Mizo Language Resource

digital literacy essay in mizo language

Part of CoRSAL

About the Language

Mizo (iso 639-3 lus) is a Kuki-Chin language belonging to the Tibeto-Burman language family. It is the native language of the Mizo people in both the Mizoram state of India (23.36 N, 92.8 E) and Chin State in Burma.

About the Collection

This is a community collection of audio recordings of modern spoken Mizo covering three generations of male and female speakers, including children, recorded between 1970 and 1990 by Thangi Chhangte. Many of the speakers featured in this collection, such as Chhangte’s grandparents, were born in the early 1900s.

The collection includes Liandala (Chhangte’s maternal grandfather) singing songs he composed himself, and traditional stories narrated by Pi. Thangpuii, mother of C. L. Rema (Chhangte’s paternal grandmother). Pi. Thangpuii was a storyteller in her youth, and claimed to know a hundred Mizo folktales! There are also conversations between family members and audio “letters” to family members living outside of Mizoram—for example, messages and songs from family and friends in Mizoram, recorded on cassettes and sent in the mail. These recordings represent natural language, as family members speak casually with each other, visitors come and go, and children play in the background.

The collection includes performances of singing by children, choir, and family. The songs include zaikhawm hla, a Mizo style of group singing and a traditional way of giving thanks. These are religious songs sung in a group, often at funerals or celebrations. They are sung with a traditional drum and accompanied by dance. The songs include words of thanks to God for good fate and good days. The collection also includes performances of Mizo Christian hymns sung at home and by church choirs—many composed by Mizos. These recordings are especially important, as they were done before the advent of mass media in Mizoram; the composers were less homogeneous in the period before digital music recordings. Chhangte says the language and music was freer in those days.

  • Guided Search
  • Advanced Search
  • Proximity Search
  • Searching Help
  • Apply your Search Terms to:
  • The Full Text of the Item
  • Metadata (Catalog Record)

At a Glance

Latest additions rss feed.

Conversation about a dream

Cite This Collection

Here is our suggested citation. Consult an appropriate style guide for conformance to specific guidelines.

Mizo Language Resource in UNT Digital Library. University of North Texas Libraries. https://digital.library.unt.edu/explore/collections/MIZO/ accessed March 26, 2024. Copy Citation

Explore Holdings

Start browsing through the holdings of this collection in one of the following ways:

Resource Type

  • Open access
  • Published: 08 June 2022

A systematic review on digital literacy

  • Hasan Tinmaz   ORCID: orcid.org/0000-0003-4310-0848 1 ,
  • Yoo-Taek Lee   ORCID: orcid.org/0000-0002-1913-9059 2 ,
  • Mina Fanea-Ivanovici   ORCID: orcid.org/0000-0003-2921-2990 3 &
  • Hasnan Baber   ORCID: orcid.org/0000-0002-8951-3501 4  

Smart Learning Environments volume  9 , Article number:  21 ( 2022 ) Cite this article

41k Accesses

30 Citations

10 Altmetric

Metrics details

The purpose of this study is to discover the main themes and categories of the research studies regarding digital literacy. To serve this purpose, the databases of WoS/Clarivate Analytics, Proquest Central, Emerald Management Journals, Jstor Business College Collections and Scopus/Elsevier were searched with four keyword-combinations and final forty-three articles were included in the dataset. The researchers applied a systematic literature review method to the dataset. The preliminary findings demonstrated that there is a growing prevalence of digital literacy articles starting from the year 2013. The dominant research methodology of the reviewed articles is qualitative. The four major themes revealed from the qualitative content analysis are: digital literacy, digital competencies, digital skills and digital thinking. Under each theme, the categories and their frequencies are analysed. Recommendations for further research and for real life implementations are generated.

Introduction

The extant literature on digital literacy, skills and competencies is rich in definitions and classifications, but there is still no consensus on the larger themes and subsumed themes categories. (Heitin, 2016 ). To exemplify, existing inventories of Internet skills suffer from ‘incompleteness and over-simplification, conceptual ambiguity’ (van Deursen et al., 2015 ), and Internet skills are only a part of digital skills. While there is already a plethora of research in this field, this research paper hereby aims to provide a general framework of digital areas and themes that can best describe digital (cap)abilities in the novel context of Industry 4.0 and the accelerated pandemic-triggered digitalisation. The areas and themes can represent the starting point for drafting a contemporary digital literacy framework.

Sousa and Rocha ( 2019 ) explained that there is a stake of digital skills for disruptive digital business, and they connect it to the latest developments, such as the Internet of Things (IoT), cloud technology, big data, artificial intelligence, and robotics. The topic is even more important given the large disparities in digital literacy across regions (Tinmaz et al., 2022 ). More precisely, digital inequalities encompass skills, along with access, usage and self-perceptions. These inequalities need to be addressed, as they are credited with a ‘potential to shape life chances in multiple ways’ (Robinson et al., 2015 ), e.g., academic performance, labour market competitiveness, health, civic and political participation. Steps have been successfully taken to address physical access gaps, but skills gaps are still looming (Van Deursen & Van Dijk, 2010a ). Moreover, digital inequalities have grown larger due to the COVID-19 pandemic, and they influenced the very state of health of the most vulnerable categories of population or their employability in a time when digital skills are required (Baber et al., 2022 ; Beaunoyer, Dupéré & Guitton, 2020 ).

The systematic review the researchers propose is a useful updated instrument of classification and inventory for digital literacy. Considering the latest developments in the economy and in line with current digitalisation needs, digitally literate population may assist policymakers in various fields, e.g., education, administration, healthcare system, and managers of companies and other concerned organisations that need to stay competitive and to employ competitive workforce. Therefore, it is indispensably vital to comprehend the big picture of digital literacy related research.

Literature review

Since the advent of Digital Literacy, scholars have been concerned with identifying and classifying the various (cap)abilities related to its operation. Using the most cited academic papers in this stream of research, several classifications of digital-related literacies, competencies, and skills emerged.

Digital literacies

Digital literacy, which is one of the challenges of integration of technology in academic courses (Blau, Shamir-Inbal & Avdiel, 2020 ), has been defined in the current literature as the competencies and skills required for navigating a fragmented and complex information ecosystem (Eshet, 2004 ). A ‘Digital Literacy Framework’ was designed by Eshet-Alkalai ( 2012 ), comprising six categories: (a) photo-visual thinking (understanding and using visual information); (b) real-time thinking (simultaneously processing a variety of stimuli); (c) information thinking (evaluating and combining information from multiple digital sources); (d) branching thinking (navigating in non-linear hyper-media environments); (e) reproduction thinking (creating outcomes using technological tools by designing new content or remixing existing digital content); (f) social-emotional thinking (understanding and applying cyberspace rules). According to Heitin ( 2016 ), digital literacy groups the following clusters: (a) finding and consuming digital content; (b) creating digital content; (c) communicating or sharing digital content. Hence, the literature describes the digital literacy in many ways by associating a set of various technical and non-technical elements.

  • Digital competencies

The Digital Competence Framework for Citizens (DigComp 2.1.), the most recent framework proposed by the European Union, which is currently under review and undergoing an updating process, contains five competency areas: (a) information and data literacy, (b) communication and collaboration, (c) digital content creation, (d) safety, and (e) problem solving (Carretero, Vuorikari & Punie, 2017 ). Digital competency had previously been described in a technical fashion by Ferrari ( 2012 ) as a set comprising information skills, communication skills, content creation skills, safety skills, and problem-solving skills, which later outlined the areas of competence in DigComp 2.1, too.

  • Digital skills

Ng ( 2012 ) pointed out the following three categories of digital skills: (a) technological (using technological tools); (b) cognitive (thinking critically when managing information); (c) social (communicating and socialising). A set of Internet skill was suggested by Van Deursen and Van Dijk ( 2009 , 2010b ), which contains: (a) operational skills (basic skills in using internet technology), (b) formal Internet skills (navigation and orientation skills); (c) information Internet skills (fulfilling information needs), and (d) strategic Internet skills (using the internet to reach goals). In 2014, the same authors added communication and content creation skills to the initial framework (van Dijk & van Deursen). Similarly, Helsper and Eynon ( 2013 ) put forward a set of four digital skills: technical, social, critical, and creative skills. Furthermore, van Deursen et al. ( 2015 ) built a set of items and factors to measure Internet skills: operational, information navigation, social, creative, mobile. More recent literature (vaan Laar et al., 2017 ) divides digital skills into seven core categories: technical, information management, communication, collaboration, creativity, critical thinking, and problem solving.

It is worth mentioning that the various methodologies used to classify digital literacy are overlapping or non-exhaustive, which confirms the conceptual ambiguity mentioned by van Deursen et al. ( 2015 ).

  • Digital thinking

Thinking skills (along with digital skills) have been acknowledged to be a significant element of digital literacy in the educational process context (Ferrari, 2012 ). In fact, critical thinking, creativity, and innovation are at the very core of DigComp. Information and Communication Technology as a support for thinking is a learning objective in any school curriculum. In the same vein, analytical thinking and interdisciplinary thinking, which help solve problems, are yet other concerns of educators in the Industry 4.0 (Ozkan-Ozen & Kazancoglu, 2021 ).

However, we have recently witnessed a shift of focus from learning how to use information and communication technologies to using it while staying safe in the cyber-environment and being aware of alternative facts. Digital thinking would encompass identifying fake news, misinformation, and echo chambers (Sulzer, 2018 ). Not least important, concern about cybersecurity has grown especially in times of political, social or economic turmoil, such as the elections or the Covid-19 crisis (Sulzer, 2018 ; Puig, Blanco-Anaya & Perez-Maceira, 2021 ).

Ultimately, this systematic review paper focuses on the following major research questions as follows:

Research question 1: What is the yearly distribution of digital literacy related papers?

Research question 2: What are the research methods for digital literacy related papers?

Research question 3: What are the main themes in digital literacy related papers?

Research question 4: What are the concentrated categories (under revealed main themes) in digital literacy related papers?

This study employed the systematic review method where the authors scrutinized the existing literature around the major research question of digital literacy. As Uman ( 2011 ) pointed, in systematic literature review, the findings of the earlier research are examined for the identification of consistent and repetitive themes. The systematic review method differs from literature review with its well managed and highly organized qualitative scrutiny processes where researchers tend to cover less materials from fewer number of databases to write their literature review (Kowalczyk & Truluck, 2013 ; Robinson & Lowe, 2015 ).

