Journal articles on the topic 'Critical data literacy'
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Shorish, Yasmeen. "Data Information Literacy and Undergraduates: A Critical Competency." College & Undergraduate Libraries 22, no. 1 (January 2, 2015): 97–106. http://dx.doi.org/10.1080/10691316.2015.1001246.
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Corti, Louise. "Survey Data in Teaching Project (SDiT): Enhancing Critical Thinking and Data Literacy." IASSIST Quarterly 28, no. 2 (August 16, 2005): 39. http://dx.doi.org/10.29173/iq796.
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Jandrić, Petar. "The Postdigital Challenge of Critical Media Literacy." International Journal of Critical Media Literacy 1, no. 1 (April 3, 2019): 26–37. http://dx.doi.org/10.1163/25900110-00101002.
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This article situates contemporary critical media literacy into a postdigital context. It examines recent advances in data literacy, with an accent to Big Data literacy and data bias, and expands them with insights from critical algorithm studies and the critical posthumanist perspective to education. The article briefly outlines differences between older software technologies and artificial intelligence (AI), and introduces associated concepts such as machine learning, neural networks, deep learning, and AI bias. Finally, it explores the complex interplay between Big Data and AI and teases out three urgent challenges for postdigital critical media literacy. (1) Critical media literacy needs to reinvent existing theories and practices for the postdigital context. (2) Reinvented theories and practices need to find a new balance between the technological aspects of data and AI literacy with the political aspects of data and AI literacy, and learn how to deal with non-predictability. (3) Critical media literacy needs to embrace the posthumanist challenge; we also need to start thinking what makes AIs literate and develop ways of raising literate thinking machines. In our postdigital age, critical media literacy has a crucial role in conceptualisation, development, and understanding of new forms of intelligence we would like to live with in the future.
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Bonsor Kurki, Sarah Elizabeth. "Investigating Adolescent Critical Literacy Engagement." Language and Literacy 17, no. 3 (June 8, 2015): 13. http://dx.doi.org/10.20360/g2jc7w.
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In this paper the author considers adolescents’ important texts and how they are adopting a critical literacy approach towards them. Qualitative data are presented that demonstrate how critically minded these adolescents are when engaging with texts. The author suggests approaches teachers can take to enhance the relationship between literacy curriculum and teenagers’ text-based interests. A tool for evaluating adolescents’ approach to texts is presented to assist teachers so they can move their students beyond evaluative thinking into a transformative position. This article concludes with suggestions for how teachers can develop their own critical literacy approach to texts and curriculum.
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Usova, Tatiana, and Robert Laws. "Teaching a one-credit course on data literacy and data visualisation." Journal of Information Literacy 15, no. 1 (January 11, 2021): 84. http://dx.doi.org/10.11645/15.1.2840.
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Data literacy skills are becoming critical in today’s world as the quantity of data grows exponentially and becomes the ‘currency’ of power. In spring 2020, a team of two librarians piloted a new one-credit course in data literacy and data visualisation. This report explains the rationale behind the project and discusses the place of data literacy within information literacy (IL) instruction. The authors describe the pilot’s learning objectives, topics covered, course design, the structure of assignments and the delivery of the course. They analyse the feedback received on the course and suggest ways to refine their practice.
The article calls for a re-envisaging of the library’s role in data literacy instruction. It aims to address how librarians can extend their current practice of teaching IL to data literacy and why it is important. The authors’ experience may inspire other academic librarians to incorporate data literacy and data visualisation into their teaching practice.
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FRANÇOIS, KAREN, CARLOS MONTEIRO, and PATRICK ALLO. "BIG-DATA LITERACY AS A NEW VOCATION FOR STATISTICAL LITERACY." STATISTICS EDUCATION RESEARCH JOURNAL 19, no. 1 (February 29, 2020): 194–205. http://dx.doi.org/10.52041/serj.v19i1.130.
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In the contemporary society a massive amount of data is generated continuously by various means, and they are called Big-Data sets. Big Data has potential and limits which need to be understood by statisticians and statistics consumers, therefore it is a challenge to develop Big-Data Literacy to support the needs of constructive, concerned, and reflective citizens. However, the development of the concept of statistical literacy mirrors the current gap between purely technical and socio-political characterizations of Big Data. In this paper, we review the recent history of the concept of statistical literacy and highlight the need to integrate the new challenges and critical issues from data science associated with Big Data, including ethics, epistemology, mathematical justification, and math washing.
First published February 2020 at Statistics Education Research Journal Archives
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Jackson, Glenn. "Harry Potter and the Critical gaze: Autonomy pathways in literary response writing." Journal of Education, no. 83 (August 6, 2021): 1–18. http://dx.doi.org/10.17159/2520-9868/i83a04.
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Critical literacy studies require both textual reading and a knowledge of power dynamics in context. To achieve in critical literacy, learners need to work with different kinds of knowledge and integrate them. In this paper, I analyse how learners connect representations of social injustice from a popular literary text to issues of social justice in their broader cultural context. I investigate how different forms of knowledge came together in their response to a writing task. The empirical data comes from a critical literary course taught to Grade 8 learners in an English class in the southeastern United States. I offer an analysis of an exemplary essay submitted by a learner. In the analysis, I use concepts from the Legitimation Code Theory (LCT) dimension of Autonomy to show how the essay brought together information from the literary texts and from beyond to support interpretations of the characters' stances on the rights of elves. The analysis highlights how integration of knowledge drawn from imaginary and real contexts meets both the implicit and explicit critical literacy goals of the task. The findings offer a means for understanding how autonomy pathways can support teachers and learners in recognising and realising connections between texts and broader cultural discourses in ways that align with disciplinary literacy practices.
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Suhardiana, I. Putu Andre, Luh Putu Artini, Ni Nyoman Padmadewi, and Putu Kerti Nitiasih. "Critical Literacy in an EFL Setting: Lecturers’ Perception." Journal of Language Teaching and Research 14, no. 1 (January 1, 2023): 90–95. http://dx.doi.org/10.17507/jltr.1401.10.
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This study intended to determine lecturers' understanding of critical literacy, how they applied it in reading class, and their reasons for continuing to teach critical literacy to students. This study involved five English lecturers as the subjects of the study. The researchers used various techniques to obtain data, namely interviews, documentation, and observation. The collected data were analyzed qualitatively using the interactive data analysis model. This study found that the lecturers' have different ways of defining critical literacy. However, their understanding of critical literacy aligns with the concept of critical literacy in general. Furthermore, lecturers' understanding influences their strategies to promote critical literacy in their English as a foreign language class. Thus, they applied various teaching strategies to ensure that the students could improve their critical literacy. In addition, they also have strong reasons for promoting critical literacy sustainably. Detailed findings are discussed in this article.
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Pangrazio, Luci. "BEYOND YOUNG PEOPLE’S PRIVACY ONLINE: DATA LITERACY PROJECTS FOR CRITICAL DATA EDUCATION." Institute for Education and Research Gyeongin National University of Education 3, no. 2 (2020): 19–39. http://dx.doi.org/10.25020/joe.2020.3.2.19.
