Journal articles: 'Electronic literacy'

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Polkinghorne, Jan. "Electronic literacy, part 2: Electronic writing." Australian Journal of Learning Disabilities 9, no. 2 (June 2004): 26–27. http://dx.doi.org/10.1080/19404150409546762.

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Sykes-Austin, Barbara. "ELECTRONIC LITERACY: CD-ROM." Art Documentation: Journal of the Art Libraries Society of North America 13, no. 3 (October 1994): 115–17. http://dx.doi.org/10.1086/adx.13.3.27948655.

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Grefen, Paul. "Digital Literacy and Electronic Business." Encyclopedia 1, no. 3 (September 7, 2021): 934–41. http://dx.doi.org/10.3390/encyclopedia1030071.

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Digital literacy is a term that traditionally describes the extent to which a person is able to use interactive digital devices for living and working, such as computers and smartphones, as well as services delivered through these devices. The advent of the digital society at large and electronic business, specifically in the past decades, has broadened the use of digital devices beyond the isolated uses of working and simple communication; this advent has created digital ecosystems in which workers and consumers are embedded to various degrees, such as social media platforms or integrated shopping and media platforms. This embedding implies that a traditional, narrow notion of digital literacy needs to be extended and made more precise. For this purpose, we use the related notions of digital dexterity, digital proficiency and digital awareness. The term digital dexterity describes the extent to which an individual can handle or operate digital devices or services from a physical perspective. The term digital proficiency describes the extent to which an individual can use digital means to effectively and efficiently facilitate their living and working. The term digital awareness describes the extent to which individuals can understand what their position in digital ecosystems is, including the opportunities and threats of participating in these ecosystems. Digital literacy in the modern, broad interpretation is then the combination of digital dexterity, digital proficiency and digital awareness.

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Olsen, Jan Kennedy. "The electronic library and literacy." New Directions for Higher Education 1992, no. 78 (1992): 91–102. http://dx.doi.org/10.1002/he.36919927812.

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Xia, Jianping. "Multidimensional Electronic Texts Benefits Literacy Learning." Science Insights Education Frontiers 8, S1 (January 22, 2021): 8. http://dx.doi.org/10.15354/sief.21.s1.ab019.

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Chinese class is an essential subject in humanities and social science, with the characteristics of instrumentality and humanity, and the concentration on students’ language construction, cultural understanding, thinking development, and aesthetic appreciation. Meanwhile, the development of Chinese language literacy must be based on words cognitive and language using abilities. The application of multidimensional electronic texts is helpful to Chinese literacy teaching and the development of students’ wisdom. Specifically, the multidimensional electronic text contains assorted new words and a series of words and paragraphs, including group study requirements, reading, dubbing, paragraph generalization, summary, central ideas, writing features, word assessment, etc. This article analyzed specific supporting functions of multidimensional electronic texts in teaching Chinese character “literacy”; It analyzed and showed the specific application methods of multidimensional electronic texts in primary school literacy teaching roles, promoting students’ wisdom development by selecting specific cases.

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Selfe, Cynthia L., and Gail E. Hawisher. "A Historical Look at Electronic Literacy." Journal of Business and Technical Communication 16, no. 3 (July 2002): 231–76. http://dx.doi.org/10.1177/1050651902016003001.

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J Topping, Michael C Mckenna, Keith. "INTRODUCTION TO ELECTRONIC LITERACY-PART II." Reading & Writing Quarterly 15, no. 3 (June 1999): 193–96. http://dx.doi.org/10.1080/105735699278170.

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J Topping, Michael C Mckenna, Keith. "INTRODUCTION TO ELECTRONIC LITERACY-PART 1." Reading & Writing Quarterly 15, no. 2 (March 1999): 107–10. http://dx.doi.org/10.1080/105735699278224.

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Stubbings, Ruth, and Alan Brine. "Reviewing electronic information literacy training packages." Innovation in Teaching and Learning in Information and Computer Sciences 2, no. 1 (July 2003): 1–8. http://dx.doi.org/10.11120/ital.2003.02010001.

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Meskill, Carla, Jonathan Mossop, and Richard Bates. "Bilingualism, Cognitive Flexibility, and Electronic Literacy." Bilingual Research Journal 23, no. 2-3 (April 1999): 235–46. http://dx.doi.org/10.1080/15235882.1999.10668689.

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Kerka, Sandra. "Extending Information Literacy in Electronic Environments." New Directions for Adult and Continuing Education 2000, no. 88 (2000): 27–38. http://dx.doi.org/10.1002/ace.8803.

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Cheng, Christina, Alison Beauchamp, Gerald R. Elsworth, and Richard H. Osborne. "Applying the Electronic Health Literacy Lens: Systematic Review of Electronic Health Interventions Targeted at Socially Disadvantaged Groups." Journal of Medical Internet Research 22, no. 8 (August 13, 2020): e18476. http://dx.doi.org/10.2196/18476.

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Background Electronic health (eHealth) has the potential to improve health outcomes. However, eHealth systems need to match the eHealth literacy needs of users to be equitably adopted. Socially disadvantaged groups have lower access and skills to use technologies and are at risk of being digitally marginalized, leading to the potential widening of health disparities. Objective This systematic review aims to explore the role of eHealth literacy and user involvement in developing eHealth interventions targeted at socially disadvantaged groups. Methods A systematic search was conducted across 10 databases for eHealth interventions targeted at older adults, ethnic minority groups, low-income groups, low-literacy groups, and rural communities. The eHealth Literacy Framework was used to examine the eHealth literacy components of reviewed interventions. The results were analyzed using narrative synthesis. Results A total of 51 studies reporting on the results of 48 interventions were evaluated. Most studies were targeted at older adults and ethnic minorities, with only 2 studies focusing on low-literacy groups. eHealth literacy was not considered in the development of any of the studies, and no eHealth literacy assessment was conducted. User involvement in designing interventions was limited, and eHealth intervention developmental frameworks were rarely used. Strategies to assist users in engaging with technical systems were seldom included in the interventions, and accessibility features were limited. The results of the included studies also provided inconclusive evidence on the effectiveness of eHealth interventions. Conclusions The findings highlight that eHealth literacy is generally overlooked in developing eHealth interventions targeted at socially disadvantaged groups, whereas evidence about the effectiveness of such interventions is limited. To ensure equal access and inclusiveness in the age of eHealth, eHealth literacy of disadvantaged groups needs to be addressed to help avoid a digital divide. This will assist the realization of recent technological advancements and, importantly, improve health equity.

