and highlight the importance of exploring 'silence as voice', arguing for an extension to participatory research projects, going beyond the research itself and creating a 'third space' which is un/familiar to all participants, openly inviting engagement with discomfort and normalising uncertainty. [ABSTRACT FROM AUTHOR]

I demonstrate an approach fostering inventive interpretation of short stories in Literary Studies and higher education generally. It involves constructing an 'assemblage'—at its simplest, an evolving network of unusual connections for creative outcome. The assemblage of this article combines freshly located research literature, directly and indirectly related to a story's themes, and/or the personality type of protagonists. Importantly, this assemblage also utilizes text analysis software revealing the relatively invisible (e.g. (in)frequent words, parts of speech, and topics) and Large Language Model (LLM) Generative AI to enrich the interpretation. The use of all these elements helps productively exceed initial intuitions about the story, facilitating creativity. I model the approach using Edgar Allan Poe's short story, The Black Cat , whose protagonist is a homicidal psychopath. Specifically, the assemblage here includes relevant software-based research (a corpus analysis of homicidal psychopathic language), non-software-based research (psychoanalytical literary criticism of The Black Cat using the empirically validated concept of transference), text analysis software (WMatrix and Datayze), and the LLM Generative AI, 'ChatGPT' (using the freely available LLM GPT-3.5). One use of this approach is as a pedagogy in Literary Studies employing text analysis software (e.g. on a digital stylistics course). Yet given creative adaptability is a key 21st-century skill, with digital literacy—including the use of Generative AI—an important contemporary competence, and with the short story genre universally known, I highlight too the utility of this approach as a university-wide pedagogy for enhancing creative thinking. [ABSTRACT FROM AUTHOR]

This research explores the learner identity of female students learning English as a second language (ESL) at a public university in Pakistan through digital texts of identity (DTIs) created by them and learners' associations of educational experiences across time and locations which impact their emergent identities. Following the poststructuralist framework on identity negotiation and "thematic" and "dialogic/performative" analysis, and image analysis framework by Kress and van Leeuwen, 33 DTIs were gathered and analyzed from 10 female ESL learners. The function of gender as a fundamental identity marker in educational experiences was investigated in particular, in order to demonstrate how social identity is established through multiple discourses. The study highlights DTIs' ability to strengthen learners' identities and promote more empowered identities through diverse learning environments. The main argument of the research is that female learners use digital stories to create an interpersonal space that expresses strong ties between their family and everyday locations, such as university, and the target language population, all of which shape their social identities as women and learners. The participants felt empowered by associating themselves with competent users of English making authority claims, developing their authority in and via their digital texts. [ABSTRACT FROM AUTHOR]

Objective: The present study investigated if the same users are vulnerable to phishing emails, scam text messages, and fake news headlines and if there are universal predictors of susceptibility for all three tasks. Background: Theoretical research provides support for the notion that the same users likely fall for multiple forms of online deception. However, no research has directly compared susceptibility for various online deceptions (eg phishing, disinformation, scam text messages) within the same group of users. Method: Participants completed an online survey consisting of demographic questions, the Cognitive Reflection Test (ie impulsivity), and the Digital Literacy Scale, and classified 90 legitimate and deceptive emails, text messages, and news headlines. Results: Results suggest that individuals who struggle to discriminate between deceptive and legitimate stimuli on one task experience similar difficulties on the other two tasks. Additionally, while lower levels of digital literacy and cognitive reflectiveness predicted poorer discrimination abilities across all three tasks, age did not predict performance. Interestingly, participants appeared to be the most susceptible to phishing emails. Conclusion: Overall, individuals who fall for one form of online deception appear to be more likely to fall for other forms of deception, and digital literacy and cognitive reflectiveness can predict widespread vulnerability to online deception. [ABSTRACT FROM AUTHOR]

