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Insights from educators: Integrating AI literacy into media literacy education in practice
Full text linkThrough in-depth interviews with junior high school teachers in Hong Kong who participated in a media and artificial intelligence literacy program intervention, this research highlights the importance of prioritizing values and ethics education over technical proficiency when incorporating artificial intelligence (AI) into media literacy training. While quantitatively assessing students’ literacy levels posed challenges, future media literacy programs should concentrate on introducing technological terminology and concepts, promoting awareness of potential issues, instilling values for responsible technology use, and fostering empathy to create a harmonious online environment. By focusing on fundamental values and key concepts rather than following fleeting AI trends, educators can empower students to navigate the digital media landscape effectively. Introducing such education among junior high school students, potentially involving parental education, is crucial for nurturing well-rounded digital citizens. The discussion thoroughly explores implications and recommendations for media literacy education programs, specifically in an AI era
Older adults’ digital technology experiences: a qualitative study
Full text linkBackground
Older persons’ use of digital technology is becoming more prominent due to society’s heavy reliance on mobile and web applications. A positive attitude has been detected among older persons regarding the use of mobile solutions. Digital technology is increasingly used in the provision of health and social care, which can help older persons continue to be independent, and in turn can contribute to older persons’ overall well-being and sense of safety. However, current digital technology has been found to be difficult for older persons. Additional explorations into older persons’ experiences using digital technology are therefore relevant. Method
A qualitative design was used with data collected using semi-structured interviews with 17 older persons in the age span 72–101, living in 12 different municipalities. The older persons were admitted to municipality health care. Interviews were conducted in the older persons home, and were audio recorded. The recordings were transcribed and analyzed through a qualitative conventional content analysis. The study method was compliant with the Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist. Results
The analysis resulted in two main categories; Enrichment, dependance and mixed feelings of using digital technology in daily life and Divided preferences and use of digital technology in contact with health and social care. The first is divided into three sub-categories; divided usage and feelings about digital technology, enriching daily life with digital technology, and need for support when using digital technology. The second is divided into two; divided experiences regarding digital communication with health and social care and a longing for information about healthcare through digital technology. Conclusion
The diversity showed how older persons cannot be seen as a homogeneous group regarding the use of digital technology. Individual preferences of older persons should be acknowledged by health care professionals and policy makers prior to deciding whether the use of digital technology is preferable, and in which situations. Support and education for older person in using digital technology is essential, as is involving older persons in designing the digital technology that is developed for them to use. Otherwise, older persons may become more dependent on others to manage their everyday life
Everyday Resistance Against the Mandatory Hijab and the Lack of Collective Solidarity in Iran
Full text linkThe mandatory hijab in Iran serves as a symbol of social control over women, leading to individual and everyday forms of resistance. This article employs James Scott’s theory of “everyday resistance” alongside Hannah Arendt’s concept of “individuality” to explore why these acts of resistance remain fragmented and largely ineffective. The analysis reveals that the severe repression of protests and the imposition of a passive individuality by the Islamic Republic of Iran hinder the formation of collective action and effective solidarity among women. A firsthand account witnessed by the author describes a violent confrontation between the Gasht-eErshad (morality police) and a woman without the mandatory hijab, highlighting the absence of collective support from bystanders. Ultimately, this article emphasizes the need to strengthen collective solidarity to achieve more effective resistance by women
Taming the Chaos: Strategies for Streamlining Library Work in an Interruption-Driven World
Full text linkLibrary workers often can’t follow the typical productivity advice doled out by productivity experts. In a job that is essentially managing ongoing interruptions with the added bonus of needing to describe what you’ve accomplished to numerous stakeholders, how can you keep track of what you do, what you need to do, and what you need to know? Join this session for some examples of frameworks and connect with others to tame the chaos that is modern library work. Due to the size of this topic, we will poll attendees live in order to choose the topics of greatest interest to the group. Topics to be discussed based on attendee preferences: 1) Distinguishing actions from information, 2) Managing email (and other inputs, such as mailing lists, newsletters, blogs, ALA Connect posts), 3) Time boxing/time blocking, 4) Digital tools for To do list management, 5) Personal knowledge management (PKM), 6) Carving out time for deep work, 7) AI and automation
Reading the Rainbow: Exploring Themes and Identities in LGBTQIA+ Picture Books
No full textThis presentation shares an analysis of over 275 picture books featuring LGBTQIA+ identities, providing evidence that the depiction of queerness in children’s literature is complex and varied. Tools for defining narrative themes and LGBTQIA+ identities will be shared as well as data on queer characters with intersecting identities. By exploring the nuances of LGBTQIA+ representation in picture books, attendees will gain a better understanding of novel research inquiries into representation
Digital Competence in Early Childhood Formal and Informal Education: Findings from a Systematized Review
No full textThis article reports on findings from a systematized literature review on digital competence in early childhood (age range, 0-6). Through a quantitative and qualitative analysis of 31 empirical studies, the article provides: 1) a mapping of key information contained in the dataset based on relevant variables inductively and deductively identified (i.e., children’s age, type of educational context, type of digital skill, caregiving actors, description of relevant activities, screen time discourse, risks and opportunities discourse, reference to wellbeing); and 2) a narrative in depth account of digital competence in early childhood in relation to the type of educational context investigated, i.e., formal (nursery and kindergarten) and informal (the home environment). In the conclusion, we argue for the relevance of a Media Literacy approach in formal and informal educational contexts to inform and train significant adults to conscious uses of digital tools and to foster interactive, critical, and creative uses with children