Volume 7, Issue 3 (12-2020)
Human Information Interaction 2020, 7(3): 31-49 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Mirzaei F, Sarrafzadeh M, khandan M. Proposed content framework for digital literacy education to users in Iran. Human Information Interaction 2020; 7 (3)
URL: http://hii.khu.ac.ir/article-1-2964-en.html
URL: http://hii.khu.ac.ir/article-1-2964-en.html
Tehran University
Abstract: (4449 Views)
Aim: today, digital literacy, as a set of skills that enable people to use digital space effectively for success in personal, educational and professional life, has become a necessity in all societies and public libraries are one of the most important providers of digital literacy education in the world. Digital literacy education has not been considered in public libraries in Iran. The first step in promoting digital literacy education in Iran`s public libraries is to design courses and topics that can cover a variety of this aspects of the phenomenon. Now, the boundaries of this content art not clear, and this research seeks to design a comprehensive framework to meet this need. The purpose of this study is to present a content framework for digital literacy education to Iranian public libraries users.
Methodology: this research is a qualitative research and it`s method is qualitative content analysis. at first, the courses provided by the public libraries of Iran Were reviewed and then content analysis of digital literacy courses was conducted in public libraries of developed countries. 16 libraries were selected from English speaking countries that hold digital literacy courses and share information on their websites by cluster sampling with probability proportional to size. To perform Delphi, Experts from the fields of library and information science and information technology, and public libraries professionals were selected.
Findings: 9 courses were identified and after compiling a questio0nnaire and preforming two Delphi rounds, these courses were reduced to 8 main courses and 37 sub-courses. These courses were included computer, internet, job management, information literacy, financial literacy, learning skills, effective communication skills and how to work with smartphones. Software courses were not considered suitable by specialists. This seems to be due to the different groups of society and the heterogeneous community of public libraries users and the experts do not see this as a readiness in the society to receive software related courses.
Conclusion: digital literacy education in Iran has generally neglected. Generally, digital literacy education in universities and educational institutions is provided in formal computer training courses. Libraries in general have paid very little attention to the issue of education. the first step in advancing digital literacy education in public libraries is designing courses that can covers the various aspects of this phenomenon. Educational content is also one of the sides of the education triangle (learner, educator and educational content). However today the boundaries of this content are not clear and this study try to design a comprehensive framework to meet this need.
Methodology: this research is a qualitative research and it`s method is qualitative content analysis. at first, the courses provided by the public libraries of Iran Were reviewed and then content analysis of digital literacy courses was conducted in public libraries of developed countries. 16 libraries were selected from English speaking countries that hold digital literacy courses and share information on their websites by cluster sampling with probability proportional to size. To perform Delphi, Experts from the fields of library and information science and information technology, and public libraries professionals were selected.
Findings: 9 courses were identified and after compiling a questio0nnaire and preforming two Delphi rounds, these courses were reduced to 8 main courses and 37 sub-courses. These courses were included computer, internet, job management, information literacy, financial literacy, learning skills, effective communication skills and how to work with smartphones. Software courses were not considered suitable by specialists. This seems to be due to the different groups of society and the heterogeneous community of public libraries users and the experts do not see this as a readiness in the society to receive software related courses.
Conclusion: digital literacy education in Iran has generally neglected. Generally, digital literacy education in universities and educational institutions is provided in formal computer training courses. Libraries in general have paid very little attention to the issue of education. the first step in advancing digital literacy education in public libraries is designing courses that can covers the various aspects of this phenomenon. Educational content is also one of the sides of the education triangle (learner, educator and educational content). However today the boundaries of this content are not clear and this study try to design a comprehensive framework to meet this need.
References
1. Ahamad Moazam, S, Hassanzadeh, M and Shapouri, S (2012). Evaluation of the quality of Ramsar and Tohnekabon public library using libqual. Knowledge Studies (library and information science and information technology). 17: 1-21. (in Persian)
2. Balapanidou, Aikaterini (2015). The challenging role of public libraries as providers of lifelong learning opportunities for personal and social skills development. International Journal of Teachnig and Education, Vol. III(2), pp. 1-15. [DOI:10.20472/TE.2015.3.2.001]
3. Ball, S. J. (2009) Privatising education, privatising education policy, privatising educational research: Network governance and the 'competition state'. Journal of Education Policy, 24, 83-99. [DOI:10.1080/02680930802419474]
4. Beetham, H.(2010). Review and Scoping Study for a Cross-JISC Learning and Digital Literacies Programme: Sept 2010, JISC, Bristol, UK.
5. Bekker, Tilde , Bakker, Saskia , Douma, Iris, van, Janneke, Poel, der and Scheltenaar, Koen . (2015). Teaching children digital literacy through design-based learning with digital toolkits in schools. International Journal of Child-Computer Interaction. [DOI:10.1016/j.ijcci.2015.12.001]
6. Coiro, J., Knobel, M., Lankshear, C., & Leu, D. J. (2008). Handbook of Research on New Literacies. New York: Lawrence Erlbaum Associates. .