The fast-paced evolution of technology has compelled the digitalization of education, requiring educators to interact with computers and develop digital competencies relevant to the teaching–learning process. This need has prompted various organizations to define frameworks for assessing digital competency emphasizing teachers' interaction with computer technologies in education. Different authors have presented assessment methods for teachers' digital competence based on the video analysis of recorded classes using sensors such as cameras, microphones, or electroencephalograms. The main limitation of these solutions is the large number of resources they require, making it difficult to assess large numbers of teachers in resource-constrained environments. This article proposes the automation of teachers' digital competence evaluation process based on monitoring metrics obtained from teachers' interaction with a Learning Management System (LMS). Based on the Digital Competence Framework for Educators (DigCompEdu), indicators were defined and extracted that allow automatic measurement of a teacher's competency level. A tool was designed and implemented to conduct a successful proof of concept capable of automating the evaluation process of all university faculty, including 987 lecturers from different fields of knowledge. Results obtained allow for drawing conclusions on technological adoption according to the teacher's profile and planning educational actions to improve these competencies. [ABSTRACT FROM AUTHOR]

This paper presents an analysis on information disorder in social media platforms. The study employed methods such as Natural Language Processing, Topic Modeling, and Knowledge Graph building to gain new insights into the phenomenon of fake news and its impact on critical thinking and knowledge management. The analysis focused on four research questions: 1) the distribution of misinformation, disinformation, and malinformation across different platforms; 2) recurring themes in fake news and their visibility; 3) the role of artificial intelligence as an authoritative and/or spreader agent; and 4) strategies for combating information disorder. The role of AI was highlighted, both as a tool for fact-checking and building truthiness identification bots, and as a potential amplifier of false narratives. Strategies proposed for combating information disorder include improving digital literacy skills and promoting critical thinking among social media users. [ABSTRACT FROM AUTHOR]

Digital technology literacy, attitude, efficacy, and online engagement are important for effective teaching in a contemporary world. This study examines the connections between pre-service teachers’ (PST) self-assessed digital technology literacy, attitudes, self-efficacy, and engagement in online learning. It also explores how these aspects relate to their gender, age, and learning mode. A total of 110 first year PSTs responded to an online survey consisting of Likert scale questions and demographic information. These PSTs can access various study options, including online, on-campus, and a mixture of both. First, a series of one-way analyses of variance was conducted to evaluate the relationship between age range, gender, mode of study and the different constructs. Next, Post Hoc tests were conducted to evaluate pairwise differences among the significant means. The study found significant differences in PSTs’ digital literacy based on gender, attitude, and engagement in online learning. It suggests that teacher education should adopt tailored strategies to address these technology skill gaps. Personalised support for PSTs could improve their digital literacy and confidence in using technology for teaching. The implications for course and programme design in teacher education are also explored. [ABSTRACT FROM AUTHOR]

Purpose: The importance of health literacy (HL) and digital health literacy (e-HL) in promoting healthy behavior and informed decision making is becoming increasingly apparent. This study aimed to assess the effects of HL and e-HL on the quality of life (QoL) of men who underwent radical prostatectomy (RP) for localized prostate cancer. Materials and methods: This prospective observational study included 104 patients who underwent RP for localized prostate cancer. HL and e-HL were evaluated using the validated eHealth Literacy Scale and European Health Literacy Survey Questionnaire Short Form before RP. We evaluated patients' physical, psychological, social, and global QoL using the validated EORTC QLQ-C30 8 weeks after RP. The exclusion criterion was any difficulties in language and comprehension. We employed one-way ANOVA to compare continuous variables across groups in univariate analysis and used MANOVA for exploring relationships among multiple continuous variables and groups in the multivariate analysis. Results: Multivariate analyses showed that poorer e-HL and HL were associated with being older (p = 0.019), having less education (p < 0.001), and not having access to the internet (p < 0.001). Logistic regression analysis revealed significant associations between improved e-HL (p = 0.043) and HL (p = 0.023), better global health status, and higher emotional functioning (p = 0.011). However, the symptom scales did not differ significantly between the e-HL and HL groups. Conclusion: Our study showed a positive association between self-reported HL/e-HL and QoL, marking the first report on the impact of HL/e-HL on the QoL in men who underwent RP for clinically localized prostate cancer. [ABSTRACT FROM AUTHOR]

