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Research Article
© 2022 Abiddin et al.
This is an open access article licensed under the Creative Commons
Attribution-NonCommercial 4.0 International License
(https://creativecommons.org/licenses/by-nc/4.0/)
Received: 28 September 2021 / Accepted: 16 November 2021 / Published: 3 January 2022
Advocating Digital Literacy: Community-Based Strategies and Approaches
Norhasni Zainal Abiddin
Irmohizam Ibrahim
Shahrul Azuwar Abdul Aziz
Universiti Pertahanan Nasional Malaysia,
Kuala Lumpur, Malaysia
DOI: https://doi.org/10.36941/ajis-2022-0018
Abstract
As the pandemic waves hit the world, digital literacy becoming more profoundly essential than ever as the
world shifts its daily life towards digitalization. In addition, digital literacy skill plays a big role in the
teaching and learning process. In this study, the future strategies for enhancing digital literacy for
educational purposes through community development programs are being discussed. The authors analysed
and reviewed diverse sources of articles, reports and documents from previous researches and works of
literature. It is found that there are six main community-based strategies to enhance digital literacy to
improve the learning experience, which are improving and maximizing the usage of digital infrastructure in
rural areas, providing necessary digital facilities and devices for underprivileged citizens, offering attractive
benefits to boost participation, conducting engaging activities and learning modules of digital literacy
programs, well-trained teachers and instructors in educational institutions, and role of effective community
leaders. Moving forward as the education sector moves towards digitalization, digital literacy skills will
become the key role toward effective learning experience. It is recommended to all levels of community
members to take part in advocating the next generations with digital literacy.
Keywords: Digital Literacy, digital skills, community development program, education post-pandemic, online
learning
1.
Introduction
Technology has become increasingly important in the lives of today's youth. Young people must be
digitally literate to navigate this world efficiently. Teaching digital literacy is, undoubtedly, more
important than it has ever been. Individuals are accountable according to how they utilise technology
to engage with the world around them, and digital literacy is vital towards becoming digital citizens
(Truesdell and Birch, 2019). There is also a growing need for developing digital literacy through
leveraging a community partnership.
Meanwhile, community development is one of the crucial development frameworks in terms of
development in a country. The development of each community in a country needs to be given high
attention as it is related to the development of the country itself. Each community in a country has
their roles and significance in driving national development in a long run. The main goal for
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community development is to upgrade and improve the quality of life of the local community to a
better level, in line with the development and progress of a country. Because the context of
community development has a wide scope, several aspects have become the main focus of each
organization or party that organize and conduct these community development programs. There are
organizations and community groups that focus on educational, economic, infrastructure and
environmental development programs, eradicating poverty, raising health awareness, leadership
development and various other aspects.
The Malaysia Digital Economy Corporation (MDEC) has relaunched the ‘#SayaDigital
Movement' in Malaysia, which was first launched in 2012 to enhance digital literacy among the B40
group (bottom 40%), youngsters, older persons, and socioeconomically vulnerable in 12 areas across
the country. The #SayaDigital campaign was initially launched in 2020 as part of MDEC's attempts to
assist Malaysians and local businesses in implementing digitization initiatives that will help to
mitigate the pandemic's socioeconomic implications. The ‘#SayaDigital Movement' this year focuses
on three main components: educating young generations to become ‘Geng #SayaDigital' volunteers,
promoting awareness through digital literacy activities, completing digital readiness evaluations, and
giving community members basic digital skills training (Jean Cabico, 2021).
In today increasingly integrated social world, digital media has profound potential for
instructional approaches that place learners and teachers at the centre (Aspen Institute Task Force on
Learning and the Internet, 2014). Students have more choice and voice due to digital media, which
enables student-directed learning a reality for most individuals (Hobbs and Coiro, 2019). So, it is
important to explore how to ensure to maximize digital literacy rates among younger generations as
to strive for a better learning experience.
In this article, the authors aim to explore what are the community-based digital literacy
initiatives or programs around the world to promote digital literacy, especially in the education
context. Besides, the authors also intend to suggest possible strategies or programs that could be
conducted to advocate local communities towards a better understanding of the importance of digital
literacy.
2.
Methodology
In this study, a plethora of literature from journal articles, reports, books and also organizational
websites have been reviewed and analysed to find out the possible strategies that have been carried
out around the world to boost digital literacy, especially for younger generations. This is because as
the world adapts to a new norm of education post-pandemic, digital literacy plays such a huge role in
the learning experience. Subsequently, in conducting this document analysis and literature reviews,
several electronic databases have been used such as Scopus, Wiley and Google Scholar. A few
keywords such as “digital community development”, “digital literacy strategies” and community
development for digital literacy” were used. Meanwhile, to extend the searching process, a few other
complementary techniques such as citation tracking and reference searching are used to boost the
search. Then, the authors would thoroughly review and analyse the data to find the relevancy and
practicality of the strategy or approach that has been discussed. Besides, the authors also explore the
gap and challenges in the relevant articles. Then, the main findings related to the aim of this study
were discussed. In addition, a few suggestions to improve digital literacy for educational purposes,
especially in the Malaysian context were proposed.
