Digital Literacy Monitoring of Graduate Students Based on the Elements of the UNESCO Digital Literacy Competency Framework

Keykha, Batul and Rezaie Kahkhajale, Zahra Digital Literacy Monitoring of Graduate Students Based on the Elements of the UNESCO Digital Literacy Competency Framework. Academic Librarianship and Information Research, 2024, vol. 58, n. 2, pp. 47-60. [Journal article (Paginated)]

[thumbnail of JLIB_Volume 58_Issue 2_Pages 47-60.pdf]
Preview
 Text
JLIB_Volume 58_Issue 2_Pages 47-60.pdf - Published version
Available under License Creative Commons Attribution Non-commercial.
Download (778kB) | Preview

English abstract

Objective: The purpose of the present study was to evaluate, compare, and analyze the digital literacy of postgraduate students based on the UNESCO Digital Literacy Competencies Framework. Method: The research employs a mixed-methods approach and is applied in terms of purpose. It was conducted in the form of a survey using a descriptive-analytical method. The qualitative part involved analyzing the content of the digital literacy framework established by UNESCO, utilizing a checklist tool based on the Gall technique. The quantitative part was carried out using SPSS software version 25, employing one-sample t-test and Levene's test for equality of variances. Quantitative data were collected through a questionnaire, with the statistical population consisting of graduate students from the University of Sistan and Baluchistan in the fields of humanities and basic sciences. After calculating the variance, the sample size was estimated to be 120 participants, using available and non-random quota sampling methods. Results: From the qualitative part of the research, five main components were identified as key components of UNESCO's digital literacy framework. Among these, the research sample's mastery of the "digital research" component received the highest average score (3.217), indicating a medium level of proficiency, while the "digital environment safety" component had the lowest average score (2.355), which was evaluated as low. According to the results of Levene's test (0.635), no significant difference was observed in the level of digital literacy between the research community in the fields of humanities and basic sciences. Conclusion: The results of this monitoring can significantly contribute to a more serious focus on and explicit inclusion of digital literacy skills in university educational programs. Addressing this important issue will lead to the continuous and up-to-date training of students in digital literacy skills, as well as the creation of an environment that empowers the audience based on new international guidelines and frameworks.

Item type: Journal article (Paginated)
Keywords: Digital Literacy, UNESCO Digital Literacy, Competencies Framework, Graduate Students, University of Sistan and Baluchistan
Subjects: C. Users, literacy and reading. > CE. Literacy.
C. Users, literacy and reading. > CZ. None of these, but in this section.
Depositing user: Maliheh Dorkhosh
Date deposited: 25 Mar 2025 06:07
Last modified: 25 Mar 2025 06:07
URI: http://hdl.handle.net/10760/46442

References

Abdollahyan, H., & Ahmadi, M. (2011). A survey analysis of digital literacy among undergraduate students of the University of Tehran. Amity Journal of Media& communication Studies, 1(1),1-6. https://www.academia.edu/477451

Adabi Firozjah, H., & Yamini Firouz, M. (2018). The effect of digital literacy to increase knowledge of physical education students. Journal of Knowledge Retrieval and Semantic Systems, 4(14), 117-135. https://doi.org/10.22054/jks.2018.36586.1203 (in Persian)

A Global Framework of Reference on Digital Literacy (2018). UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000224655

Albrechtsen, E., & Hovden, J. (2009). The information security digital divide between information security managers and users. Computers & Security, 28(6), 476-490. https://doi.org/10.1016/j.cose.2009.01.003

Alipour, J., Farsadhabibi, H., & Karimi, A. (2021). Media and information literacy among postgraduate students. Applied Health Information Technology, 1(2), 2-10. https://doi.org/10.18502/ahit.v2i1.6163

Aliabadi, K., & Rajabiyan Dehzireh, M. (2018). The role of digital literacy on the institutionalization of information and communication technology in e-learning.2nd International Conference on Psychology, Counseling, and Education. (In Persian) https://civilica.com/doc/843254

Arbabi, T. (2019). The impact of digital literacy on e-learning of virtual college students of University of Sistan and Baluchestan. The Thesis of M.S. Sistan and Baluchestan University, Zahedan, Iran. (In Persian)

Asadullah. B. (2014). Digital information literacy a survey among research scholars of vellore district. Knowledge Librarian, 1(1). http://www.klibjlis.com/4.pdf

Bab al-Hawaeji, F. (2015). Content analysis. Encyclopedia of Library and Information, Volume 1. Ed by Abbas Horri, 620-623. Tehran: National Library of the Islamic Republic of Iran. (In Persian)