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Mendelowitz, Belinda. "Conceptualising and enacting the critical imagination through a critical writing pedagogy." English Teaching: Practice & Critique 16, no. 2 (September 4, 2017): 178–93. http://dx.doi.org/10.1108/etpc-08-2016-0102.
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Purpose Imagination in critical literacy research is usually referred to as a taken for granted concept that is seldom theorised, leaving the assumptions unchecked that everyone has a shared understanding of imagination. This paper aims to challenge critical literacy researchers to rethink the relationship between criticality and imagination and its implication for a critical writing pedagogy. It aims to synthesise the imagination and criticality in the context of critical literacy, both theoretically and empirically and in doing so to illustrate what form a critical writing pedagogy that foregrounds the critical imagination might take. Design/methodology/approach This argument is illustrated through analysing two sets of data that contain embodied enactments of contested gender issues across different modes and genres. Data from student teachers’ embodied enactments of contested gender issues and from their writing on these issues were analysed thematically. Findings A crucial aspect of the critical imagination entails creating pedagogical spaces that mobilise affect and empathy alongside criticality. Embodied literacy work across different modes and genres can play a significant role in facilitating the critical imagination by enabling students to enact, perform and immerse themselves in different discourses, ultimately generating new insights and ways of seeing. Research limitations/implications Data was drawn from a relatively small sample of 30 assignments in the context of teacher education in South Africa. More empirical research needs to be conducted across a wider range of contexts. Practical implications The paper provides a theoretical framework and practical ideas for implementing a critical writing pedagogy that foregrounds the critical imagination and thus could be used in both teacher education contexts and school literacy classrooms. Originality/value This paper challenges critical literacy researchers to rethink the relationship between criticality and imagination and its implication for a critical writing pedagogy.
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Osorio, Nestor L. "Data literacy in academic libraries: teaching critical thinking with numbers." Public Services Quarterly 18, no. 1 (January 2, 2022): 40–41. http://dx.doi.org/10.1080/15228959.2022.2026139.
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Cosgrove, Kathy, Mary Suiter, and Scott Wolla. "Data Literacy Contributes to Critical Thinking: FRED for the Classroom." Social Studies Research and Practice 7, no. 1 (March 1, 2012): 29–45. http://dx.doi.org/10.1108/ssrp-01-2012-b0004.
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The authors make the case that data literacy is a key component to critical thinking in the world today. They describe the Federal Reserve Economic Data (FRED) database and how it can be used. They provide a classroom lesson that uses FRED to help students gain an understanding of inflation and price stability.
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Gypin, Lindsay. "Data Literacy in Academic Libraries: Teaching Critical Thinking With Numbers." Technical Services Quarterly 39, no. 2 (April 3, 2022): 205–6. http://dx.doi.org/10.1080/07317131.2022.2045445.
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Kim, Yeonji, and Hyuk Suh. "The Direction of Literacy Education in the context of ‘Datafication’: Reviewing alternative discussions on Data Literacy." Korean Association for Literacy 13, no. 5 (October 31, 2022): 379–411. http://dx.doi.org/10.37736/kjlr.2022.10.13.5.13.
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This study calls attention to the present question as to literacy education addressing the change of literacy environments driven by datafication. First of all. issues of datafication are discussed in respect to changes of literacy practices. This establishes the argument requiring the intervention of literacy education for learners subject to risks in the context of datafication such as the loss of agency, prevailing data epistemology. control. In what follow, the concept of ‘data literacy’ is examined for the purpose of mapping out literacy education in datafication. Data literacy has received much attention in response to the rise of Big Data technologies. Discourses surrounded by data literacy are explored by dwelling upon interdisciplinary characteristics and main elements of the concept. Attempts to reconceptualize data literacy. which have been made in accordance with critical insights into Big Data technologies, are also explored. Finally, the direction of literacy education in the age of data based on critical literacy is suggested. It is hoped that this study is able to provide an impetus for further studies on literacy education in the context of datafication.
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Shreiner, Tamara L. "Building a data literate citizenry: how US state standards address data and data visualizations in social studies." Information and Learning Sciences 121, no. 11/12 (November 4, 2020): 909–31. http://dx.doi.org/10.1108/ils-03-2020-0054.
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Purpose Data literacy – the ability to read, analyze, interpret, evaluate and argue with data and data visualizations – is an essential competency in social studies. This study aims to examine the degree to which US state standards require teachers to teach data literacy in social studies, addressing the questions: to what extent are US social studies teachers required to teach data literacy? If they are required to teach it, are they provided with guidance about competencies to address at each school or grade level and with respect to particular content? Design/methodology/approach The study used content analysis, using a variety of priori and emergent codes, to review social studies standards documents from all 50 states and the District of Columbia. Findings Findings indicate that although state standards suggest that data visualizations should play a role in social studies instruction, they provide poor guidance for a coherent, progressive and critical approach across grade levels. Originality/value This paper currently knows little about if and how teachers address data literacy in social studies education. This study provides a snapshot of guidance teachers across states are given for teaching data literacy, and by extension, the quality of data literacy instruction recommended for students across the USA.
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Tuncer, Murat. "A Critical Question: Can we Trust Smartphone Survey Data?" Journal of Education and Training Studies 5, no. 6 (April 24, 2017): 33. http://dx.doi.org/10.11114/jets.v5i6.2337.
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The main aim of this study is to determine whether a significant difference exits among data collection with printed materials and with smart phones. The research was conducted with 282 teacher candidates who take pedagogical formation training. Three data collection tools were used throughout the study. As the results of the current research, no significant differences were obtained among attitude scores towards teaching profession with regard to common effect of application method and faculty variables. However, significant differences in participant opinions were determined among different application methods (smartphone and printed) of Metacognitive Thinking Skills and Information Literacy Scales. In addition, no significant difference was found among opinions towards Metacognitive Thinking Skills and Information Literacy Scales with regard to common effect of application method and faculty variables. Based on these research findings, it is not recommended to distribute survey items containing technical information or some complex expressions via smartphones. Relations among the questionnaire content and the department of education confirm this situation.
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Ibrahim, Nizar Kamal. "Critical Literacy: Conflicts, Challenges, Adaptations and Transformation?" Studies in English Language Teaching 4, no. 3 (July 5, 2016): 330. http://dx.doi.org/10.22158/selt.v4n3p330.
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<p><em>This case study explored how the involvement of two ESL instructors in critical literacy research, including master’s thesis, made them experience different challenges, ideological conflicts and successes. One of them was teaching ESL in secondary classes when she carried out her thesis about critical literacy. She also cooperated with the researcher in a critical literacy study after she had finished data collection for her thesis. The other participant taught ESL in elementary classes and is currently teaching at universities. The study, which took place in Lebanon, revealed how the varied ideological positions, views and contexts of the two instructors made them go through different transformations. The data suggests that involving teachers and masters’ students in critical literacy research constitutes and important platform to train them in the various complex dimensions of critical literacy, particularly in settings where this approach faces significant resistance. </em></p>
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Johansson, Veronica, and Jörgen Stenlund. "Making time/breaking time: critical literacy and politics of time in data visualisation." Journal of Documentation 78, no. 1 (October 19, 2021): 60–82. http://dx.doi.org/10.1108/jd-12-2020-0210.