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Sharma, S., N. Oli, and B. Thapa. "Electronic health–literacy skills among nursing students." Advances in Medical Education and Practice Volume 10 (July 2019): 527–32. http://dx.doi.org/10.2147/amep.s207353.

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Bennett, Samantha, Predrag Djukic, and Rupa Kapitzki. "Promotion of electronic resources through information literacy." Library Hi Tech News 35, no. 6 (August 6, 2018): 1–3. http://dx.doi.org/10.1108/lhtn-12-2017-0090.

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Purpose The study aims to report on how electronic resources of Higher Colleges of Technology (HCT) library are being promoted through information literacy sessions and how quick response (QR) codes are created for patrons for ease of access to these electronic resources. Design/methodology/approach The QR codes created are displayed in the library to attract attention of the patron. Information literacy sessions include database training and how to access e-resources through the library website. Database posters and PowerPoint presentations are displayed in the library. Student Research blog and subject LibGuides are created with access to databases content as necessary. Library volunteer projects include extensive database searches. Findings While accessing the databases through Student Research blog, LibGuides, volunteer project work and QR codes the usage statistics of these resources have shown an increase. QR code poster attracted attention from many patrons, followed by curiosity to access the databases and eventual access of the databases as evidenced through email inquiry and troubleshooting. Research limitations/implications Usage statistics harvested from vendor platforms is only available system wide and not per HCT campus locations. It is thus not possible to report per location or track usage per location. More advanced analytical tools are required in future to extract more specific data for further deeper analysis. Practical implications Findings recommend future online information literacy courses offered through the proposed virtual library platform to be easily accessible through the Blackboard Learn mobile application including more subject specific resources from databases in their content. The more the databases are used by patron, the higher the chances are they will be renewed for subscription. Social implications Academic libraries work closely and collaboratively with database vendors and aggregators to promote information literacy. Vice versa if libraries are promoting their databases through information literacy sessions and easier access through QR codes – then it is a mutual symbiosis for growth benefitting the academic community. Originality/value A majority of HCT library patrons are UAE nationals – the future leaders of the country. Using rich resources through the databases and lifelong learning skills through information literacy sessions – provides them with authentic information enriching their knowledge and application of skills encouraging, which fosters innovation.

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Garzón Barreto, Nelly. "The electronic text and a new nature of literacy." Colombian Applied Linguistics Journal, no. 8 (June 2, 2016): 203. http://dx.doi.org/10.14483/22487085.10512.

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The electronic text has provoked a new evolution on the concept of literacy. The new features of digital text have opened new dimensions to the way literacy should be understood. The electronic text has acquirednew attributes that have dramatically influenced literacy practices. Printed and digital texts share some basic features, however the digital hypertext is indeed more complex than the printed one due to that the formeris usually enriched with multimedia resources. Additionally, the quality and quantity of information found in the digital text have added new reading requirements to electronic text users. Readers might need tomake a more efficient use of the competencies they already manage with printed text in order to face the digital one. This paper is an attempt to understand this new literacy scenario. The discussion is devotedto exposing some features of the electronic text in order to support the idea that the concept of literacy should be as broad as to cope with the competencies and skills the features of the digital text demand.The pedagogical implications emphasize on the challenges the electronic text takes to school.

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Park, Hyejin, Geraldine Martorella, and Glenna Schluck. "Electronic health literacy among adults with chronic pain: A descriptive, cross-sectional survey." International Health Trends and Perspectives 1, no. 3 (December 1, 2021): 390–403. http://dx.doi.org/10.32920/ihtp.v1i3.1469.

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Background: Approximately 100 million American adults are living with chronic pain, which costs the healthcare system an average of $560–635 billion each year. Levels of health literacy and ehealth literacy are important factors in determining a patient’s capacity to manage pain and the multidimensional impact of pain. To our knowledge, few studies have specifically examined the level of ehealth literacy and its association with health literacy among chronic pain patients. The purpose of this study was to 1) assess the levels of health literacy and ehealth literacy in adults with chronic pain, and 2) examine the relationship between health literacy and ehealth literacy skills among adults diagnosed and living with chronic pain. Methods: A non-experimental, descriptive cross-sectional survey was distributed to adults with chronic pain. A total of 196 participants were asked to complete questionnaires related to demographic characteristics, ehealth literacy (eHEALS), and health literacy (HLQ). Descriptive statistics were calculated to summarize data from all the scales used in the study. Results: The average level of ehealth literacy was 32.6 (SD 4.4) out of 40. The level of health literacy was measured by four subscales: having sufficient information to manage my health (mean=2.8; SD=0.55), appraisal of health information (mean=3.27; SD=0.41), ability to find good health information (mean=3.68; SD=0.45), and understanding health information well enough to know what to do (mean=3.66; SD=0.48). Two subscales (i.e., appraisal of health information, ability to find good health information) were significant in predicting ehealth literacy total score. Discussion and Conclusions: Examining ehealth literacy and health literacy can assist in the dissemination of accessible and understandable chronic-pain-related health information for individuals of all health literacy levels. In addition, this will allow the development of interventions for enhancing ehealth literacy skills and/or usability of web-based information for adults with chronic pain.

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Hidayat, R., A. Salam M, and D. Dewantara. "The development of electronic teaching materials on linear impulse and linear momentum to improve students’ scientific literacy." Journal of Physics: Conference Series 2104, no. 1 (November 1, 2021): 012011. http://dx.doi.org/10.1088/1742-6596/2104/1/012011.