Retrograde intrarenal surgery (RIRS) is the recommended treatment for renal stones up to two cm in size. As digital health literacy (e-HL) has become increasingly important in promoting informed health decisions and healthy behaviors, it is necessary to investigate its impact on RIRS treatment outcomes. We aimed to explore the influence of patients' e-HL level on their postoperative quality of life (QoL). We conducted an observational prospective study of 111 patients who underwent RIRS for renal pelvis stones. Before RIRS, we evaluated patients' e-HL using the electronic health literacy scale (eHEALS). QoL was evaluated using the five-level EuroQol five-dimensional questionnaire (EQ-5D-5L) one month after RIRS. SFR was determined by a negative CT scan or asymptomatic patients with stone fragments < 3 mm. Adult individuals aged 18 years or older with typical calyceal anatomy met the eligibility criteria for enrollment. Exclusion criteria for the study included patients with ureteric stones, anomalous kidneys, or bilateral renal stones. The relationship between patients' QoL and stone-free rate was explored using Spearman's rank correlation coefficient. The mean stone burden was 14 ± 3 mm (6–19 mm). The overall SFR was 83.3% after one month. The median EQ-5D-5L utility index and VAS score were 0.826 (0.41–1) and 70 (20–100) respectively, for the overall population. We found that poorer e-HL was associated with being older (p = 0.035), having less education (p = 0.005), and not having access to the internet (p < 0.001). A significant difference was observed between patients with sufficient e-HL and patients with limited e-HL in the self-care (p = 0.02) and anxiety/depression (p = 0.021) dimensions. To date, no study has examined the impact of patients' e-HL levels on postoperative QoL in patients undergoing RIRS. This study also revealed that e-HL levels in patients undergoing RIRS were related to postoperative QoL, especially self-care and anxiety/depression dimensions, whereas there was no relationship between them and SFR. [ABSTRACT FROM AUTHOR]

Background: Digital literacy refers to the capacity to critically assess digital content, use digital tools in professional settings, and operate digital devices with proficiency. The healthcare sector has rapidly digitized in the last few decades. This systematic review and meta-analysis aimed to assess the digital literacy level of health professionals in the Ethiopian health sector and identify associated factors. The study reviewed relevant literature and analyzed the data to provide a comprehensive understanding of the current state of digital literacy among health professionals in Ethiopia. Methods: The study was examined by using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) criteria. Evidence was gathered from the databases of Google Scholar, Pub Med, Cochrane Library, Hinari, CINAHL, and Global Health. Consequently, five articles met the eligible criteria for inclusion. The analysis was carried out using STATA version 11. The heterogeneity was evaluated using the I2 test, while the funnel plot and Egger's regression test statistic were used to examine for potential publication bias. The pooled effect size of each trial is evaluated using a random effect model meta-analysis, which provides a 95% confidence interval. Result: A total of five articles were included in this meta-analysis and the overall pooled prevalence of this study was 49.85% (95% CI: 37.22–62.47). six variables, Monthly incomes AOR = 3.89 (95% CI: 1.03–14.66), computer literacy 2.93 (95% CI: 1.27–6.74), perceived usefulness 1.68 (95% CI: 1.59–4.52), educational status 2.56 (95% CI: 1.59–4.13), attitude 2.23 (95% CI: 1.49–3.35), perceived ease of use 2.22 (95% CI: 1.52–3.23) were significantly associated with the outcome variable. Conclusion: The findings of the study revealed that the overall digital literacy level among health professionals in Ethiopia was relatively low. The study highlights the importance of addressing the digital literacy gap among health professionals in Ethiopia. It suggests the need for targeted interventions, such as increasing monthly incomes, giving computer training, creating a positive attitude, and educational initiatives, to enhance digital literacy skills among health professionals. By improving digital literacy, health professionals can effectively utilize digital technologies and contribute to the advancement of healthcare services in Ethiopia. [ABSTRACT FROM AUTHOR]