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PurposeRepresentations of time are commonly used to construct narratives in visualisations of data. However, since time is a value-laden concept, and no representation can provide a full, objective account of “temporal reality”, they are also biased and political: reproducing and reinforcing certain views and values at the expense of alternative ones. This conceptual paper aims to explore expressions of temporal bias and politics in data visualisation, along with possibly mitigating user approaches and design strategies.Design/methodology/approachThis study presents a theoretical framework rooted in a sociotechnical view of representations as biased and political, combined with perspectives from critical literacy, radical literacy and critical design. The framework provides a basis for discussion of various types and effects of temporal bias in visualisation. Empirical examples from previous research and public resources illustrate the arguments.FindingsFour types of political effects of temporal bias in visualisations are presented, expressed as limitation of view, disregard of variation, oppression of social groups and misrepresentation of topic and suggest that appropriate critical and radical literacy approaches require users and designers to critique, contextualise, counter and cross beyond expressions of the same. Supporting critical design strategies involve the inclusion of multiple datasets and representations; broad access to flexible tools; and inclusive participation of marginalised groups.Originality/valueThe paper draws attention to a vital, yet little researched problem of temporal representation in visualisations of data. It offers a pioneering bridging of critical literacy, radical literacy and critical design and emphasises mutual rather than contradictory interests of the empirical sciences and humanities.
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Coe, Nicola. "Critical Evaluation of the Mental Health Literacy Framework Using Qualitative Data." International Journal of Mental Health Promotion 11, no. 4 (November 2009): 34–44. http://dx.doi.org/10.1080/14623730.2009.9721798.
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Sylvia, J. J. "An Affirmative Approach to Teaching Critical Data Studies." Journalism and Media 2, no. 4 (October 21, 2021): 641–56. http://dx.doi.org/10.3390/journalmedia2040038.
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This article proposes an affirmative theoretical framework for teaching students about social media, algorithms, and critical data studies and offers a concrete example of an assignment that can be used to help students better understand how social media sites impact our processes of subjectivation, or how we are created as subjects. This pedagogical approach is situated within larger conversations about how to best approach media literacy, digital literacy, and other emerging 21st century literacies. Drawing upon a pedagogical action research methodology, this article analyzes student projects and reflections to determine how one can actively participate in one’s own processes of subjectivation as they relate to social media, as well as what factors facilitate or limit this ability. I argue that a deeper understanding of how platforms and algorithms function increases one’s ability to intervene in their own processes of subjectivation. Further, I analyze student projects to demonstrate how the assignment helped students better conceptualize the ways that their data were being captured and then used by Facebook. This analysis showed that the inherent for-profit nature of the Facebook platform limits the possibility of intervention ability by design. These results suggest that new approaches to social media platforms, such as those that are non-profit or for the public good, might open further opportunities for more creative interventions. These experimentations at both the level of the user and the platform align well with an affirmative critical theory approach of experimentation and counter-actualization.
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Zureck, Alexander, Viktoria Daus, and Philippe Krahnhof. "Critical Analysis of Pensions Taking into Account Selected Aspects of Financial Literacy." International Journal of Innovation and Economic Development 6, no. 3 (2020): 29–35. http://dx.doi.org/10.18775/ijied.1849-7551-7020.2015.63.2003.
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In this study we investigate the impact of government debt on the economic growth of General financial education, so-called financial literacy, which plays an essential role in private retirement provisions. A study by the Organization for Economic Co-operation and Development (OECD) in 2015 shows that financial literacy is not prevalent in Germany (OECD, 2015). The aim of this scientific paper is to underline the importance of financial literacy for private retirement provisions. Due to the falling level of pensions in Germany, investments in a private pension are essential. Therefore, a regression analysis is carried out. An academic goal is to analyze if gender, net income and academic degree have a positive impact on financial literacy. In summary, it can be said that there is a significant influence of gender. With regard to the significant imbalance in the gender distribution (three quarters are male), the data should be expanded in the future. While net income as well as academic degree both have positive effect, correlation was only shown for net income. An ideal level of private retirement provisions was not determined in the empirical study. Based on these empirical insights, it is recommended that the federal states should invest in the financial education of their citizens to counteract poverty in age.
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Listiani, Ivayuni, Herawati Susilo, and Sueb Sueb. "Relationship between Scientific Literacy and Critical Thinking of Prospective Teachers." AL-ISHLAH: Jurnal Pendidikan 14, no. 1 (April 15, 2022): 721–30. http://dx.doi.org/10.35445/alishlah.v14i1.1355.
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The study aimed to analyze the relationship between scientific literacy and critical thinking in primary school teacher education undergraduate students. The subjects in the study were 127 students majoring in the Faculty of Teacher Training and Education at a private university in Madiun, Indonesia. The type of research used is correlational research with the research instrument multiple-choice tests. Data analysis was performed using the Pearson correlation test using SPSS version 25, which had previously been tested for normality and homogeneity. The normality test results of critical thinking ability and scientific literacy data obtained sig. 0.406, the data has been normally distributed. Furthermore, the data tested for homogeneity and scientific data literacy sig. 0.679 and critical thinking data sig. 0.944, so that the data was declared homogeneous and continued with the Pearson correlation test, which obtained a sig. 0.44. The results showed a relationship between scientific literacy and the critical thinking of prospective teacher students. This result indicated that understanding science requires good thinking, especially critical thinking.
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Sipitanos, Konstantinos. "Evaluating Students’ Final Text Production in Polyphonic Critical Literacy Practices: Combining Appraisal Theory with Qualitative Data Sources." International Journal of Education and Literacy Studies 9, no. 1 (January 31, 2021): 113. http://dx.doi.org/10.7575/aiac.ijels.v.9n.1p.113.
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Critical literacy practices have moved their interest from Freirean binary analyses (e.g. oppressor versus oppressed) to more complex perspectives, where in a text the author/speaker is (dis) aligned with different discourse communities. Despite the fact that these teaching practices that are based in multiple discources are gaining attention, little work has been done on the assessment of the teaching practices. During the last decades, the literacy activities researches have focused on the teacher-student interactions and the teacher talks (asking questions, types of questions), neglecting the final text production, which is also a significant factor in the evaluation of literacy practices. In this paper, after the implementation of polyphonic literacy practices in a rural junior high school in Crete, Greece, the teacher-researcher assessed the final student written products using the Appraisal Theory. Further qualitative methodological data gathering sources enhanced the identification of the contextual factors that can explain in depth the discourses the students (re)produced in their texts. These findings suggest that Appraisal Theory combined with such methodological choices, where the context is identified, is more supportive in the evaluation of these complex critical literacy practices and provides the teacher and students fruitful feedback concerning critical literacy awareness.