3.
3.1
Literature Review
Digital Literacy
Based on research by List (2019), it has been summarised that digital literacy is mostly discussed
based on three main conceptions. The first concept is first introduced by Prensky (2001), which
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reported that digital natives are students that are born with a natural ability to use technology. “Our
students today are all native speakers of the digital language of computers, video games, and the
Internet,” he says, coining the phrase digital natives. The new abilities that older generations have
learned and honed over years of contact and practise are generally underappreciated by digital
newcomers which are these younger generations of millennia. Based on empirical research, notions of
today's pupils as digital natives have been questioned and disregarded (Bennett et al., 2008; Kennedy
et al., 2008). As a matter of fact, despite widespread and sooner exposure to technology, younger
generations of the digital era have been found to lack the requisite skills for critically evaluating
internet utilisation (Li & Ranieri, 2010), and technology exposure are unbalanced across a wide range
of socio-demographic groups, contributing significantly to a "digital divide" (Hargittai & Jennrich,
2016). Nonetheless, the idea that students are digital natives who pick up technology skills by
diffusion arises in the previous literature (Jones & Czerniewicz, 2010; Oblinger & Oblinger, 2005). In
defining a model of digital fluency, Wang et. al. (2013) propose that digital literacy is the outcome of
components, including demographic features, psychological aspects and social effects, and the ability
to use technology.
The second concept is that digital literacy is a compilation of interrelated abilities or
competencies required for survival in the digital era, which is one of the most frequently held
meanings of the term today (List, 2019). Gilster (1997) came up with the word "digital literacy," which
he defined as the capability to interpret and utilise digital content in diverse forms from a variety of
sources as it is presented on computers. He further explained that developing digital literacy to utilise
Internet content requires learning a list of fundamental skills. While Gilster has not specified the
skills which may be required for the development of digital literacy, however, Bawden (2001, 2008)
identifies them as skill sets related to reading and understanding multimedia and interactive texts,
assembling information, communicating information collaboratively as well as finding and critically
evaluating information from digital sources. Numerous models and ontologies have contributed
towards the understanding of abilities that students would require in the internet age since Gilster's
proposed his competency-based concept. Eshet-Alkalai (2004) proposed a conceptual framework for
digital literacy, defining it as a collection of five literacies which are reproduction literacy,
information literacy, photo-visual literacy, socio-emotional literacy, and branching literacy. Students'
ability for synthesizing thinking, or the ability to develop original ideas from existing information, is
referred to as reproduction literacy. The skills needed in critically evaluating content online are
referred to as information literacy. Photo-visual literacy is the capacity to interpret and make symbols
other than text that is required for communication in the digital age. Meanwhile, socio-emotional
literacy relates to the ability to communicate and collaborate online. Lastly, students' information
navigation skills, or their capacity to understand between the hypertexts and multimedia sources that
represent information on the Internet, are referred to as branching literacy (List, 2019).
Van Laar et al. (2017) reviewed most of the skills that are included in standard interpretations of
digital literacy and relevant concepts such as new media literacy, 21st-century skills, information
literacy and others else. After evaluating 75 studies, he had discovered that digital literacy and
relevant components are made up of seven fundamental skills as well as five contextual skills.
Contextual skills are perceived to be more strategic or facilitative of core skill application, whereas
fundamental or core skills are viewed to be functional or required for accomplishing tasks. As for the
core skills, there are seven components which are problem-solving, information management, critical
thinking, collaboration, technical, communication and creativity. Meanwhile, for the contextual
skills, the five components are made up of self-direction, adaptability, ethical awareness, life-long
learning, and cultural awareness. As for the features of digital literacy, Van Laar et al. focus
on critical competencies related to technology application such as technical skills, as well as cognitive
skills such as critical thinking, information management, problem-solving, and also socio-emotional
skills such as cultural awareness and teamwork (List, 2019).
The third conception that is actively being discussed by a lot of scholars is the sociocultural
perspective on digital literacy. Sociocultural perspectives emphasise the literacy aspects of digital
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literacy and, as a result, perceive digital literacy as being associated with students' active involvement
in the scope of online communities. A sociocultural view on digital literacy is defined by Knobel and
Lankshear (2006) as students' involvement in socially established ways of generating,
communicating, and negotiating relevant content as members of narratives through the medium of
encoded texts (List, 2019).