Data collection

To address major research objectives, the following five important databases are selected due to their digital literacy focused research dominance: 1. WoS/Clarivate Analytics, 2. Proquest Central; 3. Emerald Management Journals; 4. Jstor Business College Collections; 5. Scopus/Elsevier.

The search was made in the second half of June 2021, in abstract and key words written in English language. We only kept research articles and book chapters (herein referred to as papers). Our purpose was to identify a set of digital literacy areas, or an inventory of such areas and topics. To serve that purpose, systematic review was utilized with the following synonym key words for the search: ‘digital literacy’, ‘digital skills’, ‘digital competence’ and ‘digital fluency’, to find the mainstream literature dealing with the topic. These key words were unfolded as a result of the consultation with the subject matter experts (two board members from Korean Digital Literacy Association and two professors from technology studies department). Below are the four key word combinations used in the search: “Digital literacy AND systematic review”, “Digital skills AND systematic review”, “Digital competence AND systematic review”, and “Digital fluency AND systematic review”.

A sequential systematic search was made in the five databases mentioned above. Thus, from one database to another, duplicate papers were manually excluded in a cascade manner to extract only unique results and to make the research smoother to conduct. At this stage, we kept 47 papers. Further exclusion criteria were applied. Thus, only full-text items written in English were selected, and in doing so, three papers were excluded (no full text available), and one other paper was excluded because it was not written in English, but in Spanish. Therefore, we investigated a total number of 43 papers, as shown in Table 1 . “ Appendix A ” shows the list of these papers with full references.

Data analysis

The 43 papers selected after the application of the inclusion and exclusion criteria, respectively, were reviewed the materials independently by two researchers who were from two different countries. The researchers identified all topics pertaining to digital literacy, as they appeared in the papers. Next, a third researcher independently analysed these findings by excluded duplicates A qualitative content analysis was manually performed by calculating the frequency of major themes in all papers, where the raw data was compared and contrasted (Fraenkel et al., 2012 ). All three reviewers independently list the words and how the context in which they appeared and then the three reviewers collectively decided for how it should be categorized. Lastly, it is vital to remind that literature review of this article was written after the identification of the themes appeared as a result of our qualitative analyses. Therefore, the authors decided to shape the literature review structure based on the themes.

As an answer to the first research question (the yearly distribution of digital literacy related papers), Fig.  1 demonstrates the yearly distribution of digital literacy related papers. It is seen that there is an increasing trend about the digital literacy papers.

figure 1

Yearly distribution of digital literacy related papers

Research question number two (The research methods for digital literacy related papers) concentrates on what research methods are employed for these digital literacy related papers. As Fig.  2 shows, most of the papers were using the qualitative method. Not stated refers to book chapters.

figure 2

Research methods used in the reviewed articles

When forty-three articles were analysed for the main themes as in research question number three (The main themes in digital literacy related papers), the overall findings were categorized around four major themes: (i) literacies, (ii) competencies, (iii) skills, and (iv) thinking. Under every major theme, the categories were listed and explained as in research question number four (The concentrated categories (under revealed main themes) in digital literacy related papers).

The authors utilized an overt categorization for the depiction of these major themes. For example, when the ‘creativity’ was labelled as a skill, the authors also categorized it under the ‘skills’ theme. Similarly, when ‘creativity’ was mentioned as a competency, the authors listed it under the ‘competencies’ theme. Therefore, it is possible to recognize the same finding under different major themes.

Major theme 1: literacies

Digital literacy being the major concern of this paper was observed to be blatantly mentioned in five papers out forty-three. One of these articles described digital literacy as the human proficiencies to live, learn and work in the current digital society. In addition to these five articles, two additional papers used the same term as ‘critical digital literacy’ by describing it as a person’s or a society’s accessibility and assessment level interaction with digital technologies to utilize and/or create information. Table 2 summarizes the major categories under ‘Literacies’ major theme.

Computer literacy, media literacy and cultural literacy were the second most common literacy (n = 5). One of the article branches computer literacy as tool (detailing with software and hardware uses) and resource (focusing on information processing capacity of a computer) literacies. Cultural literacy was emphasized as a vital element for functioning in an intercultural team on a digital project.

Disciplinary literacy (n = 4) was referring to utilizing different computer programs (n = 2) or technical gadgets (n = 2) with a specific emphasis on required cognitive, affective and psychomotor skills to be able to work in any digital context (n = 3), serving for the using (n = 2), creating and applying (n = 2) digital literacy in real life.

Data literacy, technology literacy and multiliteracy were the third frequent categories (n = 3). The ‘multiliteracy’ was referring to the innate nature of digital technologies, which have been infused into many aspects of human lives.

Last but not least, Internet literacy, mobile literacy, web literacy, new literacy, personal literacy and research literacy were discussed in forty-three article findings. Web literacy was focusing on being able to connect with people on the web (n = 2), discover the web content (especially the navigation on a hyper-textual platform), and learn web related skills through practical web experiences. Personal literacy was highlighting digital identity management. Research literacy was not only concentrating on conducting scientific research ability but also finding available scholarship online.

Twenty-four other categories are unfolded from the results sections of forty-three articles. Table 3 presents the list of these other literacies where the authors sorted the categories in an ascending alphabetical order without any other sorting criterion. Primarily, search, tagging, filtering and attention literacies were mainly underlining their roles in information processing. Furthermore, social-structural literacy was indicated as the recognition of the social circumstances and generation of information. Another information-related literacy was pointed as publishing literacy, which is the ability to disseminate information via different digital channels.

While above listed personal literacy was referring to digital identity management, network literacy was explained as someone’s social networking ability to manage the digital relationship with other people. Additionally, participatory literacy was defined as the necessary abilities to join an online team working on online content production.

Emerging technology literacy was stipulated as an essential ability to recognize and appreciate the most recent and innovative technologies in along with smart choices related to these technologies. Additionally, the critical literacy was added as an ability to make smart judgements on the cost benefit analysis of these recent technologies.

Last of all, basic, intermediate, and advanced digital assessment literacies were specified for educational institutions that are planning to integrate various digital tools to conduct instructional assessments in their bodies.

Major theme 2: competencies

The second major theme was revealed as competencies. The authors directly categorized the findings that are specified with the word of competency. Table 4 summarizes the entire category set for the competencies major theme.

The most common category was the ‘digital competence’ (n = 14) where one of the articles points to that category as ‘generic digital competence’ referring to someone’s creativity for multimedia development (video editing was emphasized). Under this broad category, the following sub-categories were associated:

Problem solving (n = 10)

Safety (n = 7)

Information processing (n = 5)

Content creation (n = 5)

Communication (n = 2)

Digital rights (n = 1)

Digital emotional intelligence (n = 1)

Digital teamwork (n = 1)

Big data utilization (n = 1)

Artificial Intelligence utilization (n = 1)

Virtual leadership (n = 1)

Self-disruption (in along with the pace of digitalization) (n = 1)

Like ‘digital competency’, five additional articles especially coined the term as ‘digital competence as a life skill’. Deeper analysis demonstrated the following points: social competences (n = 4), communication in mother tongue (n = 3) and foreign language (n = 2), entrepreneurship (n = 3), civic competence (n = 2), fundamental science (n = 1), technology (n = 1) and mathematics (n = 1) competences, learning to learn (n = 1) and self-initiative (n = 1).

Moreover, competencies were linked to workplace digital competencies in three articles and highlighted as significant for employability (n = 3) and ‘economic engagement’ (n = 3). Digital competencies were also detailed for leisure (n = 2) and communication (n = 2). Furthermore, two articles pointed digital competencies as an inter-cultural competency and one as a cross-cultural competency. Lastly, the ‘digital nativity’ (n = 1) was clarified as someone’s innate competency of being able to feel contented and satisfied with digital technologies.

Major theme 3: skills

The third major observed theme was ‘skills’, which was dominantly gathered around information literacy skills (n = 19) and information and communication technologies skills (n = 18). Table 5 demonstrates the categories with more than one occurrence.

Table 6 summarizes the sub-categories of the two most frequent categories of ‘skills’ major theme. The information literacy skills noticeably concentrate on the steps of information processing; evaluation (n = 6), utilization (n = 4), finding (n = 3), locating (n = 2) information. Moreover, the importance of trial/error process, being a lifelong learner, feeling a need for information and so forth were evidently listed under this sub-category. On the other hand, ICT skills were grouped around cognitive and affective domains. For instance, while technical skills in general and use of social media, coding, multimedia, chat or emailing in specific were reported in cognitive domain, attitude, intention, and belief towards ICT were mentioned as the elements of affective domain.

Communication skills (n = 9) were multi-dimensional for different societies, cultures, and globalized contexts, requiring linguistic skills. Collaboration skills (n = 9) are also recurrently cited with an explicit emphasis for virtual platforms.

‘Ethics for digital environment’ encapsulated ethical use of information (n = 4) and different technologies (n = 2), knowing digital laws (n = 2) and responsibilities (n = 2) in along with digital rights and obligations (n = 1), having digital awareness (n = 1), following digital etiquettes (n = 1), treating other people with respect (n = 1) including no cyber-bullying (n = 1) and no stealing or damaging other people (n = 1).

‘Digital fluency’ involved digital access (n = 2) by using different software and hardware (n = 2) in online platforms (n = 1) or communication tools (n = 1) or within programming environments (n = 1). Digital fluency also underlined following recent technological advancements (n = 1) and knowledge (n = 1) including digital health and wellness (n = 1) dimension.

‘Social intelligence’ related to understanding digital culture (n = 1), the concept of digital exclusion (n = 1) and digital divide (n = 3). ‘Research skills’ were detailed with searching academic information (n = 3) on databases such as Web of Science and Scopus (n = 2) and their citation, summarization, and quotation (n = 2).

‘Digital teaching’ was described as a skill (n = 2) in Table 4 whereas it was also labelled as a competence (n = 1) as shown in Table 3 . Similarly, while learning to learn (n = 1) was coined under competencies in Table 3 , digital learning (n = 2, Table 4 ) and life-long learning (n = 1, Table 5 ) were stated as learning related skills. Moreover, learning was used with the following three terms: learning readiness (n = 1), self-paced learning (n = 1) and learning flexibility (n = 1).