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Giraldo, Fredy. "Implementing critical literacy in A1 undergraduate students." GiST Education and Learning Research Journal, no. 16 (July 4, 2018): 100–116. http://dx.doi.org/10.26817/16925777.399.
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The aim of this article is to analyze the current teaching practices utilized with undergraduate students at Universidad de Ibagué, who are required to complete Reading Comprehension coursework to obtain their professional degree. Two different methods for Critical Literacy proposed by Clarke and Whitney, and McLaughlin and DeVoogd, are used as examples for piloting and implementation stages respectively. Two different groups belonging to the same level were chosen to perform the activities during the second academic year of 2017. The collected data was analyzed using Grounded Thoery procedures. Results showed that critical literacy is not a task that has been well developed at the Language Center. Therefore, the author suggests that teacher education in the area of Critical Literacy should be implemented in pedagogical training.
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Koltay, Tibor. "Data literacy: in search of a name and identity." Journal of Documentation 71, no. 2 (March 9, 2015): 401–15. http://dx.doi.org/10.1108/jd-02-2014-0026.
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Purpose – The role of data literacy is discussed in the light of such activities as data a quality, data management, data curation, and data citation. The differing terms and their relationship to the most important literacies are examined. The paper aims to discuss these issues. Design/methodology/approach – By stressing the importance of data literacy in fulfilling the mission of the contemporary academic library, the paper centres on information literacy, while the characteristics of other relevant literacies are also examined. The content of data literacy education is explained in the context of data-related activities. Findings – It can be concluded that there is a need for data literacy and it is advantageous to have a unified terminology. Data literacy can be offered both to researchers, who need to become data literate science workers and have the goal to educate data management professionals. Several lists of competencies contain important skills and abilities, many of them indicating the close relationship between data literacy and information literacy. It is vital to take a critical stance on hopes and fears, related to the promises of widespread ability of (big) data. Originality/value – The paper intends to be an add-on to the body of knowledge about information literacy and other literacies in the light of research data and data literacy.
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Asnawi, Asnawi, Ida Zulaeha, Sri Wahyuni, and Fauzul Etfita. "Humanist Literacy in Critical Reading Activities as an Alternative Direction for Future Language Learning." AL-ISHLAH: Jurnal Pendidikan 14, no. 2 (June 18, 2022): 2579–88. http://dx.doi.org/10.35445/alishlah.v14i2.1514.
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Humanist literacy is an awareness of reading and understanding human phenomena that can be created through critical reading activities. Critical reading activities aim to reflect on the reading results so that they can make wise decisions on how to think and behave humanely. Decision-making skills need to be improved through critical reading learning with a humanist literacy approach. The problem so far is the unavailability of future learning designs by integrating humanist literacy through critical reading activities. Therefore, this study focuses on how to integrate humanist literacy in critical reading activities as an alternative direction for future language learning. The purpose of this study was to describe the grand design of integrating humanist literacy in critical reading activities as an alternative direction for future language learning. This research is a development research of one part of the development research procedure. The data for this study were sourced from the comments of lecturers and students from questionnaires distributed online. This research instrument was developed based on the concept of language learning, characteristics of humanist literacy, and characteristics of critical reading that have been validated. Data analysis was carried out critically reflectively by using tagCrow and AntCont applications. The results of the study prove that the grand design of integrating humanist literacy in critical reading activities can be carried out through communicating humanist literacy, collaborating humanist literacy, and humanist critical thinking with sub-skills of analyzing, interpreting, inferring, evaluating, explaining, and regulating oneself in a humanistic manner to make decisions. wisely according to the principles of humanistic life.
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Markham, Annette N. "Critical Pedagogy as a Response to Datafication." Qualitative Inquiry 25, no. 8 (November 28, 2018): 754–60. http://dx.doi.org/10.1177/1077800418809470.
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Critical pedagogy is a vital part of building data literacy. It moves beyond the level of data critique to social action in response to datafication. This article contends that academics can do more to teach those in the public sphere as well as classroom to become critical interpretive researchers of their own lived experience, an action/participatory research framework that identifies critical thinking as the purpose of research and improved digital or data literacy as the outcome of research. This article suggests three strategic modes through which the strengths of critical approaches and qualitative epistemologies can be blended to serve as pedagogical tools for understanding and critically analyzing data, datafication, and other aspects of the digital era.
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Beatty, Nicole A., and Ernesto Hernandez. "Socially responsible pedagogy: critical information literacy and art." Reference Services Review 47, no. 3 (August 1, 2019): 280–93. http://dx.doi.org/10.1108/rsr-02-2019-0012.
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Purpose The purpose of this paper is to examine the theoretical concept of socially responsible pedagogy because it applies to teaching information literacy. Design/methodology/approach At Weber State University, two librarians use a socially responsible pedagogical approach, combining critical information literacy and visual literacy to teach an undergraduate information literacy course. Findings Initial results suggest that the course design and the authors’ approach to socially responsible pedagogy are largely successful based on students’ application of course material to a signature assignment in the course. Research limitations/implications Data are limited because this approach was only used for two semesters. The authors are aware that a socially responsible information literacy classroom needs quality assessment to help make instructional decisions, evaluate teaching strategies and assist with ongoing student learning. Additional semesters of using this instructional approach will allow for reflection and critical inquiry into the theories and teaching strategies that currently inform instruction. Early implications of using this method of instructional design reflect students’ deep understanding of the importance of information literacy because they explore social justice topics. Practical implications The practical implications of this research reveal a theoretical framework for teaching critical information literacy, called socially responsible pedagogy. The theory looks at teaching based on the “spirit” of the course, which is the promotion of equality. It also looks at “the art” of designing an information literacy course, incorporating socially responsible pedagogy, culturally responsive teaching and critical information literacy. This study also looks at “the science” of assessment and offers suggestions on how one might go about assessing a socially responsible information literacy class. Moreover, the authors examine how visual literacy helps teach information literacy concepts in the course as students put together a signature assignment that meets both information literacy course objectives and general education outcomes. Social implications This general review of the theoretical concept of socially responsible pedagogy is limited to two semesters of information literacy instruction. In researching these topics, students situate themselves within a diverse worldview and work to promote awareness and advocacy through group presentations. Originality/value While librarians are exploring critical librarianship and social justice, many are not using socially responsible pedagogy combined with other social theories and images to help students work through the research process and develop information literacy skills.
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Claes, Arnaud, and Thibault Philippette. "Defining a critical data literacy for recommender systems: A media-grounded approach." Journal of Media Literacy Education 12, no. 3 (December 14, 2020): 17–29. http://dx.doi.org/10.23860/jmle-2020-12-3-3.