3.2
Community Development
In general, community development in Malaysia has started as early as the independence years. It is a
long process that involves various parties, agencies and levels of society to improve the economic,
social and cultural status of the community to achieve optimal national development. Although
community development efforts have been underway since 31 August 1957, pioneering programs for
community development began as early as 1953 through the First Community Development
Conference. The summary from the conference stated that "Community development is a movement
designed to create a better life for the whole community with the active involvement and efforts of
the community itself."
There are various discussions among academics and socialists in defining community
development in a society. Dunham (1972) discusses the definition of community development based
on several key objectives of community development which include efforts to bring about social
change to increase human and material resources, strengthen institutional structures for the
development, promote full engagement in society and the active participation of underprivileged
people in the development process for social equality. According to Hendriks (1972), community
development initiatives should concentrate on the services, including education, financial aid,
agriculture, land conservation, youth welfare, erosion management, and a variety of other social
services. Programs for community development has to be constantly tailored to the needs of the
community. Ploch (1976) defines community development as the active involvement of local
communities to improve their quality of life through the organization of various development
programs. Hope (1980) states that community development is a process that starts from identifying
problems that occur in society to the process of solving the problem. Hope also stated that this
change should be able to be felt by the community involved with the participation of all parties such
as the government, non -governmental parties and the local community itself.
For Sanders (1989), community development can be seen from four different perspectives
namely processes, methods or means, programs and movements. In addition, the Community
Development Academy (1997) elaborates that community development is the involvement of various
parties and agencies in meeting the goal of improving the quality of life of the communities involved.
The CDA also defines community development as an active and comprehensive effort by parties,
directly and indirectly, involved in achieving agreed goals and objectives. In this process, an attitude
of tolerance and cooperation in maximizing the use of internal resources are among some of the
important elements emphasized to achieve goals in community development. Philips and Pittman
(2009) define community development as a process and an outcome. The process involves the ability
of the community to act collectively and improve the ability to accomplish something while the
outcome involves the improvement of all physical, social and economic aspects in a community. For
Fendley and Christenson (2009), the purpose of community development is to help local
communities improve their more perfect social and economic living conditions. Ranjha (2013) defines
community development as the process of socioeconomic improvement of the whole society and the
people in the community initiated by the government authority or the organization or the
community itself based on the perceived needs with maximum participation of the local population.
Dunham (1972) describes several main goals of community development which are to
strengthening organisational structures for development, to seek social change for human and
material improvement, and also to promote active engagement.
Likewise, based on the description of the concept of community development above, it can be
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concluded that community development is a collective and planned effort and action in every level of
society to improve and enhance their quality of life for the better and achieve development in various
dimensions of life. The success of community development projects and programs, involves many
stakeholders, especially the government, non-governmental organizations, the private sector, the
local community including the public. To carry out the community development program framework
effectively, several levels of implementation methods need to be emphasized in each community
development program organization. Okafor (1982) has suggested 5 stages that need to be carried out
in the implementation process of community development.
• The first stage is to cultivate public awareness among the communities involved in the
implementation of the program. The needs or wants of the local community are different and
influenced by various factors. Therefore, the parties or communities involved in the
development program to be carried out should be informed about the purpose and needs of
the program and how to implement it in line with the needs of the local community.
• The second stage is to systematically analyze the existing problems. In a local community,
problems and ways of solving problems are different from other communities. Parties
involved in the implementation of the program must be creative and innovative in dealing
with such situations and problems. Information, as well as internal and external resources,
need to be utilized to achieve the goals of the program.
• The third stage is to have a trained Program Leader for every community development
program. The head for each community development program plays the most important role
in ensuring that each framework put in place can be implemented systematically and
strategically. The appointment of project leaders should preferably be democratically
appointed. This is because the selected project leader must be someone who is agreed upon
and accepted among the communities involved in the program to ensure effective and
convincing communication. The selected project leader must also be a person who is a leader
and responsible for performing his duties.
• Next, the fourth stage is to ensure community involvement. In implementing community
development programs, the community that is the focus and main goal of the program needs
to be involved. This is because they need to feel that the project or program is a common
right. This sense of togetherness will help increase the involvement of the community as a
whole as well as increase the effectiveness of the program in developing the community.
• The fifth stage is to build confidence and relationships with outside groups. Leaders, as well as
the community involved in the implementation of development programs, need to create
strong self-confidence to ensure the successful implementation of these programs. In
addition, building good relationships with external groups such as the government, or nongovernmental bodies and organizations or large companies can help these community
development efforts achieve their goals as well as establish close cooperation between leaders
and local communities.
Nowadays, especially in the Malaysian context, community development projects are the
cooperation of various parties such as the government, social bodies and non-governmental
organizations, as well as the local community. This is because there are programs that are planned
and implemented by the government, as well as programs organized by the local community.
Furthermore, there are also cooperation programs from the government and non-governmental
organizations and local communities.