Table 7 shows other categories listed below the ‘skills’ major theme. The list covers not only the software such as GIS, text mining, mapping, or bibliometric analysis programs but also the conceptual skills such as the fourth industrial revolution and information management.

Major theme 4: thinking

The last identified major theme was the different types of ‘thinking’. As Table 8 shows, ‘critical thinking’ was the most frequent thinking category (n = 4). Except computational thinking, the other categories were not detailed.

Computational thinking (n = 3) was associated with the general logic of how a computer works and sub-categorized into the following steps; construction of the problem (n = 3), abstraction (n = 1), disintegration of the problem (n = 2), data collection, (n = 2), data analysis (n = 2), algorithmic design (n = 2), parallelization & iteration (n = 1), automation (n = 1), generalization (n = 1), and evaluation (n = 2).

A transversal analysis of digital literacy categories reveals the following fields of digital literacy application:

Technological advancement (IT, ICT, Industry 4.0, IoT, text mining, GIS, bibliometric analysis, mapping data, technology, AI, big data)

Networking (Internet, web, connectivity, network, safety)

Information (media, news, communication)

Creative-cultural industries (culture, publishing, film, TV, leisure, content creation)

Academia (research, documentation, library)

Citizenship (participation, society, social intelligence, awareness, politics, rights, legal use, ethics)

Education (life skills, problem solving, teaching, learning, education, lifelong learning)

Professional life (work, teamwork, collaboration, economy, commerce, leadership, decision making)

Personal level (critical thinking, evaluation, analytical thinking, innovative thinking)

This systematic review on digital literacy concentrated on forty-three articles from the databases of WoS/Clarivate Analytics, Proquest Central, Emerald Management Journals, Jstor Business College Collections and Scopus/Elsevier. The initial results revealed that there is an increasing trend on digital literacy focused academic papers. Research work in digital literacy is critical in a context of disruptive digital business, and more recently, the pandemic-triggered accelerated digitalisation (Beaunoyer, Dupéré & Guitton, 2020 ; Sousa & Rocha 2019 ). Moreover, most of these papers were employing qualitative research methods. The raw data of these articles were analysed qualitatively using systematic literature review to reveal major themes and categories. Four major themes that appeared are: digital literacy, digital competencies, digital skills and thinking.

Whereas the mainstream literature describes digital literacy as a set of photo-visual, real-time, information, branching, reproduction and social-emotional thinking (Eshet-Alkalai, 2012 ) or as a set of precise specific operations, i.e., finding, consuming, creating, communicating and sharing digital content (Heitin, 2016 ), this study reveals that digital literacy revolves around and is in connection with the concepts of computer literacy, media literacy, cultural literacy or disciplinary literacy. In other words, the present systematic review indicates that digital literacy is far broader than specific tasks, englobing the entire sphere of computer operation and media use in a cultural context.

The digital competence yardstick, DigComp (Carretero, Vuorikari & Punie, 2017 ) suggests that the main digital competencies cover information and data literacy, communication and collaboration, digital content creation, safety, and problem solving. Similarly, the findings of this research place digital competencies in relation to problem solving, safety, information processing, content creation and communication. Therefore, the findings of the systematic literature review are, to a large extent, in line with the existing framework used in the European Union.

The investigation of the main keywords associated with digital skills has revealed that information literacy, ICT, communication, collaboration, digital content creation, research and decision-making skill are the most representative. In a structured way, the existing literature groups these skills in technological, cognitive, and social (Ng, 2012 ) or, more extensively, into operational, formal, information Internet, strategic, communication and content creation (van Dijk & van Deursen, 2014 ). In time, the literature has become richer in frameworks, and prolific authors have improved their results. As such, more recent research (vaan Laar et al., 2017 ) use the following categories: technical, information management, communication, collaboration, creativity, critical thinking, and problem solving.

Whereas digital thinking was observed to be mostly related with critical thinking and computational thinking, DigComp connects it with critical thinking, creativity, and innovation, on the one hand, and researchers highlight fake news, misinformation, cybersecurity, and echo chambers as exponents of digital thinking, on the other hand (Sulzer, 2018 ; Puig, Blanco-Anaya & Perez-Maceira, 2021 ).

This systematic review research study looks ahead to offer an initial step and guideline for the development of a more contemporary digital literacy framework including digital literacy major themes and factors. The researchers provide the following recommendations for both researchers and practitioners.

Recommendations for prospective research

By considering the major qualitative research trend, it seems apparent that more quantitative research-oriented studies are needed. Although it requires more effort and time, mixed method studies will help understand digital literacy holistically.

As digital literacy is an umbrella term for many different technologies, specific case studies need be designed, such as digital literacy for artificial intelligence or digital literacy for drones’ usage.

Digital literacy affects different areas of human lives, such as education, business, health, governance, and so forth. Therefore, different case studies could be carried out for each of these unique dimensions of our lives. For instance, it is worth investigating the role of digital literacy on lifelong learning in particular, and on education in general, as well as the digital upskilling effects on the labour market flexibility.

Further experimental studies on digital literacy are necessary to realize how certain variables (for instance, age, gender, socioeconomic status, cognitive abilities, etc.) affect this concept overtly or covertly. Moreover, the digital divide issue needs to be analysed through the lens of its main determinants.

New bibliometric analysis method can be implemented on digital literacy documents to reveal more information on how these works are related or centred on what major topic. This visual approach will assist to realize the big picture within the digital literacy framework.

Recommendations for practitioners

The digital literacy stakeholders, policymakers in education and managers in private organizations, need to be aware that there are many dimensions and variables regarding the implementation of digital literacy. In that case, stakeholders must comprehend their beneficiaries or the participants more deeply to increase the effect of digital literacy related activities. For example, critical thinking and problem-solving skills and abilities are mentioned to affect digital literacy. Hence, stakeholders have to initially understand whether the participants have enough entry level critical thinking and problem solving.

Development of digital literacy for different groups of people requires more energy, since each group might require a different set of skills, abilities, or competencies. Hence, different subject matter experts, such as technologists, instructional designers, content experts, should join the team.

It is indispensably vital to develop different digital frameworks for different technologies (basic or advanced) or different contexts (different levels of schooling or various industries).

These frameworks should be updated regularly as digital fields are evolving rapidly. Every year, committees should gather around to understand new technological trends and decide whether they should address the changes into their frameworks.

Understanding digital literacy in a thorough manner can enable decision makers to correctly implement and apply policies addressing the digital divide that is reflected onto various aspects of life, e.g., health, employment, education, especially in turbulent times such as the COVID-19 pandemic is.

Lastly, it is also essential to state the study limitations. This study is limited to the analysis of a certain number of papers, obtained from using the selected keywords and databases. Therefore, an extension can be made by adding other keywords and searching other databases.

Availability of data and materials

The authors present the articles used for the study in “ Appendix A ”.

Baber, H., Fanea-Ivanovici, M., Lee, Y. T., & Tinmaz, H. (2022). A bibliometric analysis of digital literacy research and emerging themes pre-during COVID-19 pandemic. Information and Learning Sciences . https://doi.org/10.1108/ILS-10-2021-0090 .

Article   Google Scholar  

Beaunoyer, E., Dupéré, S., & Guitton, M. J. (2020). COVID-19 and digital inequalities: Reciprocal impacts and mitigation strategies. Computers in Human Behavior, 111 , 10642. https://doi.org/10.1016/j.chb.2020.106424

Blau, I., Shamir-Inbal, T., & Avdiel, O. (2020). How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? The Internet and Higher Education, 45 , 100722. https://doi.org/10.1016/j.iheduc.2019.100722

Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use (No. JRC106281). Joint Research Centre, https://publications.jrc.ec.europa.eu/repository/handle/JRC106281

Eshet, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia , 13 (1), 93–106, https://www.learntechlib.org/primary/p/4793/

Eshet-Alkalai, Y. (2012). Thinking in the digital era: A revised model for digital literacy. Issues in Informing Science and Information Technology, 9 (2), 267–276. https://doi.org/10.28945/1621

Ferrari, A. (2012). Digital competence in practice: An analysis of frameworks. JCR IPTS, Sevilla. https://ifap.ru/library/book522.pdf

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). Mc Graw Hill.

Google Scholar  

Heitin, L. (2016). What is digital literacy? Education Week, https://www.edweek.org/teaching-learning/what-is-digital-literacy/2016/11

Helsper, E. J., & Eynon, R. (2013). Distinct skill pathways to digital engagement. European Journal of Communication, 28 (6), 696–713. https://doi.org/10.1177/0267323113499113

Kowalczyk, N., & Truluck, C. (2013). Literature reviews and systematic reviews: What is the difference ? . Radiologic Technology, 85 (2), 219–222.

Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59 (3), 1065–1078. https://doi.org/10.1016/j.compedu.2012.04.016

Ozkan-Ozen, Y. D., & Kazancoglu, Y. (2021). Analysing workforce development challenges in the Industry 4.0. International Journal of Manpower . https://doi.org/10.1108/IJM-03-2021-0167

Puig, B., Blanco-Anaya, P., & Perez-Maceira, J. J. (2021). “Fake News” or Real Science? Critical thinking to assess information on COVID-19. Frontiers in Education, 6 , 646909. https://doi.org/10.3389/feduc.2021.646909

Robinson, L., Cotten, S. R., Ono, H., Quan-Haase, A., Mesch, G., Chen, W., Schulz, J., Hale, T. M., & Stern, M. J. (2015). Digital inequalities and why they matter. Information, Communication & Society, 18 (5), 569–582. https://doi.org/10.1080/1369118X.2015.1012532

Robinson, P., & Lowe, J. (2015). Literature reviews vs systematic reviews. Australian and New Zealand Journal of Public Health, 39 (2), 103. https://doi.org/10.1111/1753-6405.12393

Sousa, M. J., & Rocha, A. (2019). Skills for disruptive digital business. Journal of Business Research, 94 , 257–263. https://doi.org/10.1016/j.jbusres.2017.12.051

Sulzer, A. (2018). (Re)conceptualizing digital literacies before and after the election of Trump. English Teaching: Practice & Critique, 17 (2), 58–71. https://doi.org/10.1108/ETPC-06-2017-0098

Tinmaz, H., Fanea-Ivanovici, M., & Baber, H. (2022). A snapshot of digital literacy. Library Hi Tech News , (ahead-of-print).

Uman, L. S. (2011). Systematic reviews and meta-analyses. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 20 (1), 57–59.