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Markham, Annette N. "Taking Data Literacy to the Streets: Critical Pedagogy in the Public Sphere." Qualitative Inquiry 26, no. 2 (August 24, 2019): 227–37. http://dx.doi.org/10.1177/1077800419859024.
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This article describes an ongoing series of public arts–based experiments that build critical curiosity and develop data literacy via self-reflexive public interventions. Examined through the lens of remix methodology the Museum of Random Memory exemplifies a form of collective–reflexive meta-analysis whereby interdisciplinary researchers generate immediate social change and build better questions for future public engagement. The experiments help people critically analyze their own social lives and well being in cultural environments of growing datafication and automated (artificial intelligence [AI]-driven) decision-making. Reflexivity, bricolage, and critical pedagogy are emphasized as approaches for responding to changing needs in the public sphere that also build more robust interdisciplinary academic teams.
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May, Laura A., Vera Stenhouse, and Teri Holbrook. "Critical Moment but not Critical Literacy: Perspectives on Teaching about President Obama." Social Studies Research and Practice 9, no. 1 (March 1, 2014): 165–88. http://dx.doi.org/10.1108/ssrp-01-2014-b0010.
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This manuscript describes the findings of an examination of 21 pre-service teachers and one literacy course instructor within the context of a program focused on urban teacher preparation. Using inductive thematic analysis of multiple data sources, the research team identified three themes. First, general agreement existed amongst the pre-service teachers that Barack Obama’s 2008 election was a critical, important moment in U.S. history with consistent rationales for why they should include information about President Obama’s life and work as part of the curriculum, especially for African American students. This theme comprised three trends: the importance of teaching civics, the historical importance of the first African American president, and the importance of President Obama as a role model. Second, pre-service teachers enacted and responded to barriers to teaching critical literacy about the Obama presidency. This second theme also comprised three trends: a reluctance to detract from President Obama’s positive image, an unease in teaching politics, and the references to developmental issues related to the ages of the kindergarten children they taught. Third, inconsistencies occurred amongst pre-service teachers’ understandings of critical literacy.
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Farcis, Fenno, Gunarjo Suryanto Budi, and Enny Wijayanti. "Effect of Project-Based Learning and Science Literacy Ability on Critical Thinking Skills in Virtual Learning of the Thermodynamics Course." JPPS (Jurnal Penelitian Pendidikan Sains) 12, no. 1 (November 27, 2022): 56–68. http://dx.doi.org/10.26740/jpps.v12n1.p56-68.
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Research aims to find the effect of project-based Learning and scientific literacy skills on students' critical thinking skills 20 students in virtual learning of the Thermodynamics class at the Physics Education Study Program. The research design used the three-variable regression technique, which consists of two independent variables, namely project-based Learning (X1), the scientific literacy ability (X2), and the dependent variable, namely critical thinking skills (Y). Data collection techniques include observation sheets, questionnaires with a Likert scale, and evaluation of critical thinking skills. The results of the data analysis show that there is no partial effect of project-based learning on students' critical thinking skills, and the scientific literacy ability variable partially affects the critical thinking skills variable. Project-based Learning and scientific literacy skills significantly affect critical thinking skills. This research implies that there is evidence that Thermodynamics learning is not enough to apply project-based learning but must be equipped with literacy learning because, with a combination of these two things, students' critical thinking skills can increase significantly.
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Hunt, Carolyn S., and Deborah MacPhee. "Using critical discourse analysis to reflect on collaborative professional learning." International Journal of Mentoring and Coaching in Education 9, no. 2 (May 12, 2020): 153–67. http://dx.doi.org/10.1108/ijmce-04-2019-0055.
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PurposeThis article presents a case study of Kelly, a third-grade teacher enrolled in a literacy leadership course within a Master of Reading program. In this course, practicing teachers completed an assignment in which they implemented a literacy coaching cycle with a colleague, video-recorded their interaction, and conducted critical discourse analysis (CDA) of the interaction. The authors explore how engaging in CDA influenced Kelly's enactment of professional identities as she prepared to be a literacy leader.Design/methodology/approachData presented in this article are taken from a larger study of four white, middle-class teachers enrolled in the course. Data sources included the students' final paper and semistructured interviews. The researchers used qualitative coding methods to analyze all data sources, identify prominent themes, and select Kelly as a focal participant for further analysis.FindingsFindings indicate that Kelly's confidence as a literacy leader grew after participating in the coaching cycle and conducting CDA. Through CDA, Kelly explored how prominent discourses of teaching and learning, particularly those relating to novice and expert status, influenced Kelly in-the-moment coaching interactions.Originality/valuePrevious literacy coaching research suggests that literacy coaches need professional learning opportunities that support a deep understanding of coaching stances and discursive moves to effectively support teachers. The current study suggests that CDA may be one promising method for engaging literacy coaches in such work because it allows coaches to gain understandings about how discourses of teaching and learning function within coaching interactions.
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Locke, Brandon T., and Jason A. Heppler. "Teaching Data Literacy for Civic Engagement: Resources for Data Capture and Organization." KULA: Knowledge Creation, Dissemination, and Preservation Studies 2 (November 29, 2018): 23. http://dx.doi.org/10.5334/kula.23.
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Endangered Data Week emerged in the early months of 2017 as an effort to encourage conversations about government-produced, open data and the many factors that can limit its access. The event offers an internationally-coordinated series of events that includes publicizing the availability of datasets, increasing critical engagement with them, encouraging open data policies at all levels of government, and the fostering of data skills through workshops on curation, documentation and discovery, improved access, and preservation. The reflection provides an outline of the curriculum development happening through Endangered Data Week and encourages others to contribute.
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Pamungkas, Zakaria Sandy, Nonoh Siti Aminah, Fahru Nurosyid, and Sri Wahyuni. "Students Critical Thinking Skill in Solving Scientific Literacy using a Metacognitive Test Based on Scientific Literacy." Jurnal Ilmiah Pendidikan Fisika Al-Biruni 7, no. 2 (October 28, 2018): 161. http://dx.doi.org/10.24042/jipfalbiruni.v7i2.2909.
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The purpose of this research is to measure students critical thinking skill in solving scientific literacy using a metacognitive test based on scientific literacy. This research is descriptive research. The subject of this research is 99 students of grade XI in SMA Batik 2 Surakarta. Data collection methods used are test methods which using a metacognitive test based on scientific literacy. Data analysis techniques use quantitative descriptive analysis. The results showed that the achievement of scientific literacy is still low at below 50% for all category. This is due to students critical thinking skill in solving all category of scientific literacy problem is still low. Low student critical thinking skill in solving science as a body of knowledge in the assessment stage with the percentage achievement is 21%. Low percentage achievement of critical thinking skill in solving science as a way of thinking is a clarification (34%), assessment (46%), inference (26%), and strategy (12%). Low percentage achievement of critical thinking skill in solving science as a way of investigating is assessment (39%), inference (5%), and strategy (6%). Low student critical thinking skill in solving science as an interaction between technology and society in the assessment stage with the percentage achievement is 31%.