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Abstract Students’ low scientific literacy competence and the unavailability of electronic teaching materials that match scientific literacy indicators that can be used in online learning encourage researchers to develop electronic teaching materials to improve students’ scientific literacy. This research aims to produce and describe the appropriateness of electronic teaching materials used in the learning process to enhance scientific literacy. The electronic teaching materials developed are based on scientific literacy indicators, namely explaining scientific phenomena, interpreting data and providing scientific evidence, designing and evaluating scientific investigations. The type of research used is research and development of the ADDIE model. The appropriateness of electronic teaching materials in terms of validity, practicality, and effectiveness. Research data was obtained from validation sheets given to three validators, student response questionnaires and learning outcomes tests. The data were analyzed by validity test, practicality test, and effectiveness test using N-gain score. The results showed that: 1) the validity of teaching materials obtained a score of 3.52 in the very high category, 2) the practicality of electronic teaching materials based on student response questionnaires obtained a percentage of 80.81% in the practical category, 3) the effectiveness of electronic teaching materials obtained a score of 0.44 in the medium category and the students’ scientific literacy ability 44.11% in the medium category. Based on the results of the study, impulse and linear momentum electronic teaching materials have been produced to improve students’ scientific literacy that is appropriate for use in the learning process. This research has implications, namely increasing students’ scientific literacy, especially on impulse and linear momentum material.

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Prastiwi, Muji Sri, Badrun Kartowagiran, and Endang Susantini. "Assessing Using Technology: Is Electronic Portfolio Effective To Assess the Scientific Literacy on Evolution Theory." International Journal of Emerging Technologies in Learning (iJET) 15, no. 12 (June 26, 2020): 230. http://dx.doi.org/10.3991/ijet.v15i12.12227.

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This study used a sequential exploratory mixed method to examine the effectiveness of using an electronic portfolio to assess the scientific literacy of evolution theory. As much as 135 university students majoring in biology education were involved as research participants. They were asked to create the electronic portfolio by using any learning artifacts produced during the classroom activities including direct and virtual practicums, reading activities, direct and online discussions, quizzes, and formative examinations. Evolutionary Scientific Literacy by electronic portfolio consists of Scientific Literacy skills namely Nominal, Functional, Conceptual, Multidimensional levels, and electronic portfolios skills namely beginner, intermediate, proficient and advanced level. The results depicted that the Evolutionary Scientific Literacy skills of students were at the beginner-nominal level (71.4%) and the advanced-multidimensional level (9.5%). Another finding disclosed was that students showed a positive response to the electronic portfolio creation. This study suggests that an electronic portfolio can be used as an assessment tool of the scientific literacy of evolution theory relevant to industrial revolution 4.0.

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Yang, Shu Ching, Yi Fang Luo, and Chia-Hsun Chiang. "Electronic Health Literacy and Dietary Behaviors in Taiwanese College Students: Cross-Sectional Study." Journal of Medical Internet Research 21, no. 11 (November 26, 2019): e13140. http://dx.doi.org/10.2196/13140.

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Background Given the recognized importance of preventing poor dietary behaviors during adolescence, we need a better understanding of college students’ dietary behaviors. Studies have found that individual factors and electronic health (eHealth) literacy may affect one’s dietary behaviors. However, few studies have fully investigated the effect of the three levels of eHealth literacy (functional, interactive, and critical) and the interactive effect of individual factors (eg, gender, monthly expenses, and frequency of cooking) and the three levels of eHealth literacy on the four aspects of dietary behaviors (consumer health, balanced diet, regular eating habits, and unhealthy food intake). Objective This study aimed to investigate whether individual differences and higher eHealth literacy are associated with more positive dietary behaviors and less unhealthy dietary intake. Methods The eHealth Literacy Scale is a 12-item instrument designed to measure college students’ functional, interactive, and critical eHealth literacy. The Dietary Behaviors Scale is a 14-item instrument developed to measure four aspects of dietary behaviors of college students. A questionnaire was administered to collect background information about participants’ gender, monthly expenses, and frequency of cooking. A national sample of college students was surveyed, and 813 responses were obtained. We conducted a multiple regression analysis to examine the association among individual factors, eHealth literacy, and dietary behaviors. Results This study found that functional eHealth literacy was negatively related to unhealthy food intake (beta=−.11; P=.01), and interactive eHealth literacy was positively related to balanced diet (beta=.25; P<.001) and consumer health (beta=.15; P=.02). Moreover, critical eHealth literacy was positively related to consumer health (beta=.30; P<.001) and regular eating habits (beta=.20; P=.002). Finally, the interactive effect between gender and interactive eHealth literacy was negatively related to balanced diet (beta=−.22; P<.001). The interactive effect between monthly expenses and functional eHealth literacy was positively related to balanced diet (beta=.07; P=.03), although the interactive effect between monthly expenses and critical eHealth literacy was negatively related to balanced diet (beta=−.10; P=.047). Conclusions This study showed that Taiwanese college students with higher functional eHealth literacy were more likely to engage in fewer unhealthy food consumption practices. Those who had higher interactive and critical eHealth literacy were more likely to engage in positive dietary behaviors than those with functional eHealth literacy. Surprisingly, females with high interactive eHealth literacy were more likely to have a poor balanced diet. In contrast, students with higher monthly expenses and higher functional eHealth literacy were more likely to have a balanced diet. However, students with higher monthly expenses and higher critical eHealth literacy were less likely to maintain a balanced diet.

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Hans, Diah Maulidiya. "CONCEPT OF ANIMATED ELECTRONIC BOOKS IN INCREASING YOUNG LEARNERS’ LITERACY SKILLS IN EFL CLASSROOM." Pedagogy : Journal of English Language Teaching 6, no. 1 (June 5, 2018): 57. http://dx.doi.org/10.32332/pedagogy.v6i1.1090.