The development programs and approaches implemented by the government are a top-down
approach while the programs and efforts carried out by the local community itself are a bottom-up
approach. Both of these approaches have their respective advantages and roles in contributing to
community development in Malaysia. Depending on the goals and objectives set, the programs and
approaches undertaken by each party are different. These programs need to take into account various
important factors in the community itself such as location, culture, religion, as well as socioeconomic
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status of the local community. Nevertheless, the main purpose of each community development
program conducted is to improve the standard or quality of life of the community and the
communities involved.
Non-Governmental Organizations (NGOs) also play a role as social agents to address social
problems and issues that occur in the community in need. The Malaysian government has initiated
an innovation policy in 2010 as well as various other initiatives in various forms of support for the
success of community development programs undertaken by these non-governmental organizations.
These NGOs mostly are set up by the members of the community themselves who have their
missions and aims in helping the community develop in every aspect of life. There are also other
smaller community groups in each locality who are also committed to supporting their community
with their resources and capabilities.
3.3
Strategies and Approaches in Advocating Digital Literacy
Advocating people on the significance of digital literacy is a long-term and continuous process. It
takes more than just government policy and effort to achieve a high digital literate community. On
that note, various community development programs and initiatives have been launched and
implemented in order to educate the communities on digital literacy. In this study, some diverse
strategies and approaches have been done around the world, which is being discussed to gain clear
insight towards effective community development programs on advocating digital literacy to future
generations. Table 1 below is among the list of articles or reports that has been reviewed in this study.
Table 1: Literature Search Results
Author, Year
Truesdell, E., &
Birch, R. (2019)
Objectives
To seek to improve the
knowledge of digital
literacy
Country
United
States of
America
Method
Sample
Preservice
Mix method
(experimental study, teachers
observations, preand post-surveys and
student reflections)
Ameen, K., &
Gorman, G. E.
(2009)
Pakistan
To find out about
information and digital
literacy (IDL) in higher
education
Literature review
Kamarudin,
Omar, Bolong,
Osman, &
Mahamed (2019)
To explore the
initiatives toward
enhancing the ICT
usage
Malaysia
Literature review
Main Findings
The main findings show that learners at a
public high school have improved their
knowledge and skills and have developed a
synergy with teachers and administration
through the implementation of the ThreeTiered instructional model.
Pakistan
In Pakistan, only a very couple of university
universities’ staff libraries promote information and digital
and students
literacy (IDL). It is suggested to improve formal
training among the higher education staff so
that they would be able to raise awareness on
digital resources to students and conduct
various programs to increase information and
digital literacy.
Rural areas
Promoting ICT use in rural regions through ICT
communities
facilities in telecentres could aid in enhancing
knowledge, bridging the digital divide,
improving literacy, as well as improving
socioeconomic status.
Jordan and the The Jordan Media Institute has
Arab population been educating instructors in media and
information literacy skills, in conjunction with
UNESCO, thus that they could pass along the
knowledge and skills required for students from
grades seven, eight, and nine in a variety of
educational institutions.
Halka, M. A. A. To explore digital
Jordan
A., & Mohamed, media literacy in Jordan
S. (2020)
and its challenges.
Literature review
and interviews
Holma, B., &
Pakalna, D.
(2015)
Population of
Mix-method
(Population surveys, Latvia
focus group
discussions,
information literacy
knowledge
assessment
questionnaires and
performing practical
tasks)
Survey
Villagers of 20
villages in
To describe the
information literacy of
people as essential
competencies required
for the generation of
social capital.
Hashim, A., Sidi, To find out the role of
S. H., Abubakar, local NGOs in
Latvia
Nigeria
203
It is indeed possible that social capital and
information literacy interact in a bidirectional
pattern. For instance, social capital may be
utilised to acquire access to information and
knowledge, while information literacy can also
be used to influence social capital development.
Non-governmental Organizations
(NGOs) contribute greatly to community
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community
B. Z., Umar, B.
F., Aliero, H. M., development
& Yelwa, F. J.
(2020)
Huggins, R., &
To gain a greater
Izushi, H. (2002) understanding of
relevant and successful
methods of stimulating
an ICT culture and
skills development in
rural areas
Setyaningsih, R., To create a website as a
& Utama, S. N.
community
(2021)
information platform
Samsuddin, S. F., To explore the digital
Mohamed, N. A., capabilities of rural
communities in low
& Bolong, J.
literacy rate areas,
(2021).
McDougall, J.,
Readman, M., &
Wilkinson, P.
(2016)
Hobbs and
Coiro, (2019)
Hsu, H. P.,
Wenting, Z., &
Hughes, J. E.
(2018)
Horlings, L. G.,
Roep, D., &
Wellbrock, W.
(2018)
Rami, A. A. M.,
Abdullah, R., &
Ibrahim, A.
