Over time, the concept of information literacy has changed drastically due to advances in technology. “Digital literacy” has emerged as one of the extensions of the concept of information literacy (Li et al., 2021, p. 4196). As the society is moving to digital age, new definitions of digital literacy are evolving which include how to access information in digital formats, and how to critically evaluate online information and use it appropriately (Ondari-Okemwa, 2016). According to Buckingham (2007), digital literacy needs to include a broader understanding of the socio-economic contexts underpinning how information is accessed, used and produced in the digital age (p. 45). Therefore, it is more challenging for people to evaluate the online information and identify which information is true or false.
In fact, education can play a pivotal role in reducing the spread of fake news via social media. According to Rampersad & Althiyabi (2020), education is an important factor that can decrease the dissemination and acceptance of fake news since increasing education can improve an individual’s digital literacy skill, and thus an individual will be less likely to accept or spread fake news without any critical evaluation and confirmation regarding the source of the news (p. 9). Therefore, to lessen the spread and acceptance of false information, education is essential to help users build digital literacy skills via organising media and news literacy workshops that bring fact-checkers and interested citizens with journalists together (Komendantova et al., 2021, p. 11). Media and digital literacy classes should also be introduced into the school curriculum to equip students with critical thinking skills with evolving technologies (Komendantova et al., 2021, p. 11).
Digital literacy has become increasingly important for library professionals due to technological advancement in information and communication technologies (ICT). Many public and academic libraries have started to use social media such as Facebook to communicate with users and to promote new collections and events. Therefore, to enhance their job performance, library professionals need to keep updating themselves with digital literacy skills through various ways such as attending seminars and workshop, and IT programmes (Agim & Azolo, 2021, p. 15). Library management should also offer training programmes for their library staff to upgrade their digital literacy skills. Furthermore, government should provide public and academic libraries with sufficient funds for ICT infrastructure and training facilities for their staff (Agim & Azolo, 2021, p. 15).
Reference
Agim, E. C., & Azolo, E. M. (2021). digital literacy and job performance of 21st century library staff in Imo State. Library Research Journal, 4(1), 15–26. Retrieved from https://journals.unizik.edu.ng/index.php/lrj/article/view/547
Buckingham, D. (2007). Digital media literacies: Rethinking media education in the age of the internet. Research in Comparative and International Education, 2(1), 43–55. https://doi.org/10.2304/rcie.2007.2.1.43
Komendantova, N., Ekenberg, L., Svahn, M., Larsson, A., Shah, S. I. H., Glinos, M., Koulolias, V., & Danielson, M. (2021). A value-driven approach to addressing misinformation in social media. Humanities and Social Sciences Communications, 8(1), 1-12.
Li, Y., Chen, Y., & Wang, Q. (2021). Evolution and diffusion of information literacy topics. Scientometrics 126, 4195–4224. https://doi.org/10.1007/s11192-021-03925-y
Ondari-Okemwa, E. (2016). Developing digital information literacy at institutions of higher learning in sub-saharan Africa: Opportunities and challenges. Standing Conference of Eastern, Central and Southern Africa Library and Information Associations (SCECSAL), 1-20.
Rampersad, G., & Althiyabi, T. (2020). Fake news: Acceptance by demographics and culture on social media. Journal of Information Technology & Politics, 17(1), 1-11. https://doi.org/10.1080/19331681.2019.1686676