Social media engagement is part of our society, especially for the younger generation who are keen on technology. Nowadays, social media has become the most used platform to pick up information. Therefore, the increased number of social media users was not followed by the ability to distinguish between fake and authentic information online. There is a reason that drives someone to hold a specific belief since epistemic is a domain-dependent form that exists contextually. This study develops a scale with 33 items to investigate the variables of internet epistemic beliefs, digital literacy, and social media engagements. A total of 512 participants administered the survey using the snowball sampling method. This study generates five CFA analysis factors and concludes a model through an SEM analysis. This study investigated the interrelationship between internet epistemic belief and social media engagement with digital literacy as a mediation role. Findings draw some conclusions and practical implications in preparing the youth to be digitally adaptive and wise. [ABSTRACT FROM AUTHOR]

In the new world brought by the digital age, the ability to effectively find the content on web pages, to research the truth of the information obtained and not to be exposed to deceptions, is defined as digital literacy. Social media has positive and negative effects on the lives of individuals who upload all their activities to social media as a way of self-realization is found. These effects, largely depend on users' digital literacy, which is their cognitive ability. In this study, it is aimed to examine the digital literacy skills of individuals in their use of social media. The use of social media was examined in terms of digital literacy in the major earthquake disaster that occurred on February 6, 2023, whose epicenter was Kahramanmaraş, affected 10 provinces at once. The sample of the research consists of data taken from accounts registered on Twitter (X Space), a social media platform. The data was obtained by extracting the shares made on Twitter between 08.02.2023-15.02.2023 from the Maxqda 2022 qualitative data analysis program. The information reached through 5000 tweets, accessed through the authors' official accounts and tagged #earthquake and #disaster, was analyzed and evaluated in the Maxqda 2022 program. According to the findings; within the scope of digital literacy skills, activities of individuals such as creating video reels (reels), tweeting synchronously with different social media accounts (Instagram, etc.) and drawing attention to fake sites can be considered as sub-codes. [ABSTRACT FROM AUTHOR]

All libraries, especially public libraries, must continue to play a leading role in closing the digital divide. Through this article, the authors present a brief history of libraries and the digital divide, how libraries address the digital divide through digital equity, ways the U.S. government has addressed the digital divide, insights shared from serving on the New Jersey Broadband Access Commission, strategies that public libraries can implement to bring about digital inclusion, the need for libraries to address the technology needs of youth, the importance of public-private partnerships and examples of initiatives and the resources created that address digital equity. [ABSTRACT FROM AUTHOR]

As a form of synthetic media built on the Internet's extensive visual datasets with evolving machine learning techniques, deepfakes raise the specter of new types of informational harms and possibilities for image-based abuse. There are calls for three types of defensive response: regulation, technical controls, and improved digital or media literacy. Each is problematic by itself. This article asks what kind of literacy can address deepfake harms, proposing an artificial intelligence (AI) and data literacy framework to explore the potential for social learning with deepfakes and identify sites and methods for intervening in their cultures of production. The article applies contextual qualitative content analysis to explore the most popular GitHub repositories and YouTube accounts teaching "how to deepfake." The analysis shows that these sites contribute to socializing AI and establishing cultures of social learning, offering potential sites of intervention and pointing to new methods for addressing AI and data harms. [ABSTRACT FROM AUTHOR]