(2016)
To explore the
impact of technology
on community
engagement, schooling,
and family learning
To explore the design
features of SIDL’s
courses
Zamfara State,
NGOs officials
United
Kingdom
Indonesia
Malaysia
The Isle of
Portland
University
of Rhode
Island
Northern
To design and test a
pedagogical method for Taiwan
digital
literacy development
integrating with
Augmented Reality.
To explore a selection Europe
of literature on the role
of rural leadership
To find out community Malaysia
leaders' influence as a
driver for rural
community
development
Literature Review
and Interviews
UK population
Descriptive study
University of
Rhode Island’s
Summer
Institute in
Digital Literacy
(SIDL)
participants
Elementary
students in
after-school
programs
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development in a variety of approaches,
including community self-help activities, such
as training and retraining the members of the
community and raising awareness and
sensitization in the community. it had been
shown that these initiatives led to lots of
changes, including a growth in the number of
children enrolled in schools.
Among the strategies that are being
highlighted by these centres are by organizing
personal and educational activities as tools for
dissolving barriers of entry, making use of ICT
capabilities in the delivery of services and
programs as well as delivering digital and ICT
learning experiences beyond fixed locations.
System Development Villagers of
Create a website for the community centre to
Life Cycle method
Biting Ponorogo serve as a communication and information
platform.
Malaysian rural populations are technologically
Quantitative method The rural
connected and well-informed. Smartphones
and descriptive kind community in
low literacy rate and the Internet were the most commonly
of study using
accessed ICT devices in the selected rural
areas in
questionnaires
villages.
Malaysia.
Intervention study
Special Needs
To boost participants interest to participate in
Students (SEN) community development programs, attractive
benefits may be offered.
Mix Method Case
study
Literature review
Sub-national
rural regions in
various
institutional
contexts in
Europe
Mix method (Survey, Villagers and
document analysis, community
leaders in 4 rural
observations and
villages in
interview)
Terengganu
Focus on how the Summer Institute in Digital
Literacy (SIDL) course framework emphasizes
the introspection of a person's objectives for
developing digital literacy, inquiry and
collaborative learning techniques, and the
systematic study of how educators and learners
personalise learning.
This research reveals statistically significant
improvements in five areas of students' Digital
Literacy practises, including information
management, communication and sharing,
cooperation, creation, evaluation and problemsolving, with moderate effect sizes.
Effective rural area leadership style encourages
collective thinking and fosters a collaborative
spirit, culminating in a pattern of strategic
collaboration and institutional arrangements
that continues to evolve.
Effective community leaders were shown to be
able to play a constructive role in
the neighbourhood as a catalyst for community
development. Aside from that, the
survey reveals that local leaders play an
essential role in the success of development
programmes.
3.3.1 Improving and maximizing the usage of digital infrastructure in rural areas
The Malaysian government shows a high priority on ICT infrastructure, as shown by the allocations
made for ICT in the Eighth and Ninth Malaysia Plans. The telecentre offers rural locals’ access to ICT
resources like the internet and computer training space. In addition, the development of telecentres
is one of the government's measures designed to raise ICT awareness among the rural locals. It has
been established that allocating funds for ICT development leave a positive impact on rural
communities’ growth. Promoting ICT use in rural regions could aid in enhancing knowledge,
bridging the digital divide, improving literacy, as well as improving socioeconomic status (Kamarudin
et. al., 2019).
Rural communities play a crucial role in society as a whole because they are the centre of ideas,
values, culture, and lifestyle (Tantoh & McKay, 2020). One of the approaches that also can be
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initiated to close the gap on the digital divide is by setting up mobile computer labs. These mobile
computer labs should be equipped with proper ICT facilities and professional trainers or volunteers.
Various digital and ICT courses can be conducted with minimum or zero fees. Along with providing
appropriate facilities to learn digital skills, this digital knowledge that is being introduced to local
communities in rural villages can help improve local social and economic status.
On the other note, despite having low literacy rates, most rural areas have been reported to be
technologically connected and well-informed. Smartphones and the Internet are the most commonly
accessed ICT devices in the selected rural villages. It has been found that the majority of rural
communities, regardless of age, able to acquire their smartphones (Samsuddin et.al., 2021). In that
regard, greater awareness of digital capabilities in terms of information access and digital technology
utilization among rural areas should be fostered to contribute to a greater understanding of digital
technology integration and usage among rural communities. Despite that well-connected settings
could not influence higher literacy rate, a more intensive approach should be introduced to ensure
the ICT facilities and tools serves their purpose in bridging the gap in digital literacy rates.
Besides that, in the case of rural areas in Biting Ponogoro, Indonesia, an informative website is
developed in order to boost the knowledge and information exchange to the village people
(Setyaningsih & Utama, 2021). The establishment of the local community information website intends
to provide a medium of promptly and efficiently sharing information to the community.
Furthermore, the establishment of a website as a community information group strives to promote
digital literacy.