7. Eslami, M. (2003). World Wide Web educational capabilities: accessibility, Usage and viewpoints of high school students and teachers. The third conference of curriculum in age of ICT. (in Persian).
8. IFLA Statement on Digital Literacy (18 August 2017) https://www.ifla.org/publications/node/11586
9. Kumar, K. (2014). A Scientometric Study of Digital Literacy in Online Library Information Science and Technology Abstracts (LISTA). Library Philosophy and Practice (e-journal). 1044. http://digitalcommons.unl.edu/libphilprac/1044.
10. Langub, Lee Woodham & Lokey-Vega, Anissa. (2017). Rethinking Instructional Technology to Improve Pedagogy for Digital Literacy: A Design Case in a Graduate Early Childhood Education Course. TechTrends 61:322-330. [DOI:10.1007/s11528-017-0185-1]
11. Martin, A.,(2005). DigEuLit a European framework for digital literacy, Journal of ELiteracy, 2, 130-136.
12. Moharami, A. (2016). The role of digital literacy and organizational learning capacity on job performance of the Azarbaijan-e-sharghi education department. Master of Human Resources Education and Improvement thesis. Azarbaijan Shahid Madani University. (In Persian)
13. Nasiri, B and Hashemi, M (2012). The importance of media literacy in 21 century. Media study 7(18): 149-158. (in Persian).
14. Pendell, Kimberly, Withers, Elizabeth, Castek, Jill and Reder, Stephen (2013). Tutorfacilitated Adult Digital Literacy Learning: Insights from a Case Study. Internet Reference Services Quarterly 18(2), 105-125. [DOI:10.1080/10875301.2013.800013]
15. Rahmah, A. (2015). Digital Literacy Learning System for Indonesian Citizen. The Third Information Systems International Conference. Procedia Computer Science 72: 94 - 101. [DOI:10.1016/j.procs.2015.12.109]
16. Rastgoo, A, Naderi, E, Shariatmadari, A and SeifNaraghi, M. (2009). The effect of education of internet information literacy on students' problem solving skills. New approach in educational management. 4: 1-22. (In Persian)
17. Razavi, A. (2015). Redefined and conceptualization of public libraries based on the new client's needs. National conference of public library: factors and obstacles of attract and develop of users. Ahvaz, March 2015. (In Persian).
18. Safian Baldachi, R. (2009). Evaluation the quality of public library services in Charmahal va Bakhtirari province using libqual. Master of library and information science thesis. Shahid Beheshti University. (Thesis) (In Persian).
19. Sarafzadeh, M (2018). Digital and information literacy: the missing like of Iranian information society. Librarian 2.0, 4: 1-5. (In Persian)
20. Sarafzadeh, M. (2019). Digital literacy. Librarian 2.0. 5 available at ( article) (In Persian)
21. Taghizade, A, Kia, A.A. (2014). Media literacy education program need assessment in schools. Studies of communication culture 15(26): 79-103 (in Persian)
22. Tajdaran, M, Kamran Karbalas Aghaee, M and Ameli, S. (2012). The role of Neyshabur public libraries in increasing information literacy of citizen. Knowledge studies. 6(20): 39-54. (In Persian).
23. Todd,Muriel and Tedd , Lucy A, (2000). Training courses for ICT as part of lifelong learning in public libraries: experiences with a pilot scheme in Belfast Public Libraries, Program, .34 (4):375 - 383. [DOI:10.1108/EUM0000000006936]
24. Traxler, John . (2018). Digital literacy: a Palestinian refugee perspective. . Research in Learning Technology 26. [DOI:10.25304/rlt.v26.1983]
25. Tuamsuk, Kulthida and Subramaniam, Mega (2017). The current state and influential factors in the development of digital literacy in Thailand's higher education, Information and Learning Science. 118(6/6): 235-251. [DOI:10.1108/ILS-11-2016-0076]
26. UNESCO (2004). The plurality of literacy and its implications for policies and programmes. Position paper. Paris: UNESCO Education Sector.
27. UNESCO. (2008). Towards Information Literacy Indicators. Conceptual Framework Paper with a List of Potential International Indicators for Information Supply, Access and Supporting Skills by UNESCO Institute for Statistics. Paris: UNESCO Information for All Programme (IFAP).
28. Weber, Hannes, Hillmert, Steffen & Rott, Karin Julia. (2018). Can digital information literacy among undergraduates be improved? Evidence from an experimental study, Teaching in Higher Education. [DOI:10.1080/13562517.2018.1449740]
Send email to the article author
| Rights and permissions | |
 | This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