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Piper, Rebekah E., Laurie A. Sharp, and Roberta D. Raymond. "Diversity in Literacy Education: How Are Literacy Teacher Educators Preparing Teacher Candidates?" Georgia Journal of Literacy 42, no. 1 (June 21, 2019): 6–17. http://dx.doi.org/10.56887/galiteracy.9.
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K-12 classrooms are becoming increasingly more diverse. In order to address the literacy learning needs among all students more effectively, literacy teachers must be sufficiently prepared to address diversity in literacy education. This study explored current preparation practices among literacy teacher educators in one state located in the Southern United States and used sociocultural theories as a lens to better understand reported practice. Qualitative data were collected from 57 responses provided to an open-ended question included on an electronically disseminated survey. Data were analyzed with coding and constant comparison techniques, which resulted in three major themes: coursework, authentic contexts, and resource materials. Findings emphasized a strong need for literacy teacher educators to examine and evaluate their current preparation practices and identify ways to strengthen them to address multicultural education, critical pedagogy, and critical literacy more explicitly. Limitations for this study were addressed, along with recommendations for future studies.
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Yasdin, Yasdin, Muhammad Yahya, Andi Zulfikar Yusuf, Muhammad Iskandar Musa, Sakaria Sakaria, and Yusri Yusri. "The role of new literacy and critical thinking in students' vocational development." Cypriot Journal of Educational Sciences 16, no. 4 (August 31, 2021): 1395–406. http://dx.doi.org/10.18844/cjes.v16i4.5991.
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This study aims to illustrate and describe new literacy and critical thinking to support students' vocational development. This is a quantitative descriptive study using a survey approach. The number of respondents was 122 people. The questionnaire was developed to measure student’s new literacy and critical thinking. The data analysis technique used was a statistic descriptive method. The results showed: (1) the circulation of information in social media among students is very intensive, (2) the intensification of information on social media encourages students to improve the literacy model in the form of new literacy movements, (3) new literacy encourages the improvement of students’ critical thinking, (4) new literacy and critical thinking interact with each other to foster students' vocational development, especially in the formation of soft skills and (5) soft skills related to new literacy and critical thinking, namely, how to obtain, use and disseminate information. Future research requires equity related to the circulation model that can help students predict future needs.
Keywords: New literacy, critical thinking, development, vocational.
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Çelik, Özkan, Halil Çokçalişkan, and Alper Yorulmaz. "Investigation of The Effect of Pre-Service Classroom Teachers’ Critical Thinking Disposition on Their Media Literacy." International Journal of Evaluation and Research in Education (IJERE) 7, no. 3 (September 1, 2018): 194. http://dx.doi.org/10.11591/ijere.v7i3.13960.
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<span lang="EN-US">It is important to develop a critical perspective in terms of interpreting the messages to be given to the individuals through media and questioning the authenticity and content of these messages. It is therefore necessary to train the individuals called media literate who can critically perceive and evaluate the information conveyed through the media to increase the positive effects of the media and to reduce their negative effects as much as possible. The purpose of the current study is to investigate the effect of the pre-service teachers’ critical thinking disposition on their media literacy. The study employed the relational survey model, one of the quantitative research methods. In order to collect data, a personal information form, the Critical Thinking Disposition Scale, and the Media Literacy Level Determination Scale were used as the data collection tools. As a result of the study, the critical thinking disposition of the pre-service teachers was found to be medium and their media literacy was found to be high. The critical thinking disposition was found to be varying significantly depending on their gender and grade level; their media literacy was found to be varying depending on grade level but not on gender. There is a positive but low relationship between critical thinking disposition and media literacy and critical thinking is a significant predictor of media literacy.</span>
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Kim, So Jung. "Possibilities and challenges of early critical literacy practices: Bilingual preschoolers’ exploring multiple voices and gender roles." Journal of Early Childhood Research 14, no. 4 (July 24, 2016): 370–88. http://dx.doi.org/10.1177/1476718x14552878.
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Despite the emphasis on the significance of critical literacy, there has been a startling paucity of studies examining how critical literacy pedagogies can be implemented to preschool bilingual settings. In order to address this gap in the research, this qualitative case study examines the possibilities and challenges of critical literacy in bilingual Korean preschool contexts. Based on Freire’s notion that literacy is inherently political, this study focused on six 4-year-old Korean bilingual children’s reading of picture books during a read-aloud session at the Korean Language School in a Midwestern state. The data were collected for 5 months using multiple collection sources such as audio/video recordings, observational field notes, interviews, children’s artifacts, and an informal notebook, including memos and field jottings. Findings suggest that critical literacy helps young bilingual children to explore multiple perspectives and challenge the dominant gender ideologies. For professionals in early childhood education, the study may contribute to our understanding of the significance of critical literacy conversations with bilingual preschool children.
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Cicek Saglam, Aycan, Ibrahim Cankaya, Hakan Ucer, and Muhammet Cetin. "The Effect of Information Literacy on Teachers’ Critical Thinking Disposition." Journal of Education and Learning 6, no. 3 (March 7, 2017): 31. http://dx.doi.org/10.5539/jel.v6n3p31.
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The concepts of information literacy and critical thinking are two important concepts of today’s information and technology age closely related to each other and sometimes used interchangeably. The purpose of the current study is to explore the relationship between the secondary school teachers’ critical thinking disposition and information literacy. The study was conducted in line with relational survey model. The study group of the research is comprised of 626 secondary school teachers working in 22 secondary schools located in the Şehzadeler province of the city of Manisa in Turkey. The scales were administered to all the teachers in the study group. However, the total number of teachers sampled resulted in 473 (75.56%) usable survey protocols. In the collection of the research data, Turkish adaptation of California Critical Thinking Disposition Inventory (CCTDI-T) and Information Literacy Scale were used. The findings of the study revealed that the teachers’ critical thinking disposition and their information literacy levels are “low”. Besides, it was found that there is a significant, positive and bilateral relationship between the teachers’ critical thinking disposition and information literacy. Moreover, the regression analysis results indicate that the dimensions of information literacy level explain 15% of critical thinking.
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Ozudogru, Fatma. "Analysis of the factors predicting curriculum literacy of preservice teachers." Research in Pedagogy 12, no. 1 (2022): 112–26. http://dx.doi.org/10.5937/istrped2201112o.
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This study aimed to explore the factors predicting curriculum literacy of preservice teachers in terms of some variables, such as gender, taking Curriculum Development in Education course, department, and critical thinking disposition. The research used a relational-correlational survey research design. The participants of the research were 336 seniors who were studying in various departments of the Education Faculty at Usak University. The research data were collected via the "Curriculum Literacy Perception Scale" and the "Critical Thinking Disposition Scale". The data were analyzed through descriptive statistics (mean, standard deviation), Pearson correlation analysis and Hierarchical Multiple Regression. The research findings indicated that a medium level correlation was identified between curriculum literacy and critical thinking. It was also revealed that gender, taking Curriculum Development in Education course and department comprising the first model were significant predictors of curriculum literacy and explained 8% of curriculum literacy. As for the critical thinking sub-dimensions comprising the second model, except tenacity-patience and open-mindedness sub-dimensions, metacognition, flexibility and systematicity were significant predictors of curriculum literacy and explained 25% of curriculum literacy. Based on the findings, the Curriculum Development in Education course may be suggested to be offered as a mandatory course for all departments of education faculty. It is also suggested that education faculty focus on enhancing the critical thinking of preservice teachers.