Nevertheless, there is still the need to establish an extended and structured plan for rural
communities to enhance digital literacy to support quality education. By leveraging on telecentres as
well as ICT resources that have been developed by the government, more community-based
programs and events on digital literacy can be organized to maximize the functionality of these
resources.
3.3.2 Providing necessary digital facilities and devices for underprivileged citizens
As several waves of pandemic arise over the world for these past two years, the government for most
countries around the world including Malaysia have stepped up their approach towards digital
literacy among citizens. As the movement control order has been issued, most sectors have switched
to digitalization including the economic and education sectors. Despite many digital incentives that
have been given to each citizen especially B40 and M40 citizens, there are still some challenges to
pursuing this new normal culture for people with no access to digital tools as well as a lack of digital
literacy skills. Because of that, it is important for each community member from a diverse
background who has the same goals of bridging these digitalization challenges to gather and
cooperate, so that more effective measures and programs can be implemented.
During this period of pandemic surges, corporate firms have stepped up to help these underresourced societies by providing Corporate Social Responsibility (CSR) funding to Digital Literacy
initiatives such as phone donation and distribution drives, financing NGOs that provide digital access
to rural villages, and many more. They have moved their focus to issues like digital literacy, and they
have begun realigning and restructuring their CSR activities and employee volunteer programmes to
reflect on this matter (ConnectFor, 2020).
On the other note, community resource centres become a learning space that provides
opportunities for a community member to explore ICT and digital experiences. Among the strategies
to attract locals to visit and participate in activities organized by these centres are by
organizing personal and educational activities as tools for dissolving barriers of entry, making use
of ICT capabilities in the digital and ICT services or learning programs as well as delivering digital
and ICT learning experience beyond fixed locations (Huggins & Izushi, 2002).
For instance, conducive and interactive features of a community resources centre can attract
more youngers generations. It should be equipped with trendy and up-to-date technological devices
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and ICT tools to attract new people to try exploring and experiencing the digital world. Fun learning
activities with hands-on experience are the main elements to consistently attract local community
members to come to the centres. Besides, to boost the digital learning experience beyond the
community centres, a mobile resources centre is set up to deliver IT-related training to such a rural
area with no digital or ICT facilities. With meticulous planning and implementation, such an impact
on digital literacy rates can be achieved.
3.3.3 Offering attractive benefits to boost participation
Meanwhile, an intervention project to explore the impact of technology on engagement through
community services, schools and family learning has been conducted by McDougall et. al. (2015). The
outcomes of this research project investigating a global technology provider's (Samsung)
collaboration with a school and community on a unique island off the coast of England are discussed
in his research report. A group of underprivileged and disengaged families, including students with
special educational needs (SEN), were given networked mobile devices, weekly training, and an
accessible ‘safe space' in the form of a community-wide ‘digital classroom.'
It is found that there is a lack of participation with community services in this initiative, which
is much expected. However, the implementation of modern technologies and other playful
communities’ activities, on the other hand, was able to encourage initial participation. It is clear to
say that establishing this initial relationship is a critical factor. Furthermore, before a community
space can become self-sustaining through government support, particularly in the case of adult
education, a certain level of constant attendance must be met. Minimal constraints for admission
such as no fees, no commitments, and accessible schedules as well as immediate benefits such as fun
activities, product to take away, quick skill development will be emphasized in these community
spaces. However, there are also a lot of members in each community who would have shown an
intrinsic motivation to improve their digital literacy abilities in areas such as fundamental IT skills,
word processing, and online safety. Besides, providing access to technologies that are not commonly
available, especially particularly recent technology and digital devices can increase motivation to
participate in these community’s development programs (McDougall et. al., 2016).
However, as well as the initial participation is important, the organisers or leaders of these
communities development programs should also actively and thoroughly design appropriate program
frameworks and modules to ensure a long-lasting progression and consistent participation from local
community members. To ensure this, each party from local government, educational institutions,
NGOs as well as local communities leaders’ should collaborate to ensure effective implementation of
each program.
3.3.4 Engaging activities and learning modules of digital literacy programs
At the University of Rhode Island’s Summer Institute in Digital Literacy (SIDL), they have offered an
intensive professional development course on Digital Literacy involving adult learners. The SIDL
promotes evaluation on one's objectives for improving digital literacy, deepens enthusiasm for
collaborative research, and focuses on how educators and learners personalize learning, among other
things. Three components of this course that are being emphasized as the framework of the learning
modules are a reflection on one's objectives for developing digital literacy, inquiry and collaborative
learning strategies, and an examination on educators and learners personalize learning (Hobbs and
Coiro, 2019).
Based on these SIDL professional development programs, this framework may also be referred
to develop an extensive framework for community development programs for digital literacy. Various
educational institution-community partnership digital literacy programs can be further developed by
taking into account the three design features of the SIDL program.