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Process of literacy teaching influences young learners’ future education. Childhood experience of literacy learning in EFL classroom becomes one of the factors that contributes to young learnes’ motivation in learning English. Consequently, the implementation of literacy instruction to young learners in EFL classroom must be conducted interestingly in order to engage them in the enjoyable and understandable English learning process. One of the efforts to encounrage young learners to improve their literacy skills is by the use of ICT in EFL classroom. Importantly, the use of animated electronic books in EFL classroom is considered as one of the beneficial tools used to increase young learners’ literacy skills. Therefore, this article discusses how to implement animated electronic books in increasing young learners’ literacy skills in EFL classroom.

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Wetta, Ruth E., Roberta D. Severin, Heidi Gruhler, and Nate Lewis. "Capturing health literacy assessment in the electronic health record through evidence-based concept creation: A review of the literature and recommendations for action." Health Informatics Journal 25, no. 3 (November 7, 2017): 1025–37. http://dx.doi.org/10.1177/1460458217739341.

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Health literacy is the capacity to understand and act upon health-related information and navigate the healthcare system. Published evidence demonstrates a relationship between health literacy and health status. Because of this, there are increasingly calls for a health literacy assessment to be collected and stored in the electronic health record for use by the healthcare team. This article describes the results of a literature review of health literacy assessment instruments with the goal of formulating semantically interoperable concepts that may be used to store the interpretation of the health literacy assessment in the electronic health record. The majority of health literacy instruments could be stored in the electronic health record using a three-concept solution of inadequate, marginal and adequate health literacy. This three-concept solution fully supports semantic interoperability needs across the patient care spectrum.

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Castarlenas, Elena, Elisabet Sánchez-Rodríguez, Rubén Roy, Catarina Tomé-Pires, Ester Solé, Mark P. Jensen, and Jordi Miró. "Electronic Health Literacy in Individuals with Chronic Pain and Its Association with Psychological Function." International Journal of Environmental Research and Public Health 18, no. 23 (November 28, 2021): 12528. http://dx.doi.org/10.3390/ijerph182312528.

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Electronic health literacy skills and competences are important for empowering people to have an active role in making appropriate health care decisions. The aims of this cross-sectional study were to (1) examine the frequency of use of the Internet for seeking online information about chronic pain, (2) determine the level of eHealth literacy skills in the study sample, (3) identify the factors most closely associated with higher levels of eHealth literacy, and (4) examine self-efficacy as a potential mediator of the association between eHealth literacy and measures of pain and function in a sample of adults with chronic pain. One-hundred and sixty-one adults with chronic pain completed measures assessing internet use, eHealth literacy, pain interference, anxiety, depression, and pain-related self-efficacy. Results indicated that 70% of the participants are active users of the Internet for seeking information related to their health. The level of eHealth literacy skills was not statistically significantly associated with participants’ age or pain interference but was significantly negatively associated with both anxiety and depression. In addition, the findings showed that self-efficacy fully explained the relationship between eHealth literacy and depression and partially explained the relationship between eHealth literacy and anxiety. Self-efficacy should be considered as a treatment target in eHealth literacy interventions, due to its role in explaining the potential benefits of eHealth literacy.

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Nelson, Bonnie R., Katherine B. Killoran, and Janice Dunham. "Electronic information literacy for the criminal justice student." Journal of Criminal Justice Education 6, no. 2 (November 1995): 235–58. http://dx.doi.org/10.1080/10511259500083451.

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Aponte, Judith, and Kathleen M. Nokes. "Electronic health literacy of older Hispanics with diabetes." Health Promotion International 32, no. 3 (December 17, 2015): 482–89. http://dx.doi.org/10.1093/heapro/dav112.

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Kress, Michael, Anatoliy Gordonov, Albert Blank, and Marsha Moroh. "ComWeb: An electronic classroom for teaching computer literacy." Computers & Education 29, no. 4 (December 1997): 181–87. http://dx.doi.org/10.1016/s0360-1315(97)00035-3.

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Alvarez, Marino C. "Developing Critical and Imaginative Thinking Within Electronic Literacy." NASSP Bulletin 82, no. 600 (October 1998): 41–47. http://dx.doi.org/10.1177/019263659808260008.

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Rahim, Nurhazrina Mat, Norli Ali, and Mohd Fairuz Adnan. "Students' Financial Literacy: Digital Financial Literacy Perspective." 13th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 13, no. 1 (June 16, 2022): 1. http://dx.doi.org/10.35609/gcbssproceeding.2022.1(9).

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Financial instability and a lack of financial literacy are commonly blamed for the growth in bankruptcy and social concerns among the younger generation. Between 2017 and October 2021, 36,173 Malaysians aged 18 to 44 were declared bankrupt, according to the latest numbers from the Malaysian Department of Insolvency. Furthermore, Selangor had the highest number of instances (25 per cent) (MdI, 2021). This problem offers a substantial obstacle to achieving the Sustainable Development Goals (SDGs), which aim to reduce inequality and promote social and economic inclusion for all citizens. Additionally, due to the recent outbreak of Pandemic COVID-19, financial transactions have shifted from physical to electronic. This circumstance creates an additional risk since it has resulted in the ease of conducting financial transactions. Thus, it is vital for students to have a solid understanding and awareness of online transactions, commonly referred to as digital financial literacy (DFL), to practice sound financial management. Financial literacy deficiencies (both fundamental and digital) would pose a substantial threat to individual financial management. As a result, assessing current university students' financial literacy is crucial. Most of these students will confront financial challenges such as budgeting for study-related costs using the scholarship or pocket money they earned. This research aims to determine the degree of financial literacy (both basic and digital) among Selangor university students. Keywords: Financial literacy, Financial confidence, Digital financial literacy, Digital financial knowledge, Students

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Hyde, Lisa Lynne, Allison W. Boyes, Lisa J. Mackenzie, Lucy Leigh, Christopher Oldmeadow, Carlos Riveros, and Rob Sanson-Fisher. "Electronic Health Literacy Among Magnetic Resonance Imaging and Computed Tomography Medical Imaging Outpatients: Cluster Analysis." Journal of Medical Internet Research 21, no. 8 (August 28, 2019): e13423. http://dx.doi.org/10.2196/13423.