Teacher educators should serve as role models in terms of information and communication technologies (ICTs) use to promote digital literacy of future teachers. To analyze the association between role modeling by teacher educators and preservice teachers' digital literacy and ICT integration intention in their classrooms, 185 physical education (PE) preservice teachers in the German federal state of Baden-Württemberg completed an online questionnaire of self-assessed technological, pedagogical, and content knowledge (TPACK) and ICT integration. The results of regression models revealed a positive association between content knowledge and pedagogical knowledge (PK) and overall intent to integrate ICT into teaching. The results further indicated that the impact of role modeling on preservice teachers varies depending on the chosen ICT. In this paper, we discuss the implications of these findings for higher education in general and for PE in particular. [ABSTRACT FROM AUTHOR]

This article analyzes the relationship between the selfperception of media, information, and digital literacy among future teachers of telesecondary education and their sociodemographic characteristics, such as sex, age and academic year is analyzed. A quantitative, descriptive, and correlational study was conducted with a sample of 148 students from the Bachelor's program in Teaching and Learning in Telesecondary Education at a teacher training school in Veracruz, Mexico. The data were collected through an ad hoc questionnaire, and their evaluation was carried out through statistical methods such as the t test, Spearman's correlation, and analysis of variance. The results revealed no significant differences in this type of literacy based on sex, age, or academic year. In addition, the majority of students perceive themselves at an intermediate level of this competency. This finding underscores the importance of future research for an objective assessment and the strengthening of training programs in media, information, and digital literacy for future teachers. [ABSTRACT FROM AUTHOR]

This study evaluates the impact of sales promotions that are featured in store flyers distributed by prominent retailers and their capacity to attract consumers to their establishments. A distinctive conceptual framework is introduced that scrutinizes the influence of ethically-minded consumer behavior, digital citizenship/literacy, and a retailer's orientation toward environmental sustainability and explicit ecological concerns. A quasi-experimental design was used to formulate four distinct scenarios from a possible set of eight, stemming from the combinations of three variables: 2 Retailer Positioning (green vs. without explicit ecological claims) × 2 Flyer Mediums (paper vs. digital) × 2 Discount Levels (5% discount vs. 30% discount). Through an online survey, a sample of 269 responses was garnered to gauge consumer reactions to these store flyers, evaluating their attitudes and receptiveness. The findings suggest that attitudes toward paper flyers were more favorable when presented by non-green retailers compared to their green counterparts. This can be attributed to a perceived inconsistency between a green brand positioning and the use of paper flyers. Furthermore, the propensity to transition to digital flyers was notably stronger for green retailers compared to non-green retailers, but this inclination was most pronounced when higher discounts were offered. [ABSTRACT FROM AUTHOR]

This article proposes to disseminate the impact of neuroeducation and metaverses on the processes of reception, understanding and interpretation of cultural and bioemotional memory derived from identity, essentially in Latin American peoples. With a qualitative approach, a systematic review of scientific literature on digital literacy, educommunication, emotional education and memory is proposed, since the end of the 20th century, to fragment certain neoliberal molds and stereotypes. The results suggest that neuroeducation and metaverses contribute to a better use of qualifying moments, which act in learning and in the fixation of cultural semantic memory. Significant resources build the individual and collective imagination, affirm identity and socio-cultural behavior. It concludes that these didactic applications and the collaboration of resources with the indicated indicators contribute to the development of cultural values and cognitive, psychological and social competencies that affect a person's behavior. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this study was to shed some light on the extent to which digital literacy, epistemological belief and reading motivation and engagement predict pre-service teachers' capabilities in teaching 21st century skills. Design/methodology/approach: 21st Century Skills Teaching Scale, Internet based Epistemological Beliefs Scale, Internet based Reading Motivation and Engagement Scale as well as Digital Literacy Scale were used to collect the data. A total of 512 pre-service teachers from four universities in Türkiye participated in the study. Descriptive statistics, correlation and structural equation model fitness tests were performed by using SPSS 24.0 and AMOS 22.0. Findings: First, the results of the correlations analysis indicated that there were statistically significant positive correlations among measured variables. Second, the results of the path and SEM model fit tests demonstrated that all the model fit indices of X2/df, TLI, CFI, RMSEA met the acceptable criteria and were shown to be an adequate model structure. Finally, the results demonstrated strong evidence for predicting effects of digital literacy, epistemological belief as well as reading motivation and engagement on teaching 21st century skills. Research limitations/implications: This study is limited by the fact that the evidence relies solely on pre-service teachers' self-reporting. Secondly, although the hypothesised model explained 45.2% variance of pre-service teachers' competence in the 21st century skills, 54.8% of it remains unexplained. Originality/value: The results of this study suggest important implications for teaching programs as they underscore the importance of digital literacy on epistemological beliefs, reading motivation and competence in teaching 21st century skills. [ABSTRACT FROM AUTHOR]