Van Deursen, A. J. A. M., Helsper, E. J., & Eynon, R. (2015). Development and validation of the Internet Skills Scale (ISS). Information, Communication & Society, 19 (6), 804–823. https://doi.org/10.1080/1369118X.2015.1078834

Van Deursen, A. J. A. M., & van Dijk, J. A. G. M. (2009). Using the internet: Skills related problems in users’ online behaviour. Interacting with Computers, 21 , 393–402. https://doi.org/10.1016/j.intcom.2009.06.005

Van Deursen, A. J. A. M., & van Dijk, J. A. G. M. (2010a). Measuring internet skills. International Journal of Human-Computer Interaction, 26 (10), 891–916. https://doi.org/10.1080/10447318.2010.496338

Van Deursen, A. J. A. M., & van Dijk, J. A. G. M. (2010b). Internet skills and the digital divide. New Media & Society, 13 (6), 893–911. https://doi.org/10.1177/1461444810386774

van Dijk, J. A. G. M., & Van Deursen, A. J. A. M. (2014). Digital skills, unlocking the information society . Palgrave MacMillan.

van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computer in Human Behavior, 72 , 577–588. https://doi.org/10.1016/j.chb.2017.03.010

Download references

This research is funded by Woosong University Academic Research in 2022.

Author information

Authors and affiliations.

AI & Big Data Department, Endicott College of International Studies, Woosong University, Daejeon, South Korea

Hasan Tinmaz

Endicott College of International Studies, Woosong University, Daejeon, South Korea

Yoo-Taek Lee

Department of Economics and Economic Policies, Bucharest University of Economic Studies, Bucharest, Romania

Mina Fanea-Ivanovici

Abu Dhabi School of Management, Abu Dhabi, United Arab Emirates

Hasnan Baber

You can also search for this author in PubMed   Google Scholar

Contributions

The authors worked together on the manuscript equally. All authors have read and approved the final manuscript.

Corresponding author

Correspondence to Hasnan Baber .

Ethics declarations

Competing of interests.

The authors declare that they have no competing interests.

Additional information

Publisher's note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ .

Reprints and permissions

About this article

Cite this article.

Tinmaz, H., Lee, YT., Fanea-Ivanovici, M. et al. A systematic review on digital literacy. Smart Learn. Environ. 9 , 21 (2022). https://doi.org/10.1186/s40561-022-00204-y

Download citation

Received : 23 February 2022

Accepted : 01 June 2022

Published : 08 June 2022

DOI : https://doi.org/10.1186/s40561-022-00204-y

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

  • Digital literacy
  • Systematic review
  • Qualitative research

digital literacy essay in mizo language

Omniglot - the online encyclopedia of writing systems & languages

  • Constructed scripts
  • Multilingual Pages

Mizo (Mizo ṭawng)

Mizo is a member of the Kuki�Chin�Naga branch of the Tibeto-Burman language family spoken by about 700,000 people mainly in Mizoram state in India, and also in Chin State in Burma, and in the Chittagong Hill Tracts in Bangladesh. Mizo used to be known as Lushai, Lusei or Lushei, named after the most common dialect of the language, which serves as a lingua franca among the Kuki people.

Christian missionaries developed a way to write Mizo based on the Hunterian translation system, which was developed in India during the 18th century and derived from a system devised by William Jones.

Much literature is produced in Mizo, particularly by Mizoram and Manipur universities, and there is an annual prize for original works in Mizo presented by the Mizo Academy of Letters. There are also numerous newspapers in Mizo.

Mizo alphabet (Mizo Hawrawp)

Download a Mizo alphabet chart (Excel)

Mizo's eight tones are indicated as follows:

  • long high tone: páng
  • long low tone: pàng
  • peaking tone: pâng
  • dipping tone: päng
  • short rising tone: pǎng
  • short falling tone: pȧng
  • short mid tone: pang
  • short low tone: pạng

Hear the Mizo alphabet:

Sample text in Mizo

Mi zawng zawng hi zalèna piang kan ni a, zahawmna leh dikna chanvoah intluk tlâng vek kan ni. Chhia leh ṭha hriatna fîm neia siam kan nih avangin kan mihring puite chungah inunauna thinlung kan pu tlat tur a ni.

Translation

All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood. (Article 1 of the Universal Declaration of Human Rights)

Sample video in Mizo

Information about Mizo | Tower of Babel

Information about the Mizo language http://en.wikipedia.org/wiki/Mizo_language http://www.ethnologue.com/language/lus

Online Mizo dictionaries http://www.freelang.net/online/mizo.php http://dsal.uchicago.edu/dictionaries/lorrain/

Kuki�Chin�Naga languages

Biete , Falam , Hakha , Karbi , Kom , Mizo , Mongsen Ao , Paite , Tedim , Zotung , Zou

Languages written with the Latin alphabet

Page last modified: 03.03.23

728x90 (Best VPN)

Why not share this page:

Learn a Language with gymglish

If you like this site and find it useful, you can support it by making a donation via PayPal or Patreon , or by contributing in other ways . Omniglot is how I make my living.

digital literacy essay in mizo language

Get a 30-day Free Trial of Amazon Prime (UK)

If you're looking for home or car insurance in the UK, why not try Policy Expert ?

iVisa.com

  • Learn languages quickly
  • One-to-one Chinese lessons
  • Learn languages with Varsity Tutors
  • Green Web Hosting
  • Daily bite-size stories in Mandarin
  • EnglishScore Tutors
  • English Like a Native
  • Learn French Online
  •   Learn languages with MosaLingua
  • Learn languages with Ling
  • Find Visa information for all countries
  • Writing systems
  • Con-scripts
  • Useful phrases
  • Language learning
  • Multilingual pages
  • Advertising

Omniglot Blog

Sorry! This site is experiencing technical difficulties.

Try waiting a few minutes and reloading.

(Can't contact the database server: Can't connect to local MySQL server through socket '/var/lib/mysql/mysql.sock' (2) (localhost) )

Government of India

Skip to main content

  • Select your language English हिंदी

QR Code for http://indianculture.gov.in/ebooks/mizo-tawng-kalphung

Social Share

Mizo tawng kalphung.

Author: Dokhuma, James

Keywords: Language Linguistics Literature Linguistics and languages Artificial languages A thluk danglam avanga hrang nei Thumal Noun leh Verb a hman kawp theih thenkhatte Tawng awmze in hnaih

Publisher: Mizoram Publication Board, Aizawl

Description: This book by James Dokhuma, provides a study of the structure of the Mizo language. Through the book, he explains the tonal nature of Mizo language and the different meaning that a change in tone of the same word can produced. He further adds that all the names of the animals and plants enrich the Mizo language.

Source: State Central Library, Aizawl, Mizoram

Type: E-Book

Received From: Mizoram State Library

  • Dublin Core View
  • Parts of PDF & Flipbook

ms-logo

Indian Institute of Technology Bombay

Indian Culture Logo

Indian Culture App

app

The Indian Culture Portal is a part of the National Virtual Library of India project, funded by the Ministry of Culture, Government of India. The portal has been created and developed by the Indian Institute of Technology, Bombay. Data has been provided by organisations of the Ministry of Culture.

Email Id : [email protected]

U.S. flag

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

  • Publications
  • Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

  • Advanced Search
  • Journal List
  • Springer Nature - PMC COVID-19 Collection

Logo of phenaturepg

A systematic review on digital literacy

Hasan tinmaz.

1 AI & Big Data Department, Endicott College of International Studies, Woosong University, Daejeon, South Korea

Yoo-Taek Lee

2 Endicott College of International Studies, Woosong University, Daejeon, South Korea

Mina Fanea-Ivanovici

3 Department of Economics and Economic Policies, Bucharest University of Economic Studies, Bucharest, Romania

Hasnan Baber

4 Abu Dhabi School of Management, Abu Dhabi, United Arab Emirates

Associated Data

The authors present the articles used for the study in “ Appendix A ”.

The purpose of this study is to discover the main themes and categories of the research studies regarding digital literacy. To serve this purpose, the databases of WoS/Clarivate Analytics, Proquest Central, Emerald Management Journals, Jstor Business College Collections and Scopus/Elsevier were searched with four keyword-combinations and final forty-three articles were included in the dataset. The researchers applied a systematic literature review method to the dataset. The preliminary findings demonstrated that there is a growing prevalence of digital literacy articles starting from the year 2013. The dominant research methodology of the reviewed articles is qualitative. The four major themes revealed from the qualitative content analysis are: digital literacy, digital competencies, digital skills and digital thinking. Under each theme, the categories and their frequencies are analysed. Recommendations for further research and for real life implementations are generated.

Introduction

The extant literature on digital literacy, skills and competencies is rich in definitions and classifications, but there is still no consensus on the larger themes and subsumed themes categories. (Heitin, 2016 ). To exemplify, existing inventories of Internet skills suffer from ‘incompleteness and over-simplification, conceptual ambiguity’ (van Deursen et al., 2015 ), and Internet skills are only a part of digital skills. While there is already a plethora of research in this field, this research paper hereby aims to provide a general framework of digital areas and themes that can best describe digital (cap)abilities in the novel context of Industry 4.0 and the accelerated pandemic-triggered digitalisation. The areas and themes can represent the starting point for drafting a contemporary digital literacy framework.

Sousa and Rocha ( 2019 ) explained that there is a stake of digital skills for disruptive digital business, and they connect it to the latest developments, such as the Internet of Things (IoT), cloud technology, big data, artificial intelligence, and robotics. The topic is even more important given the large disparities in digital literacy across regions (Tinmaz et al., 2022 ). More precisely, digital inequalities encompass skills, along with access, usage and self-perceptions. These inequalities need to be addressed, as they are credited with a ‘potential to shape life chances in multiple ways’ (Robinson et al., 2015 ), e.g., academic performance, labour market competitiveness, health, civic and political participation. Steps have been successfully taken to address physical access gaps, but skills gaps are still looming (Van Deursen & Van Dijk, 2010a ). Moreover, digital inequalities have grown larger due to the COVID-19 pandemic, and they influenced the very state of health of the most vulnerable categories of population or their employability in a time when digital skills are required (Baber et al., 2022 ; Beaunoyer, Dupéré & Guitton, 2020 ).