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Background Variations in an individual’s electronic health (eHealth) literacy may influence the degree to which health consumers can benefit from eHealth. The eHealth Literacy Scale (eHEALS) is a common measure of eHealth literacy. However, the lack of guidelines for the standardized interpretation of eHEALS scores limits its research and clinical utility. Cut points are often arbitrarily applied at the eHEALS item or global level, which assumes a dichotomy of high and low eHealth literacy. This approach disregards scale constructs and results in inaccurate and inconsistent conclusions. Cluster analysis is an exploratory technique, which can be used to overcome these issues, by identifying classes of patients reporting similar eHealth literacy without imposing data cut points. Objective The aim of this cross-sectional study was to identify classes of patients reporting similar eHealth literacy and assess characteristics associated with class membership. Methods Medical imaging outpatients were recruited consecutively in the waiting room of one major public hospital in New South Wales, Australia. Participants completed a self-report questionnaire assessing their sociodemographic characteristics and eHealth literacy, using the eHEALS. Latent class analysis was used to explore eHealth literacy clusters identified by a distance-based cluster analysis, and to identify characteristics associated with class membership. Results Of the 268 eligible and consenting participants, 256 (95.5%) completed the eHEALS. Consistent with distance-based findings, 4 latent classes were identified, which were labeled as low (21.1%, 54/256), moderate (26.2%, 67/256), high (32.8%, 84/256), and very high (19.9%, 51/256) eHealth literacy. Compared with the low class, participants who preferred to receive a lot of health information reported significantly higher odds of moderate eHealth literacy (odds ratio 16.67, 95% CI 1.67-100.00; P=.02), and those who used the internet at least daily reported significantly higher odds of high eHealth literacy (odds ratio 4.76, 95% CI 1.59-14.29; P=.007). Conclusions The identification of multiple classes of eHealth literacy, using both distance-based and latent class analyses, highlights the limitations of using the eHEALS global score as a dichotomous measurement tool. The findings suggest that eHealth literacy support needs vary in this population. The identification of low and moderate eHealth literacy classes indicate that the design of eHealth resources should be tailored to patients’ varying levels of eHealth literacy. eHealth literacy improvement interventions are needed, and these should be targeted based on individuals’ internet use frequency and health information amount preferences.

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Susilawati, Susilawati, Nisa Awaliyah Nur Azizah, and Hamdan Hadi Kusuma. "Investigating differences in project activities and student digital literacy between learning through electronic workbench and PhET Simulation." Jurnal Ilmiah Pendidikan Fisika Al-Biruni 10, no. 2 (December 31, 2021): 299–311. http://dx.doi.org/10.24042/jipfalbiruni.v10i2.10008.

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Students' digital literacy is very urgent for online learning and requires learning activities for habituation. The purpose of this study was to investigate the comparison of project activity processes and digital literacy, between learning using electronic workbench and PhET simulation. This research method uses a quasi-experimental design, the sample consists of two groups, namely 29 students in the experimental group and 31 students in the control groupselected through purposive sampling techniqueThe data collection technique used a concept understanding test part of digital literacy, observation of the results of project activities and questionnaires about digital literacy. The data analysis technique used inferential analysis and quantitative descriptive analysis. This study uses two applications, namely electronic workbench in the experimental group and PhET simulation in the control group. The differences identified from the aspect of understanding concepts part of digital literacy and practical procedures. This research shows that the practicum process in a virtual laboratory using an electronic workbench N-gain a better conceptual understanding of literacy and laboratory skills related to practical procedures. In the process of implementing the practicum using an electronic workbench, experience is obtained in carrying out more thorough and accurate practicum procedures. In addition, this virtual practicum requires an adequate understanding of the concept of electronic components and the relationship between the measured electrical quantities.

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Juvalta, Sibylle, Matthew J. Kerry, Rebecca Jaks, Isabel Baumann, and Julia Dratva. "Electronic Health Literacy in Swiss-German Parents: Cross-Sectional Study of eHealth Literacy Scale Unidimensionality." Journal of Medical Internet Research 22, no. 3 (March 13, 2020): e14492. http://dx.doi.org/10.2196/14492.

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Background Parents often use digital media to search for information related to their children’s health. As the quantity and quality of digital sources meant specifically for parents expand, parents’ digital health literacy is increasingly important to process the information they retrieve. One of the earliest developed and widely used instruments to assess digital health literacy is the self-reported eHealth Literacy Scale (eHEALS). However, the eHEALS has not been psychometrically validated in a sample of parents. Given the inconsistency of the eHEALS underlying factor structure across previous reports, it is particularly important for validation to occur. Objective This study aimed to determine the factor structure of the German eHEALS measure in a sample of parents by adopting classic and modern psychometric approaches. In particular, this study sought to identify the eHEALS validity as a unidimensional index as well as the viability for potential subscales. Methods A cross-sectional design was used across two purposive sampling frames: online and paper administrations. Responses were collected between January 2018 and May 2018 from 703 Swiss-German parents. In addition to determining the sampling characteristics, we conducted exploratory factor analysis of the eHEALS by considering its ordinal structure using polychoric correlations. This analysis was performed separately for online–based and paper–based responses to examine the general factor strength of the eHEALS as a unidimensional index. Furthermore, item response theory (IRT) analyses were conducted by fitting eHEALS to a bifactor model to further inspect its unidimensionality and subscale viability. Results Parents in both samples were predominantly mothers (622/703, 88.5%), highly educated (538/703, 76.9%), of Swiss nationality (489/703, 71.8%), and living with a partner (692/703, 98.4%). Factor analyses of the eHEALS indicated the presence of a strong general factor across both paper and online samples, and the Wilcoxon rank-sum test indicated that the eHEALS total sum score was not significantly different between the paper and online samples (P=.12). Finally, the IRT analyses indicated negligible multidimensionality, insufficient subscale reliability after accounting for the eHEALS general factor, and a reduced subset of items that could serve as a unidimensional index of the eHEALS across the paper and online samples. Conclusions The German eHEALS evidenced good psychometric properties in a parent-specific study sample. Factor analyses indicated a strong general factor across purposively distinct sample frames (online and paper). IRT analyses validated the eHEALS as a unidimensional index while failing to find support for subscale usage.