A shift in primacy from online participatory cultures to algorithmic cultures invites new questions about literacies in digital contexts. This article contributes to the conceptualisation of literacies in algorithmic cultures through sociomaterial and affect theories. It develops a sociomaterial perspective that proposes felt, observable moments of user–algorithmic co‐productions of culture as a needed unit of analysis for researching contemporary, critical digital literacies. It then employs this unit as a starting point for analysing the interplay of feeling, critical reflection and algorithm agency across one young adult's self‐described literacy practice of 'working algorithms' across social media platforms. Analysis illustrates how critical literacies in algorithmic cultures are driven by processes of human–machine feeling–thinking that cannot be reduced to rational critiques of ideologies, platform capitalism or other forms of power alone. It describes how Malaya became more attuned over time to the affects of working with platform algorithms to craft her community, her sense of self and her sense of well‐being. This sensitivity to feeling moved and feeling the capacity to move machines through the use of her literacies highlights how the facilitation of affect is a crucial point of analysis in understanding contemporary digital literacies. [ABSTRACT FROM AUTHOR]

Digital technology can be a catalyst for positive change for forcibly displaced people if individuals have the requisite digital literacy to participate equally, meaningfully and safely in the digital world. [ABSTRACT FROM AUTHOR]

Information literacy has evolved to digital literacy and emerged as a key concept to cope with competing demands in a digital society. This article conducted a scoping review focused on the trends and features of information literacy instruction in academic libraries in China over the past 40 years, aimed at providing references for digital literacy instruction in digital age for higher education. Through a systematic study of literature, it summed up the past development of information literary as three phases. The sprouting phase featured with manual retrieval dated back in 1981 with the Literature Retrieval course organized by academic libraries. At that time, due to the lack of expertise and experience, the information literacy instruction were beset with difficulties. The growing phase marked by the advent of online public access catalog widely used to discover digital resources, libraries then focused on the IT skills and information retrieval competencies of the patrons. The consolidation phase with the diversified teaching models of information literacy as embedded teaching, MOOC, flip teaching, etc., demonstrating an evolving process of information literacy instruction in the context of technology development. It summarizes the past accomplishments from five perspectives. (1) The release of guiding policies on information literacy education in different phases represented from the Regulations on Academic Libraries in the People's Republic of China in 1981 to Action Plan for Enhancing Digital Literacy and Competencies in 2021. (2) The found of Steering Committee for Academic Libraries in 1981 as an overall coordinated insinuation. (3) The compilation of abundant textbooks on information literacy ranging from document retrieval to resource discovery. (4) The expanding expertise in information literacy instruction with regulated pedagogy. (5) The popularization of the information literacy instruction among academic libraries in higher education. Main experience is concluded as the important role of the government, the industriousness of the librarians in the information literacy sector, and the abundance of textbooks and reference resources, the frequency of experience exchanged in the library community and the customization of information literacy instruction oriented towards user demands. It points out main problems of the current information literacy instruction such as the lack of importance attached to the course, the lag-behind knowledge structure of teaching faculty as well as the outdated content of information literacy instruction teaching materials. It also recommends including critical information evaluation capabilities as a basic competency as well as skills on artificial intelligence, digital twins and other arisen development of information technology in the information literacy instruction. [ABSTRACT FROM AUTHOR]