The systematic review the researchers propose is a useful updated instrument of classification and inventory for digital literacy. Considering the latest developments in the economy and in line with current digitalisation needs, digitally literate population may assist policymakers in various fields, e.g., education, administration, healthcare system, and managers of companies and other concerned organisations that need to stay competitive and to employ competitive workforce. Therefore, it is indispensably vital to comprehend the big picture of digital literacy related research.

Literature review

Since the advent of Digital Literacy, scholars have been concerned with identifying and classifying the various (cap)abilities related to its operation. Using the most cited academic papers in this stream of research, several classifications of digital-related literacies, competencies, and skills emerged.

Digital literacies

Digital literacy, which is one of the challenges of integration of technology in academic courses (Blau, Shamir-Inbal & Avdiel, 2020 ), has been defined in the current literature as the competencies and skills required for navigating a fragmented and complex information ecosystem (Eshet, 2004 ). A ‘Digital Literacy Framework’ was designed by Eshet-Alkalai ( 2012 ), comprising six categories: (a) photo-visual thinking (understanding and using visual information); (b) real-time thinking (simultaneously processing a variety of stimuli); (c) information thinking (evaluating and combining information from multiple digital sources); (d) branching thinking (navigating in non-linear hyper-media environments); (e) reproduction thinking (creating outcomes using technological tools by designing new content or remixing existing digital content); (f) social-emotional thinking (understanding and applying cyberspace rules). According to Heitin ( 2016 ), digital literacy groups the following clusters: (a) finding and consuming digital content; (b) creating digital content; (c) communicating or sharing digital content. Hence, the literature describes the digital literacy in many ways by associating a set of various technical and non-technical elements.

Digital competencies

The Digital Competence Framework for Citizens (DigComp 2.1.), the most recent framework proposed by the European Union, which is currently under review and undergoing an updating process, contains five competency areas: (a) information and data literacy, (b) communication and collaboration, (c) digital content creation, (d) safety, and (e) problem solving (Carretero, Vuorikari & Punie, 2017 ). Digital competency had previously been described in a technical fashion by Ferrari ( 2012 ) as a set comprising information skills, communication skills, content creation skills, safety skills, and problem-solving skills, which later outlined the areas of competence in DigComp 2.1, too.

Digital skills

Ng ( 2012 ) pointed out the following three categories of digital skills: (a) technological (using technological tools); (b) cognitive (thinking critically when managing information); (c) social (communicating and socialising). A set of Internet skill was suggested by Van Deursen and Van Dijk ( 2009 , 2010b ), which contains: (a) operational skills (basic skills in using internet technology), (b) formal Internet skills (navigation and orientation skills); (c) information Internet skills (fulfilling information needs), and (d) strategic Internet skills (using the internet to reach goals). In 2014, the same authors added communication and content creation skills to the initial framework (van Dijk & van Deursen). Similarly, Helsper and Eynon ( 2013 ) put forward a set of four digital skills: technical, social, critical, and creative skills. Furthermore, van Deursen et al. ( 2015 ) built a set of items and factors to measure Internet skills: operational, information navigation, social, creative, mobile. More recent literature (vaan Laar et al., 2017 ) divides digital skills into seven core categories: technical, information management, communication, collaboration, creativity, critical thinking, and problem solving.

It is worth mentioning that the various methodologies used to classify digital literacy are overlapping or non-exhaustive, which confirms the conceptual ambiguity mentioned by van Deursen et al. ( 2015 ).

Digital thinking

Thinking skills (along with digital skills) have been acknowledged to be a significant element of digital literacy in the educational process context (Ferrari, 2012 ). In fact, critical thinking, creativity, and innovation are at the very core of DigComp. Information and Communication Technology as a support for thinking is a learning objective in any school curriculum. In the same vein, analytical thinking and interdisciplinary thinking, which help solve problems, are yet other concerns of educators in the Industry 4.0 (Ozkan-Ozen & Kazancoglu, 2021 ).

However, we have recently witnessed a shift of focus from learning how to use information and communication technologies to using it while staying safe in the cyber-environment and being aware of alternative facts. Digital thinking would encompass identifying fake news, misinformation, and echo chambers (Sulzer, 2018 ). Not least important, concern about cybersecurity has grown especially in times of political, social or economic turmoil, such as the elections or the Covid-19 crisis (Sulzer, 2018 ; Puig, Blanco-Anaya & Perez-Maceira, 2021 ).

Ultimately, this systematic review paper focuses on the following major research questions as follows:

  • Research question 1: What is the yearly distribution of digital literacy related papers?
  • Research question 2: What are the research methods for digital literacy related papers?
  • Research question 3: What are the main themes in digital literacy related papers?
  • Research question 4: What are the concentrated categories (under revealed main themes) in digital literacy related papers?

This study employed the systematic review method where the authors scrutinized the existing literature around the major research question of digital literacy. As Uman ( 2011 ) pointed, in systematic literature review, the findings of the earlier research are examined for the identification of consistent and repetitive themes. The systematic review method differs from literature review with its well managed and highly organized qualitative scrutiny processes where researchers tend to cover less materials from fewer number of databases to write their literature review (Kowalczyk & Truluck, 2013 ; Robinson & Lowe, 2015 ).

Data collection

To address major research objectives, the following five important databases are selected due to their digital literacy focused research dominance: 1. WoS/Clarivate Analytics, 2. Proquest Central; 3. Emerald Management Journals; 4. Jstor Business College Collections; 5. Scopus/Elsevier.

The search was made in the second half of June 2021, in abstract and key words written in English language. We only kept research articles and book chapters (herein referred to as papers). Our purpose was to identify a set of digital literacy areas, or an inventory of such areas and topics. To serve that purpose, systematic review was utilized with the following synonym key words for the search: ‘digital literacy’, ‘digital skills’, ‘digital competence’ and ‘digital fluency’, to find the mainstream literature dealing with the topic. These key words were unfolded as a result of the consultation with the subject matter experts (two board members from Korean Digital Literacy Association and two professors from technology studies department). Below are the four key word combinations used in the search: “Digital literacy AND systematic review”, “Digital skills AND systematic review”, “Digital competence AND systematic review”, and “Digital fluency AND systematic review”.

A sequential systematic search was made in the five databases mentioned above. Thus, from one database to another, duplicate papers were manually excluded in a cascade manner to extract only unique results and to make the research smoother to conduct. At this stage, we kept 47 papers. Further exclusion criteria were applied. Thus, only full-text items written in English were selected, and in doing so, three papers were excluded (no full text available), and one other paper was excluded because it was not written in English, but in Spanish. Therefore, we investigated a total number of 43 papers, as shown in Table ​ Table1. 1 . “ Appendix A ” shows the list of these papers with full references.

Number of papers identified sequentially after applying all inclusion and exclusion criteria

Data analysis

The 43 papers selected after the application of the inclusion and exclusion criteria, respectively, were reviewed the materials independently by two researchers who were from two different countries. The researchers identified all topics pertaining to digital literacy, as they appeared in the papers. Next, a third researcher independently analysed these findings by excluded duplicates A qualitative content analysis was manually performed by calculating the frequency of major themes in all papers, where the raw data was compared and contrasted (Fraenkel et al., 2012 ). All three reviewers independently list the words and how the context in which they appeared and then the three reviewers collectively decided for how it should be categorized. Lastly, it is vital to remind that literature review of this article was written after the identification of the themes appeared as a result of our qualitative analyses. Therefore, the authors decided to shape the literature review structure based on the themes.

As an answer to the first research question (the yearly distribution of digital literacy related papers), Fig.  1 demonstrates the yearly distribution of digital literacy related papers. It is seen that there is an increasing trend about the digital literacy papers.

An external file that holds a picture, illustration, etc.
Object name is 40561_2022_204_Fig1_HTML.jpg

Yearly distribution of digital literacy related papers

Research question number two (The research methods for digital literacy related papers) concentrates on what research methods are employed for these digital literacy related papers. As Fig.  2 shows, most of the papers were using the qualitative method. Not stated refers to book chapters.

An external file that holds a picture, illustration, etc.
Object name is 40561_2022_204_Fig2_HTML.jpg

Research methods used in the reviewed articles

When forty-three articles were analysed for the main themes as in research question number three (The main themes in digital literacy related papers), the overall findings were categorized around four major themes: (i) literacies, (ii) competencies, (iii) skills, and (iv) thinking. Under every major theme, the categories were listed and explained as in research question number four (The concentrated categories (under revealed main themes) in digital literacy related papers).

The authors utilized an overt categorization for the depiction of these major themes. For example, when the ‘creativity’ was labelled as a skill, the authors also categorized it under the ‘skills’ theme. Similarly, when ‘creativity’ was mentioned as a competency, the authors listed it under the ‘competencies’ theme. Therefore, it is possible to recognize the same finding under different major themes.

Major theme 1: literacies

Digital literacy being the major concern of this paper was observed to be blatantly mentioned in five papers out forty-three. One of these articles described digital literacy as the human proficiencies to live, learn and work in the current digital society. In addition to these five articles, two additional papers used the same term as ‘critical digital literacy’ by describing it as a person’s or a society’s accessibility and assessment level interaction with digital technologies to utilize and/or create information. Table ​ Table2 2 summarizes the major categories under ‘Literacies’ major theme.

Categories (more than one occurrence) under 'literacies' major theme

Computer literacy, media literacy and cultural literacy were the second most common literacy (n = 5). One of the article branches computer literacy as tool (detailing with software and hardware uses) and resource (focusing on information processing capacity of a computer) literacies. Cultural literacy was emphasized as a vital element for functioning in an intercultural team on a digital project.

Disciplinary literacy (n = 4) was referring to utilizing different computer programs (n = 2) or technical gadgets (n = 2) with a specific emphasis on required cognitive, affective and psychomotor skills to be able to work in any digital context (n = 3), serving for the using (n = 2), creating and applying (n = 2) digital literacy in real life.

Data literacy, technology literacy and multiliteracy were the third frequent categories (n = 3). The ‘multiliteracy’ was referring to the innate nature of digital technologies, which have been infused into many aspects of human lives.

Last but not least, Internet literacy, mobile literacy, web literacy, new literacy, personal literacy and research literacy were discussed in forty-three article findings. Web literacy was focusing on being able to connect with people on the web (n = 2), discover the web content (especially the navigation on a hyper-textual platform), and learn web related skills through practical web experiences. Personal literacy was highlighting digital identity management. Research literacy was not only concentrating on conducting scientific research ability but also finding available scholarship online.