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Haryanto, Haryanto, Anik Ghufron, Suyantiningsih Suyantiningsih, and Farida Nur Kumala. "The correlation between digital literacy and parents’ roles towards elementary school students’ critical thinking." Cypriot Journal of Educational Sciences 17, no. 3 (March 31, 2022): 828–39. http://dx.doi.org/10.18844/cjes.v17i3.6890.
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This study aimed at discovering the positive and significant relationships between digital literacy and the roles of parents together on the critical thinking skills of fifth-grade elementary school students. This study employs quantitative research, particularly correlational research. This research includes comparative causal research. This research is a quantitative research with a correlational design. The sample used was 70 students who were randomly selected. The data collection method used in this study was a survey using a questionnaire. The data analysis technique used to test the hypothesis is the product–moment correlation technique and regression multiple correlation analysis. The results of this study indicate that there is a positive and significant correlation between digital literacy and critical thinking skills. There is a positive and significant correlation between the roles of parents and critical thinking skills. There is a positive and significant correlation between digital literacy and the roles of parents together on critical thinking skills.
Keywords: Digital literacy, the roles of parents, critical thinking skills.
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Rosfiani, Okta, Tanti Sri Kuswiyanti, and Mohamed Metwaly Abdultawab. "Teacher Students’ Critical Literacy in the Academic Environment." TARBIYA: Journal of Education in Muslim Society 8, no. 2 (December 28, 2021): 179–89. http://dx.doi.org/10.15408/tjems.v8i2.24095.
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AbstractIn an academic setting, critical literacy necessitates that teacher-students be critical of every text message (textbooks, videos, films, and other electronic media) that they read from courses. This study aims to illustrate the critical literacy of teacher students in an academic college environment in Jakarta, Indonesia, describing how critical literacy becomes a habit, a need, and eventually becomes a teacher-student culture. This case study employs a qualitative technique with an ethnographic design. Purposive sampling is used in this study. The research participants were a group of 14 female and two male teacher-students from the Madrasah Ibtidaiyah Teacher Education study program. Observation and documentation are used to collect research data. Observer becoming an insider who participates in critical literacy exercises in the classroom. Portfolios, notes on critical literacy activities, assignments, midterm exam scores, and final exam scores are among the documents gathered. According to the findings of this study, we should first put up an online platform scaffolding for critical literacy. Second, it demands significant encouragement from lecturers at the start of students' teaching preparation program, as well as commitment from lecturers and teacher students. Third, teamwork among lecturers in the study program is required. Fourth, critical discussions must be constructed using multiple narratives from scholarly papers and social media texts.AbstrakDalam lingkungan akademik, literasi kritis mengharuskan guru-siswa bersikap kritis terhadap setiap pesan teks (buku teks, video, film, dan media elektronik lainnya) yang mereka baca dari kursus. Penelitian ini bertujuan untuk menggambarkan literasi kritis siswa guru di lingkungan akademik perguruan tinggi di Jakarta, Indonesia, menggambarkan bagaimana literasi kritis menjadi kebiasaan, kebutuhan, dan akhirnya menjadi budaya guru-siswa. Studi kasus ini menggunakan teknik kualitatif dengan desain etnografi. Purposive sampling digunakan dalam penelitian ini. Partisipan penelitian ini adalah sekelompok 14 orang guru-murid laki-laki dan perempuan dari program studi Pendidikan Guru Madrasah Ibtidaiyah. Observasi dan dokumentasi digunakan untuk mengumpulkan data penelitian. Observer menjadi orang dalam yang mengikuti latihan literasi kritis di kelas. Portofolio, catatan kegiatan literasi kritis, tugas, nilai ujian tengah semester, dan nilai ujian akhir termasuk di antara dokumen yang dikumpulkan. Menurut temuan penelitian ini, pertama-tama kita harus memasang perancah platform online untuk literasi kritis. Kedua, menuntut dorongan yang signifikan dari dosen di awal program persiapan mengajar mahasiswa, serta komitmen dosen dan mahasiswa guru. Ketiga, kerjasama antar dosen di prodi sangat diperlukan. Keempat, diskusi kritis harus dibangun dengan menggunakan narasi ganda dari karya ilmiah dan teks media sosial. How to Cite: Rosfiani, O., Kuswiyanti, T.S., Abdultawab, M. M. (2021). Teacher Students’ Critical Literacy in the Academic Environment. TARBIYA: Journal of Education in Muslim Society, 8(2), 179-189. doi:10.15408/tjems.v8i2.24095.
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Nirmala, Sri Dewi, R. Rahman, and B. Musthafa. "Students’ Elementary Literacy Skill And Critical Thinking Skill Supported By School Literacy Program (SLP)." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 1, no. 2 (August 20, 2018): 92. http://dx.doi.org/10.33578/jtlee.v1i2.5880.
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The literacy skills of elementary school students in Indonesia, according tointernational instructional survey data such as PISA and PIRLS are generally atlow ability level. Starting from this condition, the government then launched theSchool Literacy Program (SLP) which is in sync with the implementation ofCurriculum 2013. This study aims to analyze and calculate the difference ofliteracy ability and students’ fourth graders critical thinking in schools thatorganize SLP in three areas of the village, transitions, and cities located inSukabumi Indonesia. The results showed that the students' fourth-grade literacyability at the SLP organizing school was at a low level of 66.89, the middle level55, the high level 54.67, and the advanced level of 55.89. The students' criticalthinking ability is at a low level of 82.94, 55.33 and 55.67. Based on the resultsof this study, it can be concluded that fourth graders students’ literacy ability atschool organizer SLP in Sukabumi is at low level / factual literal. While fourthgraders students’ critical thinking was able to reach low levels.
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Zainuri, Ahmad, Sukarno, and Miftachul Huda. "Understanding Scientific Literacy and Pedagogy Competence: A Critical Insight into Religious Integration Thinking Skills." Journal of Educational and Social Research 12, no. 1 (January 3, 2022): 273. http://dx.doi.org/10.36941/jesr-2022-0022.
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This study aims to examine the scientific literacy and pedagogical competence on the ability to comprehend the religious integration amongst Islamic education pre-service teachers. This research used a quantitative approach involving 156 participants from several universities. Data were obtained through conducting survey. Data analysis was performed with bivariate correlation. Based on the data analysis carried out, the finding showed that the significant correlation between scientific literacy skills and pedagogy competence to the ability of religious integration thinking skills within Islamic religious content and values. This is based on the value of sig. (2-tailed) between X1 (Science Literacy) to the integration ability obtained that the value of 0,000, which means <0.05. This data proves that there is a significant correlation between the ability of scientific literacy skills and pedagogy skills to the ability of science integration comprehension amongst the Islamic education pre-service teachers.