Given the changing nature of literacy, it is critical to investigate how learners communicate using the multimodal affordances of digital platforms. Guided by metafunctions of Systemic Functional Linguistics, this study developed a multimodal analytical framework to quantify multimodal composing with indicators of functional meaning to evaluate students' multimodal literacy practices from an overall perspective. Based on a high school digital literacy SPOC (Small Private Online Course), this study adopted a mixed-method approach to profile students' multimodal posting and examine teachers' and students' perceptions. The empirical findings included that: (1) Five profiles were identified based on students' ideational, interpersonal, and textual meaning differences: academic posters, sensational posters, visual posters, all-round posters, and perfunctory posters. Academic posters viewed multimodal posting as a presentation of research findings; sensational posters viewed multimodal posting as a connection with classmates; visual posters valued the formal beauty of multimodal posts; all-round posters remixed the ideational, interpersonal, and textual functions of multimodal posting; perfunctory posters viewed multimodal posting as a have-to-do task. (2) Teachers underestimated multimodal posting's interpersonal meaning that students valued. The SFL-based multimodal analytical framework and empirical findings provide implications for explicitly evaluating and guiding students' multimodal composition in digital environments. [ABSTRACT FROM AUTHOR]

Digital literacy plays an important role when digital media content that has emerged only prioritizes entertainment and overrides the informative function. The troubling impact of digital media content on children, especially early childhood as active users who are at a vulnerable age of character formation due to the influence of spectacles and information obtained from digital media, especially social media whose presence is increasingly diverse, makes concerns as parents, especially millennial mothers who should assist in the use of children's social media from an early age. This study aims to identify the implementation strategy for the use of early childhood social media with the location of this research conducted in Makassar city with a total of 6 research informants who are millennial mothers with a vulnerable age of 28-39 years and have children in the early childhood category. The research method used is descriptive qualitative with data collection techniques, namely purposive sampling. In this study, there are research results that show that millennial mothers do several ways to minimize the impact of early childhood addiction to the use of social media such as supervising children's viewing, usage rules, outdoor activities and quality time with children. In this digital era, parents are expected to be able to master technology in controlling and educating children. Technological advances have a tremendous influence on children. not only has a negative impact, but can also help children get information, be creative, innovative, intelligent, and assist children and filter information that is good for their age today but does not prohibit it, but controls it to a safe point. [ABSTRACT FROM AUTHOR]

Reproductive health in early adolescent girls needs to be informed and known from an early age. Reproductive health information should be easy to obtain through digital-based health literacy. This research aims to find out whether digital health literacy is able to answer reproductive health questions for early adolescent girls. This activity uses five steps through a scoping review: Identifying the research question, identifying relevant studies, selecting studies, mapping the data, and compiling a summary and reporting the results. The study includes digital reproductive health literacy activities for early adolescent girls. The search strategy developed is related to digital health and reproductive literacy of adolescent girls. Some electronic databases are PubMed, Science Direct, ProQuest and Google Scholar. Researchers screened titles and abstracts and reviewed the full texts of selected articles to determine final inclusion. The number of data collections eligible for the scoping review includes publications through June 13, 2022, and analyzes beginning in July 2022. The reproductive health digital minimizes parents and caregivers providing reproductive health information that is incorrect and even considered taboo. It is important for the Minister of Health's policy to be able to provide official digital information regarding the reproductive health of early adolescent girls. [ABSTRACT FROM AUTHOR]

The article focuses on the inevitable intertwining of early childhood and technology, emphasizing the importance of guiding children through digital citizenship. Topics include distinguishing between digital literacy and digital citizenship, addressing the digital divide and equity issues, and understanding the implications of technology access for children's development and education.