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Hakim, Lukmanul, and Ridha Syafitri. "MILLENNIAL FINANCIAL ATTRIBUTES: STRUCTURAL MODELLING APPROACH." BAREKENG: Jurnal Ilmu Matematika dan Terapan 16, no. 4 (December 15, 2022): 1385–98. http://dx.doi.org/10.30598/barekengvol16iss4pp1385-1398.

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This study aims to determine the influence of Financial Literacy on electronic financial transaction decisions, the influence of financial management behavior on electronic financial transaction decisions, the influence of financial attitude on electronic financial transaction decisions, the influence of inclusion on electronic financial transaction decisions, the influence of transaction decisions electronic finance against consumptive behavior. This type of Research is Survey Research with Quantitative Approach. The samples used in this study were 96 samples with sampling techniques using non-probability and purposive sampling techniques. The data analysis technique used is Structural Equation Modeling (SEM). The results of this study show that financial literacy on electronic financial transaction decisions, financial management behavior towards consumptive behavior, financial attitude towards electronic financial transaction decisions and electronic financial transaction decisions towards consumptive behavior have a significant effect. Meanwhile, financial literacy towards consumptive behavior, financial management behavior towards electronic financial transaction decisions, financial attitude towards consumptive behavior, inclusion of electronic financial transaction decisions and inclusion of consumptive behavior have no significant effect.

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Valdovinos, Cristina, Giselle Perez-Aguilar, Roberto Gonzalez Huerta, Chesca Barrios, Griselda Gutiererrez, Carmen Mendez, Anshu Abhat, Gerardo Moreno, Arleen Brown, and Alejandra Casillas. "Electronic Health Literacy among Linguistically Diverse Patients in the Los Angeles County Safety Net Health System." Ethnicity & Disease 32, no. 1 (January 20, 2022): 21–30. http://dx.doi.org/10.18865/ed.32.1.21.

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Background: Electronic health (eHealth) literacy may affect telehealth uptake, yet few studies have evaluated eHealth literacy in underserved populations.Objective: The objective of this study was to describe technology access and use patterns as well as eHealth literacy levels among English-speaking and LEP patients in a Los Angeles safety net health system.Methods: Patients, aged ≥18 years with a diagnosis of diabetes mellitus and/or hypertension, and their caregivers were recruited from three primary care safety-net clinics in Los Angeles County (California) between June – July 2017. Participants’ electronic health literacy was assessed by the eHealth Literacy Scale (eHEALS); participants were also asked about technology access and use. We examined these measures in English-speaking and limited English proficient (LEP) Spanish-speaking patients.Results: A total of 71 participants (62 patients and 9 caregivers) completed the questionnaire. The mean age of the respondents was 56 years old. More than half of participants used a phone that could connect to the Internet (67%). The mean score for 10 eHEALS items was in the moderate range (26/50 points). There was no difference in mean eHEALS between language groups. However, 47% of Spanish-speaking participants “agreed/strongly agreed” that they knew how to use the Internet to answer their health questions, compared to 68% of English-speaking participants (P<.05).Conclusions: In this sample of patients from a diverse safety net population, perceived skills and confidence in engaging with electronic health systems were low, particularly among LEP Spanish-speakers, despite moderate levels of electronic health literacy. More studies are needed among diverse patient populations to better assess eHealth literacy and patients’ digital readiness, and to examine how these patient metrics directly impact telehealth utilization.Ethn Dis. 2022;32(1):21-30; doi:10.18865/ed.32.1.21

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Mahardika, Andi Ichsan, Muhammad Arifuddin, Novan Alkaf Bahraini Saputra, and Muthya Hayati. "The effectiveness of wetland environment static fluid e-module to train learners' science literacy." Cypriot Journal of Educational Sciences 17, no. 12 (December 31, 2022): 4556–69. http://dx.doi.org/10.18844/cjes.v17i12.8190.

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This study aims to produce an electronic module (e-module) of static fluid material in a wetland environment that is effectively used to train students' science literacy. This research is a type of development using the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). The trial project was ten students of class XI senior high school. Data are obtained through learners' science literacy test instruments. The data are analyzed in descriptive qualitative and quantitative. The results of data analysis show that e-modules are effective because of the high n-gain of science literacy. It was concluded that the e-module developed was effectively used to train students' science literacy on static fluid materials in wetland environments. The novelty of this research lies in the material associated with the wetland environment to introduce science literacy. The implications of this study serve as a reference for teachers and students in improving science literacy skills. Keywords: Electronic modules, physics learning, science literacy, static fluids, wetland environment;

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Martorella, Geraldine, Hye Jin Park, and Glenna Schluck. "The relationship between electronic health literacy and individual factors among adults with chronic pain: A cross-sectional study." International Health Trends and Perspectives 2, no. 3 (December 1, 2022): 341–51. http://dx.doi.org/10.32920/ihtp.v2i3.1671.

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Introduction: Chronic pain requires individuals to develop self-management skills that rely on health literacy and, more recently, eHealth literacy. Very few studies have investigated potential predictors of eHealth literacy in chronic pain patients. Therefore, the purpose of this study is to explore potential predictors of eHealth literacy among individual characteristics and pain-related clinical factors, as a preliminary step to understanding the multi-variable relationships that could be examined in a larger study. Methods: A cross-sectional online survey was distributed to adults living in the United States with various chronic pain conditions using Amazon’s Mechanical Turk. A convenience sample of 196 participants was recruited. The independent variables of interest regarding their relationship with eHealth literacy (dependent variable) included demographics, health literacy, chronic pain severity, pain attitudes and coping skills. Chi square tests of association, and independent samples t-tests were used to examine the bivariate relationships. Results: The majority of the sample suffered from chronic pain for more than 2 years with 48% suffering from chronic back pain. Most of the sample (n=184, 93.9%) had high eHealth literacy. Significant relationships were found between eHealth literacy and the following variables: marital status, education level, and age, as well as health literacy, chronic pain interference with activities and chronic pain attitudes. These warrant further exploration in a larger study using logistic regression. Conclusions: our findings provide new information on the relationship between eHealth literacy levels, pain-related individual factors such as attitudes toward pain, and clinical outcomes, i.e., pain interference with physical and psychological function. Although further research is needed to investigate eHealth literacy predictors and mediators, these findings promote the evidence-based development and evaluation of interventions enhancing eHealth literacy skills, as well as self-management skills of chronic pain patients.