Twenty-four other categories are unfolded from the results sections of forty-three articles. Table ​ Table3 3 presents the list of these other literacies where the authors sorted the categories in an ascending alphabetical order without any other sorting criterion. Primarily, search, tagging, filtering and attention literacies were mainly underlining their roles in information processing. Furthermore, social-structural literacy was indicated as the recognition of the social circumstances and generation of information. Another information-related literacy was pointed as publishing literacy, which is the ability to disseminate information via different digital channels.

Other mentioned categories (n = 1)

While above listed personal literacy was referring to digital identity management, network literacy was explained as someone’s social networking ability to manage the digital relationship with other people. Additionally, participatory literacy was defined as the necessary abilities to join an online team working on online content production.

Emerging technology literacy was stipulated as an essential ability to recognize and appreciate the most recent and innovative technologies in along with smart choices related to these technologies. Additionally, the critical literacy was added as an ability to make smart judgements on the cost benefit analysis of these recent technologies.

Last of all, basic, intermediate, and advanced digital assessment literacies were specified for educational institutions that are planning to integrate various digital tools to conduct instructional assessments in their bodies.

Major theme 2: competencies

The second major theme was revealed as competencies. The authors directly categorized the findings that are specified with the word of competency. Table ​ Table4 4 summarizes the entire category set for the competencies major theme.

Categories under 'competencies' major theme

The most common category was the ‘digital competence’ (n = 14) where one of the articles points to that category as ‘generic digital competence’ referring to someone’s creativity for multimedia development (video editing was emphasized). Under this broad category, the following sub-categories were associated:

  • Problem solving (n = 10)
  • Safety (n = 7)
  • Information processing (n = 5)
  • Content creation (n = 5)
  • Communication (n = 2)
  • Digital rights (n = 1)
  • Digital emotional intelligence (n = 1)
  • Digital teamwork (n = 1)
  • Big data utilization (n = 1)
  • Artificial Intelligence utilization (n = 1)
  • Virtual leadership (n = 1)
  • Self-disruption (in along with the pace of digitalization) (n = 1)

Like ‘digital competency’, five additional articles especially coined the term as ‘digital competence as a life skill’. Deeper analysis demonstrated the following points: social competences (n = 4), communication in mother tongue (n = 3) and foreign language (n = 2), entrepreneurship (n = 3), civic competence (n = 2), fundamental science (n = 1), technology (n = 1) and mathematics (n = 1) competences, learning to learn (n = 1) and self-initiative (n = 1).

Moreover, competencies were linked to workplace digital competencies in three articles and highlighted as significant for employability (n = 3) and ‘economic engagement’ (n = 3). Digital competencies were also detailed for leisure (n = 2) and communication (n = 2). Furthermore, two articles pointed digital competencies as an inter-cultural competency and one as a cross-cultural competency. Lastly, the ‘digital nativity’ (n = 1) was clarified as someone’s innate competency of being able to feel contented and satisfied with digital technologies.

Major theme 3: skills

The third major observed theme was ‘skills’, which was dominantly gathered around information literacy skills (n = 19) and information and communication technologies skills (n = 18). Table ​ Table5 5 demonstrates the categories with more than one occurrence.

Categories under 'skills' major theme

Table ​ Table6 6 summarizes the sub-categories of the two most frequent categories of ‘skills’ major theme. The information literacy skills noticeably concentrate on the steps of information processing; evaluation (n = 6), utilization (n = 4), finding (n = 3), locating (n = 2) information. Moreover, the importance of trial/error process, being a lifelong learner, feeling a need for information and so forth were evidently listed under this sub-category. On the other hand, ICT skills were grouped around cognitive and affective domains. For instance, while technical skills in general and use of social media, coding, multimedia, chat or emailing in specific were reported in cognitive domain, attitude, intention, and belief towards ICT were mentioned as the elements of affective domain.

Sub-categories under ‘information literacy’ and ‘ICT’ skills

Communication skills (n = 9) were multi-dimensional for different societies, cultures, and globalized contexts, requiring linguistic skills. Collaboration skills (n = 9) are also recurrently cited with an explicit emphasis for virtual platforms.

‘Ethics for digital environment’ encapsulated ethical use of information (n = 4) and different technologies (n = 2), knowing digital laws (n = 2) and responsibilities (n = 2) in along with digital rights and obligations (n = 1), having digital awareness (n = 1), following digital etiquettes (n = 1), treating other people with respect (n = 1) including no cyber-bullying (n = 1) and no stealing or damaging other people (n = 1).

‘Digital fluency’ involved digital access (n = 2) by using different software and hardware (n = 2) in online platforms (n = 1) or communication tools (n = 1) or within programming environments (n = 1). Digital fluency also underlined following recent technological advancements (n = 1) and knowledge (n = 1) including digital health and wellness (n = 1) dimension.

‘Social intelligence’ related to understanding digital culture (n = 1), the concept of digital exclusion (n = 1) and digital divide (n = 3). ‘Research skills’ were detailed with searching academic information (n = 3) on databases such as Web of Science and Scopus (n = 2) and their citation, summarization, and quotation (n = 2).

‘Digital teaching’ was described as a skill (n = 2) in Table ​ Table4 4 whereas it was also labelled as a competence (n = 1) as shown in Table ​ Table3. 3 . Similarly, while learning to learn (n = 1) was coined under competencies in Table ​ Table3, 3 , digital learning (n = 2, Table ​ Table4) 4 ) and life-long learning (n = 1, Table ​ Table5) 5 ) were stated as learning related skills. Moreover, learning was used with the following three terms: learning readiness (n = 1), self-paced learning (n = 1) and learning flexibility (n = 1).

Table ​ Table7 7 shows other categories listed below the ‘skills’ major theme. The list covers not only the software such as GIS, text mining, mapping, or bibliometric analysis programs but also the conceptual skills such as the fourth industrial revolution and information management.

Categories (one-time occurrence) under 'skills' major theme

Major theme 4: thinking

The last identified major theme was the different types of ‘thinking’. As Table ​ Table8 8 shows, ‘critical thinking’ was the most frequent thinking category (n = 4). Except computational thinking, the other categories were not detailed.

Categories under ‘thinking’ major theme

Computational thinking (n = 3) was associated with the general logic of how a computer works and sub-categorized into the following steps; construction of the problem (n = 3), abstraction (n = 1), disintegration of the problem (n = 2), data collection, (n = 2), data analysis (n = 2), algorithmic design (n = 2), parallelization & iteration (n = 1), automation (n = 1), generalization (n = 1), and evaluation (n = 2).

A transversal analysis of digital literacy categories reveals the following fields of digital literacy application:

  • Technological advancement (IT, ICT, Industry 4.0, IoT, text mining, GIS, bibliometric analysis, mapping data, technology, AI, big data)
  • Networking (Internet, web, connectivity, network, safety)
  • Information (media, news, communication)
  • Creative-cultural industries (culture, publishing, film, TV, leisure, content creation)
  • Academia (research, documentation, library)
  • Citizenship (participation, society, social intelligence, awareness, politics, rights, legal use, ethics)
  • Education (life skills, problem solving, teaching, learning, education, lifelong learning)
  • Professional life (work, teamwork, collaboration, economy, commerce, leadership, decision making)
  • Personal level (critical thinking, evaluation, analytical thinking, innovative thinking)

This systematic review on digital literacy concentrated on forty-three articles from the databases of WoS/Clarivate Analytics, Proquest Central, Emerald Management Journals, Jstor Business College Collections and Scopus/Elsevier. The initial results revealed that there is an increasing trend on digital literacy focused academic papers. Research work in digital literacy is critical in a context of disruptive digital business, and more recently, the pandemic-triggered accelerated digitalisation (Beaunoyer, Dupéré & Guitton, 2020 ; Sousa & Rocha 2019 ). Moreover, most of these papers were employing qualitative research methods. The raw data of these articles were analysed qualitatively using systematic literature review to reveal major themes and categories. Four major themes that appeared are: digital literacy, digital competencies, digital skills and thinking.

Whereas the mainstream literature describes digital literacy as a set of photo-visual, real-time, information, branching, reproduction and social-emotional thinking (Eshet-Alkalai, 2012 ) or as a set of precise specific operations, i.e., finding, consuming, creating, communicating and sharing digital content (Heitin, 2016 ), this study reveals that digital literacy revolves around and is in connection with the concepts of computer literacy, media literacy, cultural literacy or disciplinary literacy. In other words, the present systematic review indicates that digital literacy is far broader than specific tasks, englobing the entire sphere of computer operation and media use in a cultural context.

The digital competence yardstick, DigComp (Carretero, Vuorikari & Punie, 2017 ) suggests that the main digital competencies cover information and data literacy, communication and collaboration, digital content creation, safety, and problem solving. Similarly, the findings of this research place digital competencies in relation to problem solving, safety, information processing, content creation and communication. Therefore, the findings of the systematic literature review are, to a large extent, in line with the existing framework used in the European Union.

The investigation of the main keywords associated with digital skills has revealed that information literacy, ICT, communication, collaboration, digital content creation, research and decision-making skill are the most representative. In a structured way, the existing literature groups these skills in technological, cognitive, and social (Ng, 2012 ) or, more extensively, into operational, formal, information Internet, strategic, communication and content creation (van Dijk & van Deursen, 2014 ). In time, the literature has become richer in frameworks, and prolific authors have improved their results. As such, more recent research (vaan Laar et al., 2017 ) use the following categories: technical, information management, communication, collaboration, creativity, critical thinking, and problem solving.

Whereas digital thinking was observed to be mostly related with critical thinking and computational thinking, DigComp connects it with critical thinking, creativity, and innovation, on the one hand, and researchers highlight fake news, misinformation, cybersecurity, and echo chambers as exponents of digital thinking, on the other hand (Sulzer, 2018 ; Puig, Blanco-Anaya & Perez-Maceira, 2021 ).

This systematic review research study looks ahead to offer an initial step and guideline for the development of a more contemporary digital literacy framework including digital literacy major themes and factors. The researchers provide the following recommendations for both researchers and practitioners.

Recommendations for prospective research

By considering the major qualitative research trend, it seems apparent that more quantitative research-oriented studies are needed. Although it requires more effort and time, mixed method studies will help understand digital literacy holistically.