So, the first components to be developed in every digital literacy community development
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program are to establish a clear objective or learning motivations among the participants. When it
comes to engaging in various learning programs, every participant has their own set of motives. It is
important to properly define one's priorities as one reflects on their motives for exploring the topic of
digital literacy. Acknowledging and appreciating this difference fosters a conducive environment for
co-learning (Hobbs and Coiro, 2019). Then, throughout the programs, inquiry-based projects and
collaborative digital projects should be integrated into the community development programs.
Throughout the process of completing the projects, active engagement and problem-solving may
boost the cognitive, social and emotional aspects of digital literacy.
In addition, several studies of instructing digital literacy in the classroom have identified
benefits for students who actively engage in multidimensional group projects that allow them to
enhance their digital literacy by using digital tools for communication, collaborative project, creation,
and problem-solving in a social, interactive setting. (Hsu et al., 2018). In addition to that, Augmented
reality (AR) is a unique technology that allows users to see the real-world environment while
simultaneously seeing virtual items resulting in educationally important multidimensional,
contextual, and engaging representations (Dunleavy & Dede, 2014). Many studies have attempted to
improve digital literacy among students by encouraging them to use, create, and communicate digital
information (Chou, Block, & Jesness, 2012; Hagerman & Spires, 2017). In the twenty-first century,
multisensory creativity and communication are especially crucial for the development of digital
literacy (Lotherington & Jenson, 2011).
In research by Hsu et. al. (2018), a pedagogical approach is proposed that combines contextual
and spiral learning approaches with Augmented Reality to aid Digital Literacy development in
elementary school students. The instructional design for sequential learning tasks in a project-based
learning (PBL) environment was influenced by the social constructivist for Digital Literacy framework
(Reynolds, 2016) and spiral learning theory. Bruner (1960) created a spiral curriculum that
emphasised a continuous deepening of a learner's knowledge of basic principles of a topic through
learning to apply them in increasingly complex versions. To help learners reinforce and strengthen
the complexity of learning outcomes, Bruner proposed that the curriculum should repeat these core
concepts regularly while improving the level of material complexity.
So, on that note, align with the rapid growth of digitalization in teaching and learning
strategies, more community development organizers should consider promoting digital literacy
through augmented reality integration projects. As well as growing interest in the integration of
augmented reality with other various sectors such as communication, shopping and retails and also
entertainment programs, it has also recently been introduced in the education sector. As well as
keeping up with the digital trend and piquing the younger generation interest to learn, it can also
promote active learning among students. These augmented reality projects can be integrated with
various fun activities such as making a digital personal portfolio or an animals’ encyclopedia.
Non-governmental Organizations (NGOs) contribute greatly to community development in a
variety of approaches, including community self-help activities, such as training and retraining the
members of the community and raising awareness and sensitization in the community. it had been
shown that these initiatives led to lots of changes, including a growth in the number of children
enrolled in schools. Furthermore, 75.9% of NGOs indicated that they had immensely focused
on training local people to recognize the positive outcomes of self-help activities. Those
were passionately fostered through awareness and sensitization for self-awakening (Hashim et.al.,
2020).
3.3.5 Well-trained teachers and instructors in educational institutions
In Pakistan, due to the scarcity of Information and Digital Literacy (IDL) instruction, there are only a
few well-trained employees in libraries and other librarianship departments to execute any kind of
information literacy activities. So, it has been suggested to improve formal training among the higher
education staff, so that they would be able to raise awareness on digital resources to students and
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conduct various programs to increase information and digital literacy (Ameen et. al., 2009).
The lack of cultural understanding within younger generations in engaging with digital media
responsibly and constructively was highlighted as a barrier to digital content literacy in Jordan, and
so are the digital content literacy programmes which had been implemented and funded by external
organisations. To cater for this problem, Jordan Media Institute has been educating instructors in
media and information literacy skills, in conjunction with UNESCO, thus that they could pass along
the knowledge and skills required for students from grades seven, eight, and nine in a variety of
educational institutions (Halka & Mohamed, 2020).
In addition, by improving professionals, graduates and educators in the aspects of digital
literacy, the social capital of digital literacy generations can be produced. Information exchange and
the way to access relevant knowledge are two of the most important benefits of social capital,
which is directly linked to the term of information literacy. Individual information literacy is essential
for an effective information transfer. It is indeed possible that social capital and information literacy
interact in a bidirectional pattern. For instance, social capital may be utilised to acquire access to
information and knowledge, while information literacy can also be used to influence social capital
development (Holma & Pakalna, 2015).
3.3.6 Role of effective community leaders
Effective leadership at the community level is a prerequisite in organizing action in society, fostering
social well-being, and enhancing community viability. Undoubtedly, local leaders directly impact the
lives and well-being of the local community itself. In contemporary communities and challenges, the
role of local leaders and associations must be recognized as an impetus for community development
(Horlings et al., 2018). Therefore, leaders who can look down and be directly involved are needed to
solve complex problems, mobilize community action, improve social well-being, and increase the
effectiveness of a community.