Received: 2 September 2021 / Accepted: 30 October 2021 / Published: 3 January 2022
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Susanti, Vera Dewi, and Ika Krisdiana. "The Effect of Literacy Skills on the Critical Thinking Skills of Mathematics Education Students." AL-ISHLAH: Jurnal Pendidikan 13, no. 1 (March 30, 2021): 72–79. http://dx.doi.org/10.35445/alishlah.v13i1.371.
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This study aims to see the effect of literacy skills on students' critical thinking skills. This research type is a correlational study to know the relationship between literacy skills and students' critical thinking skills. The total population is 168 students, and the level of precision is set at 10%. A sample of 63 respondents will be obtained, taken using a simple random sampling technique. The data analysis used in this study is a simple regression analysis with the product-moment correlation coefficient formula. The results showed that literacy skills positively correlate with students' critical thinking skills by 80%. It shows that besides literacy, there are still 20% of other factors that can affect students' critical thinking skills.
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Rahimi, Ali, and Rouhollah Askari Bigdeli. "Why does critical literacy hit a snag in the Iranian EFL setting?" Colombian Applied Linguistics Journal 17, no. 1 (January 21, 2015): 53. http://dx.doi.org/10.14483/udistrital.jour.calj.2015.1.a04.
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This study sought to elucidate the challenges of critical literacy practice in an Iranian context. The objectives were twofold: (a) to find out what challenges teachers and students face in the practice of critical literacy and (b) to explore the state of critical literacy in language education. To this end, a sample of 12 English teachers and 120 students majoring in TEFL took part in the study. Data collection procedure was based on students’ reflective notes, semi-structured interviews, and classroom observations. The analysis of the interviews revealed that factors including a) lack of the teachers' familiarity with the concept and tenets of critical literacy, b) students' poor English proficiency, c) lack of attention to critical literacy in curriculum and d) political issues were the major challenges. Classroom observations and students' reflective notes showed that teachers did not encourage students to become involved in ideologies imbedded in the texts.
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Inieke, Otobong. "Data Security." International Journal of Digital Literacy and Digital Competence 10, no. 4 (October 2019): 25–39. http://dx.doi.org/10.4018/ijdldc.2019100102.
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Data security in the information age is a critical facet in the integrity and reliability of the various information systems making up value structures of businesses, organizations etc. Aside from professionals directly involved with securing data within these systems, the importance of data security is not readily apparent to the everyday user of devices in the information systems. The purpose of this literature review is to highlight challenges related to data security and business information systems in conjunction with digital literacy. An extensive literature review was conducted with the aim of identifying and describing scenarios of technology misuse as well as vulnerabilities in vital business information systems. A gap in awareness continues to plague those who leverage information systems for its myriad uses because everyday users will in most cases dismiss data security advice as alarmist or jargon-laden. This falls in line with a 2018 cyber security survey from Statista which showed that 22% of data security tasks was preventing malware while 17% of tasks were dedicated to preventing social engineering and phishing attacks. This literature review will describe possible data insecurity solutions as well as potential areas of further research. The paper will point out the importance of digital literacy as well as recommendations for its improvement in society and also ongoing research in that regard. The essence of this literature review is to identify certain everyday information systems such as decision support systems and transaction processing systems; while pointing out vulnerabilities and threat nature i.e. technical or non-technical and also demonstrating the importance of digital literacy and lack thereof.
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öztay, elif selcan. "Examination of Media Literacy and Critical Thinking Levels of Teacher Candidates in the Age of Global Communication." Journal of Higher Education and Science 11, no. 3 (December 31, 2021): 600–612. http://dx.doi.org/10.5961/jhes.2021.479.
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The media and mass media, which are used extensively in our age, affect individuals in terms of political, cultural, economic and education. The correct and critical use of media requires media literacy and critical thinking skills, among 21st-century skills. Individuals with these skills are required to interpret, evaluate and analyze the information obtained through mass media with a critical perspective. The concept of media literacy is an interdisciplinary concept that falls under the scope of both communication sciences and educational sciences. The aim of the study is to reveal the media literacy and critical thinking skill levels of teacher candidates and the relationship between media literacy and critical thinking skill levels. The survey model, which is one of the quantitative research methods, was used in the study. The study sample consists of 185 Science, Turkish and Classroom teacher candidates studying at different grade levels in the education faculty of a state university in the 2018-2019 academic year. Data were collected using a personal information form, Media Literacy Scale and Critical Thinking Tendency Scale. In the data analysis, descriptive statistics, Kolmogorov-Smirnov test to look at the normality of the distributions, Mann-Whitney test and Kruskal-Wallis test to look at the difference between the variables were used. As a result of the study, it was found that pre-service teachers’ media literacy and critical thinking skills did not show a significant difference according to gender, duration of internet use and the primary function they sought in TV programs. In addition, while the critical thinking skill level of the pre-service teacher does not differ according to the grade level and department, the media literacy skill levels of the pre-service teachers vary according to the grade level and department. In terms of social media tools, it was found that pre-service teachers with high critical thinking levels preferred to use Twitter more, while pre-service teachers with high media literacy levels preferred Twitter and Facebook. In addition, it has been determined that there is a statistically positive relationship between critical thinking and media literacy levels.
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Braund, Martin. "Critical STEM Literacy and the COVID-19 Pandemic." Canadian Journal of Science, Mathematics and Technology Education 21, no. 2 (May 8, 2021): 339–56. http://dx.doi.org/10.1007/s42330-021-00150-w.
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Abstract The COVID-19 pandemic has resulted in unprecedented amounts of information communicated to the public relating to STEM. The pandemic can be seen as a ‘wicked problem’ defined by high complexity, uncertainty and contested social values requiring a transdisciplinary approach formulating social policy. This article argues that a ‘Critical STEM Literacy’ is required to engage sufficiently with STEM knowledge and how science operates and informs personal health decisions. STEM literacy is necessary to critique government social policy decisions that set rules for behaviour to limit the spread of COVID-19. Ideas of scientific, mathematical and critical literacy are discussed before reviewing some current knowledge of the SARS-CoV-2 virus to aid interpretation of the examples provided. The article draws on experience of the pandemic in the United Kingdom (UK), particularly mathematical modelling used to calculate the reproductive rate (R) of COVID-19, communication of mortality and case data using graphs and the mitigation strategies of social distancing and mask wearing. In all these examples, there is an interaction of STEM with a political milieu that often misrepresents science as activity to generate one dependable truth, rather than through careful empirical validation of new knowledge. Critical STEM literacy thus requires appreciation of the social practices of science such as peer review and assessment of bias. Implications of the pandemic for STEM education in schools requiring critical thinking and in understanding disease epidemiology in a global context are discussed.