As digital literacy is an umbrella term for many different technologies, specific case studies need be designed, such as digital literacy for artificial intelligence or digital literacy for drones’ usage.

Digital literacy affects different areas of human lives, such as education, business, health, governance, and so forth. Therefore, different case studies could be carried out for each of these unique dimensions of our lives. For instance, it is worth investigating the role of digital literacy on lifelong learning in particular, and on education in general, as well as the digital upskilling effects on the labour market flexibility.

Further experimental studies on digital literacy are necessary to realize how certain variables (for instance, age, gender, socioeconomic status, cognitive abilities, etc.) affect this concept overtly or covertly. Moreover, the digital divide issue needs to be analysed through the lens of its main determinants.

New bibliometric analysis method can be implemented on digital literacy documents to reveal more information on how these works are related or centred on what major topic. This visual approach will assist to realize the big picture within the digital literacy framework.

Recommendations for practitioners

The digital literacy stakeholders, policymakers in education and managers in private organizations, need to be aware that there are many dimensions and variables regarding the implementation of digital literacy. In that case, stakeholders must comprehend their beneficiaries or the participants more deeply to increase the effect of digital literacy related activities. For example, critical thinking and problem-solving skills and abilities are mentioned to affect digital literacy. Hence, stakeholders have to initially understand whether the participants have enough entry level critical thinking and problem solving.

Development of digital literacy for different groups of people requires more energy, since each group might require a different set of skills, abilities, or competencies. Hence, different subject matter experts, such as technologists, instructional designers, content experts, should join the team.

It is indispensably vital to develop different digital frameworks for different technologies (basic or advanced) or different contexts (different levels of schooling or various industries).

These frameworks should be updated regularly as digital fields are evolving rapidly. Every year, committees should gather around to understand new technological trends and decide whether they should address the changes into their frameworks.

Understanding digital literacy in a thorough manner can enable decision makers to correctly implement and apply policies addressing the digital divide that is reflected onto various aspects of life, e.g., health, employment, education, especially in turbulent times such as the COVID-19 pandemic is.

Lastly, it is also essential to state the study limitations. This study is limited to the analysis of a certain number of papers, obtained from using the selected keywords and databases. Therefore, an extension can be made by adding other keywords and searching other databases.

See Table ​ Management9 9 .

List of papers (n = 43) included in the qualitative analysis—ordered alphabetically by title

Author contributions

The authors worked together on the manuscript equally. All authors have read and approved the final manuscript.

This research is funded by Woosong University Academic Research in 2022.

Availability of data and materials

Declarations.

The authors declare that they have no competing interests.

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Contributor Information

Hasan Tinmaz, Email: rk.ca.ttocidne@zamnith .

Yoo-Taek Lee, Email: rk.ca.usw@eelty .

Mina Fanea-Ivanovici, Email: [email protected] .

Hasnan Baber, Email: [email protected] .

  • Baber H, Fanea-Ivanovici M, Lee YT, Tinmaz H. A bibliometric analysis of digital literacy research and emerging themes pre-during COVID-19 pandemic. Information and Learning Sciences. 2022 doi: 10.1108/ILS-10-2021-0090. [ CrossRef ] [ Google Scholar ]
  • Beaunoyer E, Dupéré S, Guitton MJ. COVID-19 and digital inequalities: Reciprocal impacts and mitigation strategies. Computers in Human Behavior. 2020; 111 :10642. doi: 10.1016/j.chb.2020.106424. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
  • Blau I, Shamir-Inbal T, Avdiel O. How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? The Internet and Higher Education. 2020; 45 :100722. doi: 10.1016/j.iheduc.2019.100722. [ CrossRef ] [ Google Scholar ]
  • Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use (No. JRC106281). Joint Research Centre, https://publications.jrc.ec.europa.eu/repository/handle/JRC106281
  • Eshet, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia , 13 (1), 93–106, https://www.learntechlib.org/primary/p/4793/
  • Eshet-Alkalai Y. Thinking in the digital era: A revised model for digital literacy. Issues in Informing Science and Information Technology. 2012; 9 (2):267–276. doi: 10.28945/1621. [ CrossRef ] [ Google Scholar ]
  • Ferrari, A. (2012). Digital competence in practice: An analysis of frameworks. JCR IPTS, Sevilla. https://ifap.ru/library/book522.pdf
  • Fraenkel JR, Wallen NE, Hyun HH. How to design and evaluate research in education. 8. Mc Graw Hill; 2012. [ Google Scholar ]
  • Heitin, L. (2016). What is digital literacy? Education Week, https://www.edweek.org/teaching-learning/what-is-digital-literacy/2016/11
  • Helsper EJ, Eynon R. Distinct skill pathways to digital engagement. European Journal of Communication. 2013; 28 (6):696–713. doi: 10.1177/0267323113499113. [ CrossRef ] [ Google Scholar ]
  • Kowalczyk N, Truluck C. Literature reviews and systematic reviews: What is the difference ? Radiologic Technology. 2013; 85 (2):219–222. [ PubMed ] [ Google Scholar ]
  • Ng W. Can we teach digital natives digital literacy? Computers & Education. 2012; 59 (3):1065–1078. doi: 10.1016/j.compedu.2012.04.016. [ CrossRef ] [ Google Scholar ]
  • Ozkan-Ozen YD, Kazancoglu Y. Analysing workforce development challenges in the Industry 4.0. International Journal of Manpower. 2021 doi: 10.1108/IJM-03-2021-0167. [ CrossRef ] [ Google Scholar ]
  • Puig B, Blanco-Anaya P, Perez-Maceira JJ. “Fake News” or Real Science? Critical thinking to assess information on COVID-19. Frontiers in Education. 2021; 6 :646909. doi: 10.3389/feduc.2021.646909. [ CrossRef ] [ Google Scholar ]
  • Robinson L, Cotten SR, Ono H, Quan-Haase A, Mesch G, Chen W, Schulz J, Hale TM, Stern MJ. Digital inequalities and why they matter. Information, Communication & Society. 2015; 18 (5):569–582. doi: 10.1080/1369118X.2015.1012532. [ CrossRef ] [ Google Scholar ]
  • Robinson P, Lowe J. Literature reviews vs systematic reviews. Australian and New Zealand Journal of Public Health. 2015; 39 (2):103. doi: 10.1111/1753-6405.12393. [ PubMed ] [ CrossRef ] [ Google Scholar ]
  • Sousa MJ, Rocha A. Skills for disruptive digital business. Journal of Business Research. 2019; 94 :257–263. doi: 10.1016/j.jbusres.2017.12.051. [ CrossRef ] [ Google Scholar ]
  • Sulzer A. (Re)conceptualizing digital literacies before and after the election of Trump. English Teaching: Practice & Critique. 2018; 17 (2):58–71. doi: 10.1108/ETPC-06-2017-0098. [ CrossRef ] [ Google Scholar ]
  • Tinmaz, H., Fanea-Ivanovici, M., & Baber, H. (2022). A snapshot of digital literacy. Library Hi Tech News , (ahead-of-print).
  • Uman LS. Systematic reviews and meta-analyses. Journal of the Canadian Academy of Child and Adolescent Psychiatry. 2011; 20 (1):57–59. [ PMC free article ] [ PubMed ] [ Google Scholar ]
  • Van Deursen AJAM, Helsper EJ, Eynon R. Development and validation of the Internet Skills Scale (ISS) Information, Communication & Society. 2015; 19 (6):804–823. doi: 10.1080/1369118X.2015.1078834. [ CrossRef ] [ Google Scholar ]
  • Van Deursen AJAM, van Dijk JAGM. Using the internet: Skills related problems in users’ online behaviour. Interacting with Computers. 2009; 21 :393–402. doi: 10.1016/j.intcom.2009.06.005. [ CrossRef ] [ Google Scholar ]
  • Van Deursen AJAM, van Dijk JAGM. Measuring internet skills. International Journal of Human-Computer Interaction. 2010; 26 (10):891–916. doi: 10.1080/10447318.2010.496338. [ CrossRef ] [ Google Scholar ]
  • Van Deursen AJAM, van Dijk JAGM. Internet skills and the digital divide. New Media & Society. 2010; 13 (6):893–911. doi: 10.1177/1461444810386774. [ CrossRef ] [ Google Scholar ]
  • van Dijk JAGM, Van Deursen AJAM. Digital skills, unlocking the information society. Palgrave MacMillan; 2014. [ Google Scholar ]
  • van Laar E, van Deursen AJAM, van Dijk JAGM, de Haan J. The relation between 21st-century skills and digital skills: A systematic literature review. Computer in Human Behavior. 2017; 72 :577–588. doi: 10.1016/j.chb.2017.03.010. [ CrossRef ] [ Google Scholar ]

Book cover

International Conference on Data Science and Network Engineering

ICDSNE 2023: Data Science and Network Engineering pp 165–180 Cite as

An Approach to Mizo Language News Classification Using Machine Learning

  • Andrew Bawitlung 13 ,
  • Sandeep Kumar Dash 13 ,
  • Robert Lalramhluna 13 &
  • Alexander Gelbukh 14  
  • Conference paper
  • First Online: 03 November 2023

123 Accesses

Part of the book series: Lecture Notes in Networks and Systems ((LNNS,volume 791))

The increase in the availability of data on the Internet in the past years has created an enormous amount of data and research in the field of Artificial Intelligence and Machine Learning. With the advancement in technology, computational power has also increased dramatically in the past few years, and this has led to more and more advancements in Artificial Intelligence research and its applications. Mizo language, which is a low-resource language, also tends to emerge in recent years along with these advancements and with the help of news articles collected from the two biggest news outlets for the Mizo language namely Vanglaini and The Aizawl Post, an approach to news classification based of their category was done in this paper. This paper tested several machine learning methods using supervised classification techniques and got the highest accuracy among other low-resource languages in most of the models tested and among which Multinomial Naive Bayes classification gives an accuracy of 96% and is the highest when compared to the other models.

  • Mizo language
  • News classification
  • Machine learning
  • Neural networks

This is a preview of subscription content, log in via an institution .