In Malaysia, the government has established Rural Development and Security Committees
(MPKK) at the grassroots and rural levels to act as agents of public administration and development,
especially in rural areas (Rami et al., 2020b). As a community leader, MPKK plays an important role
as a formal community leader in a community. Thus, the effectiveness of MPKK leadership plays an
important role in the local community in terms of socio-economic development (Rami et al., 2016). In
line with its objectives, MPKK has been a driving force in various activities and programs directly
related to the socio-economic development of the villagers, including carrying out their role after
being given a mandate in solving development problems. In this case, they hold the power to carry
out tasks assigned by government institutions including designing community development
programs, planning local development, overseeing government projects, and also assisting
government institutions in distributing aid to families in need.
4.
Conclusion
From this study, the authors intend to highlight six main strategies that should be focused on to
improve digital literacy to support the education post-pandemic which are; (i) improving and
maximizing the usage of digital infrastructure in rural areas; (ii) providing necessary digital facilities
and devices for the underprivileged citizen; (iii) offering attractive benefits to boost participation; (iv)
engaging activities and learning module of digital literacy programs; (v) well-trained teachers and
instructors in educational institutions; (vi) role of effective community leaders.
Therefore, digital skills and literacy are becoming one of the most important elements in the
education sector, especially in the post-pandemic context. Without mastering digital skills, younger
generations would face challenges to keep up with their studies. Many underprivileged students are
among the most affected and left behind in their learning experience due to limited sources as well as
a lack of digital literacy skills. It is also hard to only depend on teachers and educators to make effort
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in bridging this gap in students’ literacy skills. On that note, local government, education
institutions, corporate organizations as well as members of the local communities have to take part in
this effort to promote digital literacy skills and the awareness of their importance. In addition, to
optimize positive impact on the community digital literacy rates, all members of the community from
the leaders, professional workers, educators as well as the younger generations themselves have to
take part as much as possible in the community development programs. With a clear understanding
of the objective of these programs, a major improvement in the learning experience among the
younger generations as well as adult learners can be achieved.
5.
Recommendations
It is evident from this study that the community itself play a major role in ensuring the effectiveness
and consistency of the community development program in their locality. The government may have
a major role in providing the basic resources and funds, but it is up to community group members to
fulfil the aims and implement the strategies and framework for advocating digital literacy knowledge
and skills. A few recommendations such as below are suggested to further improve future community
development programs.
1. As the government put effort into improving the digital infrastructures in rural areas, NGOs
may focus on helping to supply digital devices such as mobile phones or tablets for
underprivileged students to help them in digital learning. Moving forward, more digital and
virtual education will be implemented to adapt to the new norm in this post-pandemic era,
such devices will be the main medium of education for younger generations. Without proper
digital tools and skills, more students will be left behind in educations as well as more dropout
cases will surge.
2. NGOs or community groups may organize digital events such as virtual training, eLearning
website competitions or digital seminars or conference in order to boost the awareness and
interest of community members towards digital literacy skills.
3. As for Higher Education-subscribed online databases, a formal course on digital literacy and
online databases should be introduced to students as well as university staff on all levels to
increase well-trained communities in academic settings. Besides, community-institutional
partnership programs for promoting digital literacy skills can be organized to boost awareness
and knowledge on this issue.
4. The usage of ICT facilities and services at telecentres in rural villages should be sustained and
enhanced to maximize the impact of digitalization on local communities. Promotional videos
and awareness campaigns on these ICT facilities can be introduced to boost people interest to
participate in digital and ICT programs or events that are regularly being conducted at
telecentres.
5. Besides that, it is also important to educate the local communities on sustainable community
development, where the members of the communities themselves work on to develop their
community with without depending on financial or resources from the government or other
organizations. With a proper understanding of the need to improve themselves, they would be
able to ensure their younger generations have a better quality learning experience. One of the
ways of doing that is by directly involve the members of quality in every community
development program in the planning stage as well as implementation stage.
6. As one of the digital approaches towards future community development programs, virtual
volunteering of professional people should be promoted. This approach does not only enhance
digital participation, but it may be one of the efforts in which a corporation can help local
communities in ways other than simply allocating fund money. Many professional employees may
volunteer virtually as teachers, mentors, and strategists, among other things, throughout this
movement control phase as well as in the future. Through thorough planning and implementation,
this method could help in empowering local youth and communities to collaborate consistently
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with professional individuals to continuously improve their digital literacy.
7. The government, local citizen, and other organisations should expand their support for nongovernmental organisations (NGOs). These forms of assistance should include the
development of a conducive working atmosphere, as well as providing support in
material, technical reports as well and financial funds.
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