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Paige, Samantha R., M. David Miller, Janice L. Krieger, Michael Stellefson, and JeeWon Cheong. "Electronic Health Literacy Across the Lifespan: Measurement Invariance Study." Journal of Medical Internet Research 20, no. 7 (July 9, 2018): e10434. http://dx.doi.org/10.2196/10434.

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Henry, Linda. "An Archival Retread in Electronic Records: Acquiring Computer Literacy." American Archivist 56, no. 3 (July 1993): 514–21. http://dx.doi.org/10.17723/aarc.56.3.x207ut565m104j31.

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Crawford, John. "The use of electronic information services and information literacy." Journal of Librarianship and Information Science 38, no. 1 (March 2006): 33–44. http://dx.doi.org/10.1177/0961000606060958.

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Blair, Kristine. "Literacy, dialogue, and difference in the ‘electronic contact zone’." Computers and Composition 15, no. 3 (January 1998): 317–29. http://dx.doi.org/10.1016/s8755-4615(98)90004-4.

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FUCHS, CAROLIN. "Exploring German preservice teachers’ electronic and professional literacy skills." ReCALL 18, no. 2 (November 2006): 174–92. http://dx.doi.org/10.1017/s0958344006000322.

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This article presents findings from an exploratory pilot project which aimed at fostering electronic and professional literacy skills of preservice language teachers through computer-mediated peer collaboration. The research context is a qualitative case study involving cooperation via the email and chat functions of FirstClass among preservice teachers at the Justus-Liebig Universität in Giessen and the Pädagogische Hochschule Heidelberg in Germany. The author investigates participants’ prior experiences with regard to computer skills, Internet proficiency, and technology-based language learning and teaching. Next, she discusses benefits and challenges for preservice teachers with respect to collaborating via computers (computer-mediated communication or CMC) with their transatlantic partners. In collecting and analyzing preservice teachers’ reflections, a Grounded Theory approach (Strauss & Corbin, 1998) was used. Instances of electronic and professional literacies were identified and triangulated with data from pre-course questionnaires, post-course self-assessments, logs, email and chat transcripts, and field notes. The author discusses benefits and challenges which preservice teachers encountered through the collaboration. Findings include preservice teachers’ differing levels of electronic literacy skills, tolerance for ambiguity, institutional constraints, peer feedback, and perception of the final product. Based on her findings, the author stresses the need to encourage preservice teachers’ meta-level reflections on the challenges of the collaboration and suggests conducting longitudinal follow-up studies in order to investigate if and how in-service teachers apply the knowledge they gained from their teacher education program to their own teaching.

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de Jong, Maria T., and Adriana G. Bus. "How Well Suited are Electronic Books to Supporting Literacy?" Journal of Early Childhood Literacy 3, no. 2 (August 2003): 147–64. http://dx.doi.org/10.1177/14687984030032002.

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MacKey, Margaret, and Jill Kedersha McClay. "Graphic Routes to Electronic Literacy: Polysemy and picture books." Changing English 7, no. 2 (October 2000): 191–201. http://dx.doi.org/10.1080/13586840050137955.

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Irawati, Erna. "STUDENTS’ EXPERIENCE IN BUILDING LITERACY THROUGH BOOKTALKS PROGRAM." Cakrawala Pedagogik 3, no. 1 (April 5, 2019): 10–18. http://dx.doi.org/10.51499/cp.v3i1.91.

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In this study, student ownership of devices actually became a phenomenon found in the field that they could use to find various books in many electronic book applications easily. In previous research, this has become one of the supporting factors of successful booktalks program implementation carried out by researchers. This study uses a qualitative method by exploring student perspectives on the application of booktalks program that utilizes gadget through the application of electronic books in building students’ literacy, the culture of reading and writing. 27 students participated in this study by submitting reflective notes that answered 2 questions about the advantages and challenges that students felt about implementing booktalks program that utilizes electronic book applications. Through content analysis, the results of data analysis showed students positive responses to the implementation of booktalks program that utilizes various electronic book applications in building student literacy.

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Satoto, Shinta Heru, and Hasa Nurrohim Kurniawan Putra. "The Effect of Financial Literacy and other Determinants on the Intention to Use Electronic Money: Consumer Behavior as a Variable Mediation." International Journal of Applied Business and International Management 6, no. 3 (December 20, 2021): 23–34. http://dx.doi.org/10.32535/ijabim.v6i3.1326.

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The purpose of this study is to investigate how financial literacy and other determinants affect the intention to use electronic money with consumer behavior as a mediating variable. The other determinants are financial capabilities, perceived benefits, and perceived ease of use. The data were collected by distributing questionnaires and analyzed using path analysis. The findings indicate financial literacy, financial capability, perceived benefits, and perceived ease of use directly influence the intention to use electronic money. Moreover, consumer behavior is able to mediate the influence of financial literacy, financial capability, and perceived ease of use, yet unable to mediate the effect of perceived benefits on intention to use electronic money.

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Hasanbegovic, Husnija, and ,. Esad H. Mahmutovic. "ELECTRONIC COMMUNICATION SKILLS OF DEAF AND HARD OF HEARING PEOPLE." Journal Human Research in Rehabilitation 12, no. 1 (April 29, 2022): 102–7. http://dx.doi.org/10.21554/hrr.042213.