Black, R. W. (2005). Access and affiliation: The literacy and composition practices of English‐language learners in an online fanfiction community. Journal of Adolescent & Adult Literacy, 49(2), 118–128. https://doi.org/10.1598/JAAL.49.2.4

Black, R. W. (2009). English‐language learners, fan communities, and 21st‐century skills. Journal of Adolescent & Adult Literacy, 52(8), 688-697. https://doi.org/10.1598/JAAL.52.8.4

Breakstone, J., McGrew, S., Smith, M., Ortega, T., & Wineburg, S. (2018). Why we need a new approach to teaching digital literacy. Phi Delta Kappan, 99(6), 27-32. https://doi.org/10.1177/0031721718762419

Colton, J. (2020). Social, innovative and deep: Exploring digital literacies in a year 9 English classroom. Changing English, 27(3), 270-284. https://doi.org/10.1080/1358684X.2020.1766946

Gall, M., Borg, W., & Gall, J. (2013). Quantitative and qualitative research methods in educational sciences and psychology, tr. by Khosrow Bagheri and colleagues, Shahid Beheshti University Press, 9th edition. Tehran Iran. (In Persian)

Ginger, J. A. (2015). Capturing the context of digital literacy: A case study of Illinois public libraries in underserved communities. University of Illinois at Urbana-Champaign. https://www.ideals.illinois.edu/items/89343

Hasani, M., Sarrafzadeh, M., & Fahimifar, S. (2021). Investigating the relationship between the level of digital literacy and self-directed learning among students of Sharif Industrial University. Studies in Library and Information Science, 13(1), 56-79. https://doi.org/10.22055/slis.2021.32281.1688 (In Persian)

Hadilou, A. (2015). The role of information technology trends on digital literacy through futures research. Allameh Tabatabayi University, Tehran, Iran. (In Persian)

John, G. (2014). Exploring ESL students’ perceptions of their digital reading skills [Unpublished doctoral dissertation]. University of Nottingham. http://eprints.nottingham.ac.uk/14080/

Kamarulzaman, M. S., Shuhidan, S. M. & Wahid, K. A. (2022). The Moderating Role of Information Security Behaviour (ISB) on the Relationship between Digital Literacy (DL) and Information Security Culture (ISC): A Proposed Research Framework. In Proceedings, )1( 35. https://doi.org/10.3390/proceedings2022082035

Kanthawongs, P., Suwandee, S., Jabutay, F. A., Chitcharoen, C., Kanthawongs, P., & Limpachot, T. (2016). The effect of digital literacy on learning in higher. Education. International Journal of Scientific and Technical Advancements, 2(1), 237-240. https://www.ijsta.com/papers/ijstav2n1y16/IJSTA-V2N1R82Y16.pdf

Keykha, B. (2023). Monitoring the Elements of Information Literacy Framework for Higher Education (ECRAL) in the upstream documents of the country's higher education. Librarianship and information Organization Studies. https://www.doi.org/10.30484/nastinfo.2023.3465.2234. (In Persian)

Kirinić, V. (2016). Accessibility of digital information: standards, frameworks, and tools related to information literacy and information technology. In European Conference on Information Literacy. Springer, Cham179-189.

Kwon, J. (2020). A study on the effect of digital literacy education in personal information security perception. Convergence Security Journal, 20(4), 161-167. https://doi.org/10.33778/kcsa.2020.20.4.161

Meurant, R. C. (2008). The key importance of L2 digital literacy to Korean EFL pedagogy: College students use L2 English to make campus video guides with their cell phone videocams, and to view and respond to their videos on an L2 English language social networking site. International Journal of Hybrid Information Technology, 1(1), 65–72. https://gvpress.com/journals/IJHIT/vol1_no1/7.pdf

Perry, M. (2018). Young people, old researchers, academics, artists: Working across some great divides in digital literacy research. Journal of Literacy Research. https://doi.org/10.1177/14687941211010029

Rezaeikahkhazhaleh, Z. (2021). Assessment of Digital Literacy of Master Degree Students of Alzahra University based on JISC Framework. Thesis of M.A.. Al-Zahra University, Tehran, Iran. (In Persian)

Rinekso, A. B., Rodliyah, R. S., & Pertiwi, I. (2021). Digital literacy practices in tertiary education: A case of EFL postgraduate students. Studies


Downloads

Downloads per month over past year

Actions (login required)

View Item View Item
Contact us
Send email Sponsors
Sponsor: AIMS Sponsor: D&P Sponsor: UniNa CAB Get connected
Facebook Facebook Twitter Twitter Linkedin LinkedIn RSS RSS