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The aim of this paper was to examine the literacy skills of deaf and hard of hearing people in electronic form writing and to compare these skills in relation to standard (“paper-pencil”) writing. The sample included 50 deaf and hard of hearing students aged from 12 to 20 years. The students were supposed to have basic literacy to be able to answer questions by writing. The Questionnaire for determining basic electronic literacy, which consisted of 15 simple questions about the student’s everyday life, was used. Variables used: correct response, vocabulary, and spelling mistakes, i.e., substitution, omission, addition, and metathesis. The test was performed at two different time intervals and in two different forms (standard and electronic forms). Data were processed by descriptive analysis and t-test. More favorable results were obtained in favor of standard writing compared to electronic writing on all variables except for vocabulary. Statistically significant differences were found for the variables vocabulary, omission, and substitution. It is important that there is also communication competence, and especially better language competence expressed in electronic form. More complex activities, such as education, studying, or doing business, require language competence for electronic expression.

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Farah, Barbara D. "Information Literacy: Retooling Evaluation Skills in the Electronic Information Environment." Journal of Educational Technology Systems 24, no. 2 (December 1995): 127–33. http://dx.doi.org/10.2190/a092-uwrn-fn1u-27yh.

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Electronic information has the potential to impact many of the pedagogical aspects of education and research. As the virtual library becomes a reality on every workstation, strategies for understanding and coping with electronic information can greatly assist students in transforming data into knowledge. The complex information environment to which students are exposed once basic computer skills are learned, however, requires that we find ways to help students develop appropriate responses to the vast amounts of information at their fingertips. Information literacy, the subset of critical thinking skills used to evaluate information, can be integrated into classroom activities in order to more fully exploit electronic resources and to use these resources effectively. This article will deal with the issues involved when information seeking behavior for classroom and/or research activities has become content critical and will explore some of the strengths and weaknesses inherent in the electronic information environment.

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Chang, Angela, and Peter Schulz. "The Measurements and an Elaborated Understanding of Chinese eHealth Literacy (C-eHEALS) in Chronic Patients in China." International Journal of Environmental Research and Public Health 15, no. 7 (July 23, 2018): 1553. http://dx.doi.org/10.3390/ijerph15071553.

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The rapid rise of Internet-based technologies to disseminate health information and services has been shown to enhance online health information acquisition. A Chinese version of the electronic health literacy scale (C-eHEALS) was developed to measure patients’ combined knowledge and perceived skills at finding and applying electronic health information to health problems. A valid sample of 352 interviewees responded to the online questionnaire, and their responses were analyzed. The C-eHEALS, by showing high internal consistency and predictive validity, is an effective screening tool for detecting levels of health literacy in clinical settings. Individuals’ sociodemographic status, perceived health status, and level of health literacy were identified for describing technology users’ characteristics. A strong association between eHealth literacy level, media information use, and computer literacy was found. The emphasis of face-to-face inquiry for obtaining health information was important in the low eHealth literacy group while Internet-based technologies crucially affected decision-making skills in the high eHealth literacy group. This information is timely because it implies that health care providers can use the C-eHEALS to screen eHealth literacy skills and empower patients with chronic diseases with online resources.

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Frandsen, Tove Faber, Dativa Tibyampansha, Glory R. Ibrahim, and Megan von Isenburg. "Library training to promote electronic resource usage." Information and Learning Science 118, no. 11/12 (November 13, 2017): 618–28. http://dx.doi.org/10.1108/ils-08-2017-0082.

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Purpose The purpose of this paper in information literacy assessment is to explore how library training can promote electronic resource usage. Increasing the usage of electronic resources is an issue of concern for many libraries all over the world. Several studies stress the importance of information literacy and instruction to increase the usage. Design/methodology/approach The present article presents the results of implementing training programmes to increase the use of the e-library. Findings Training sessions increase the usage of library e-resources significantly; however, the effect seems to be short-lived and training sessions alone may not increase the overall long-term usage. Originality/value The present paper presents a study of training sessions as means to increase awareness and usage of library e-resources. Implications for the planning of training are discussed.

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이상신 and 김한나. "Electronic Voting and Digital Divide: Impact of Digital Literacy on Attitudes toward Electronic Voting." Korean Political Science Review 45, no. 2 (June 2011): 173–99. http://dx.doi.org/10.18854/kpsr.2011.45.2.008.

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Nenchi, M., A. S. Budi, and C. E. Rustana. "Module Electronic Sound and Light Wave Developed By Scientific Approach For Improving Science Literacy." Journal of Physics: Conference Series 2019, no. 1 (October 1, 2021): 012007. http://dx.doi.org/10.1088/1742-6596/2019/1/012007.

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Abstract The purpose of this study is to develop a physics learning media for Sound and Light wave physics learning in high school students. The research method used Analyze, Design, Development, Implementation and Evaluate (ADDIE) with one group pretest-posttest design method to improve scientific literacy. The research participants are students in grade eleven of high school students. The E-module was validated by experts and the results showed 84.59% for media expert, 83,49 % for material expert, and 79.75% for learning expert with very proper category. The instrument validation results for high school students were 84.27% with the very proper category. Based on the results of scientific literacy for high school students, the normalized gain score 0.79 with a effective category means E-module can improve students’ Science Literacy. So it can be concluded that, there is improving scientific literacy in students using the sound and light wave e-module based on a scientific approach.

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Feketéné Silye, Magdolna. "Electronic Tools for English Language Education (with a special view to English for Specific Purposes)." Acta Agraria Debreceniensis, no. 1 (May 12, 2002): 19–22. http://dx.doi.org/10.34101/actaagrar/1/3530.

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Almost simultaneously with the developments in information technology over the past fifteen to twenty years, literacy has gained new dimensions. To be considered literate in our age demands functional, academic, critical and technological skills. Because language and technology are inseparable in this context, technology as a means for developing literacy skills must be an integral part of the language class.This paper examines some of the ways electronic tools can be of use in developing student language literacy competences, with a special emphasis on the benefits learners of English for Specific Purposes can reap.

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Journal articles on the topic 'Electronic literacy'

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