Buying options

  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
  • Available as EPUB and PDF
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Burling R (2003) The Tibeto-Burman languages of Northeastern India. Sino-Tibet Lang 3:169–191

Google Scholar  

Owen-Smith T, Hill N (eds) (2013) Trans-Himalayan linguistics: historical and descriptive linguistics of the Himalayan area, vol 266. Walter de Gruyter

Pachuau JL, Van Schendel W (2015) The camera as witness. Cambridge University Press

Samuel AL (1967) Some studies in machine learning using the game of checkers. II—Recent progress. IBM J Res Dev 11(6):601–617

Lindsay RP (1964) The impact of automation on public administration. West Polit Q 17(3):78–81

Article   Google Scholar  

Crawford M, Khoshgoftaar TM, Prusa JD, Richter AN, Al Najada H (2015) Survey of review spam detection using machine learning techniques. J Big Data 2(1):1–24

Lin WY, Hu YH, Tsai CF (2011) Machine learning in financial crisis prediction: a survey. IEEE Trans Syst Man Cybern Part C (Applications and Reviews) 42(4):421–436

Ucci D, Aniello L, Baldoni R (2019) Survey of machine learning techniques for malware analysis. Comput Secur 81:123–147

Russell SJ, Norvig P (2010) Artificial intelligence a modern approach, 3rd edn.

Mohri M, Rostamizadeh A, Talwalkar A (2018) Foundations of machine learning. MIT press

Tucker AB (ed) (2004) Computer science handbook. CRC press

Kowsari K, Jafari Meimandi K, Heidarysafa M, Mendu S, Barnes L, Brown D (2019) Text classification algorithms: a survey. Information 10(4):150

Debole F, Sebastiani F (2005) An analysis of the relative hardness of Reuters–21578 subsets. J Am Soc Inf Sci Technol 56(6):584–596

Joachims T (2005) Text categorization with support vector machines: learning with many relevant features. In: Machine learning: ECML-98: 10th European conference on machine learning chemnitz. Germany, 1998 Proceedings. Springer, Berlin, pp 137–142

Dumais S, Platt J, Heckerman D, Sahami M (1998) Inductive learning algorithms and representations for text categorization. In: Proceedings of the seventh international conference on Information and knowledge management, pp 148–155

Schapire RE, Singer Y (2000) BoosTexter: a boosting-based system for text categorization. Mach Learn 39:135–168

Article   MATH   Google Scholar  

Pathak A, Pakray P, Bentham J (2019) English-Mizo machine translation using neural and statistical approaches. Neural Comput Appl 31(11):7615–7631

Shahi TB, Pant AK (2018) Nepali news classification using Naive Bayes, support vector machines and neural networks. In: 2018 international conference on communication information and computing technology (ICCICT). IEEE, pp 1–5

Chy AN, Seddiqui MH, Das S (2014) Bangla news classification using naive Bayes classifier. In: 16th international conference computer and information technology. IEEE, pp 366–371

Chowdhury P, Eumi EM, Sarkar O, Ahamed MF (2022) Bangla news classification using GloVe vectorization, LSTM, and CNN. In: Proceedings of the international conference on big data, IoT, and machine learning: BIM 2021. Springer, Singapore, pp 723–731

Dogru HB, Tilki S, Jamil A, Hameed AA (2021) Deep learning-based classification of news texts using doc2vec model. In: 2021 1st international conference on artificial intelligence and data analytics (CAIDA). IEEE, pp 91–96

Mangal SB, Goyal V (2014) Text news classification system using Naïve Bayes classifier. Int JEng Sci 3

Wongso R, Luwinda FA, Trisnajaya BC, Rusli O (2017) News article text classification in Indonesian language. Procedia Comput Sci 116:137–143

Su J, Shirab JS, Matwin S (2011) Large scale text classification using semi-supervised multinomial naive bayes. In: Proceedings of the 28th international conference on machine learning (ICML-11), pp 97–104

Kim SB, Han KS, Rim HC, Myaeng SH (2006) Some effective techniques for naive bayes text classification. IEEE Trans Knowl Data Eng 18(11):1457–1466

Naresh E, Vijaya KB, Pruthvi VS, Anusha K, Akshatha V (2019) Survey on Classification and Summarization of Documents. Int J Res Advent Technol 7(6S)

Karunia SA (2017) Online news classification using naive bayes classifier with mutual information for feature selection. ITSMART: Jurnal Teknologi dan Informasi 6(1):11–15

Dadgar SMH, Araghi MS, Farahani MM (2016) A novel text mining approach based on TF-IDF and Support Vector Machine for news classification. In: 2016 IEEE international conference on engineering and technology (ICETECH). IEEE, pp 112–116

Fanny F, Muliono Y, Tanzil F (2018) A comparison of text classification methods k-NN, Naïve Bayes, and support vector machine for news classification. Jurnal Informatika: Jurnal Pengembangan IT 3(2):157–160

Aborisade O, Anwar M (2018) Classification for authorship of tweets by comparing logistic regression and naive bayes classifiers. In: 2018 IEEE international conference on information reuse and integration (IRI). IEEE, pp 269–276

Kambar MEZN, Nahed P, Cacho JRF, Lee G, Cummings J, Taghva K (2022) Clinical text classification of alzheimer’s drugs’ mechanism of action. In: Proceedings of sixth international congress on information and communication technology: ICICT 2021, vol 1. Springer, Singapore, pp 513–521

Liparas D, HaCohen-Kerner Y, Moumtzidou A, Vrochidis S, Kompatsiaris I (2014) News articles classification using random forests and weighted multimodal features. In: Multidisciplinary information retrieval: 7th information retrieval facility conference, IRFC 2014. Copenhagen, Denmark, Proceedings 7. Springer International Publishing, pp 63–75

Pujianto U, ar Rosyid H, Anam MK (2021) Classification of news articles for learning using the K-nearest neighbor algorithm. In: 2021 7th international conference on education and technology (ICET). IEEE, pp 256–260

Guo L, Zhang D, Wang L, Wang H, Cui B (2018) CRAN: a hybrid CNN-RNN attention-based model for text classification. In: Conceptual modeling: 37th international conference, ER 2018, Xi’an, China, 2018, Proceedings 37. Springer International Publishing, pp 571–585

Du J, Vong CM, Chen CP (2020) Novel efficient RNN and LSTM-like architectures: recurrent and gated broad learning systems and their applications for text classification. IEEE Trans Cybern 51(3):1586–1597

Bird S, Klein E, Loper E (2009) Natural language processing with Python: analyzing text with the natural language toolkit. O’Reilly Media, Inc.

Pedregosa F, Varoquaux G, Gramfort A, Michel V, Thirion B, Grisel O, Blondel M, Prettenhofer P, Weiss R, Dubourg V, Vanderplas J (2011) Scikit-learn: machine learning in Python. J Mach Learn Res 12:2825–2830

Hastie T, Tibshirani R, Friedman JH, Friedman JH (2009) The elements of statistical learning: data mining, inference, and prediction, vol 2. Springer, New York, pp 1–758

Cortes C, Vapnik V (1995) Support-vector networks. Mach Learn 20:273–297

Kamiński B, Jakubczyk M, Szufel P (2018) A framework for sensitivity analysis of decision trees. CentL Eur J Oper Res 26:135–159

Fix E, Hodges Jr JL (1952) Discriminatory analysis-nonparametric discrimination: small sample performance. California University Berkeley

Tolles J, Meurer WJ (2016) Logistic regression: relating patient characteristics to outcomes. Jama 316(5):533–534

Ho TK (1998) The random subspace method for constructing decision forests. IEEE Trans Pattern Anal Mach Intell 20(8):832–844

Kleinberg EM (1990) Stochastic discrimination. Ann Math Artif Intell 1:207–239

Mittal V, Gangodkar D, Pant B (2021) Deep graph-long short-term memory: a deep learning based approach for text classification. Wirel Pers Commun 119:2287–2301

Ishaq A, Umer M, Mushtaq MF, Medaglia C, Siddiqui HUR, Mehmood A, Choi GS (2021) Extensive hotel reviews classification using long short term memory. J Ambient Intell HumIzed Comput 12:9375–9385

Download references

Author information

Authors and affiliations.

National Institute of Technology, Aizawl, Mizoram, India

Andrew Bawitlung, Sandeep Kumar Dash & Robert Lalramhluna

Centro de Investigación en Computación, Instituto Politecnico Nacional, Mexico City, Mexico

Alexander Gelbukh

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Sandeep Kumar Dash .

Editor information

Editors and affiliations.

Department of Computer Science and Engineering, National Institute of Technology Agartala, Agartala, Tripura, India

Suyel Namasudra

Munesh Chandra Trivedi

School of Engineering and Technology, Universidad Internacional de La Rioja, Logroño, La Rioja, Spain

Ruben Gonzalez Crespo

University of Haute Alsace, Colmar, France

Pascal Lorenz

Rights and permissions

Reprints and permissions

Copyright information

© 2024 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

About this paper

Cite this paper.

Bawitlung, A., Dash, S.K., Lalramhluna, R., Gelbukh, A. (2024). An Approach to Mizo Language News Classification Using Machine Learning. In: Namasudra, S., Trivedi, M.C., Crespo, R.G., Lorenz, P. (eds) Data Science and Network Engineering. ICDSNE 2023. Lecture Notes in Networks and Systems, vol 791. Springer, Singapore. https://doi.org/10.1007/978-981-99-6755-1_13

Download citation

DOI : https://doi.org/10.1007/978-981-99-6755-1_13

Published : 03 November 2023

Publisher Name : Springer, Singapore

Print ISBN : 978-981-99-6754-4

Online ISBN : 978-981-99-6755-1

eBook Packages : Engineering Engineering (R0)

Share this paper

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

  • Publish with us

Policies and ethics

  • Find a journal
  • Track your research

Logo for Toronto Metropolitan University Pressbooks

Chapter 1: Introduction to Digital Literacy

Cheryl Brown

In this chapter, you will be introduced to the concept of digital literacy  and what new skills are needed in order to engage with the digital world responsibly and effectively. Drawing on your own digital experiences you will think about your digital literacy and digital footprint, developing positive strategies to proactively take control of your own digital identity.

Chapter Topics

Introduction.

  • Taking Stock of Your Digital self

What is Digital Literacy?

Why is digital literacy important, improving your digital literacy: becoming a digital citizen.

Learning Objectives

After completing this chapter you should be able to:

  • Describe the ways you use technology in your personal life and for learning
  • Compare the different ways digital literacy has been referred to by scholars
  • Examine how digital literacy differs between people based on the context in which they live and learn and the way they use technology
  • Use a basic framework to assess your own digital literacy
  • Reflect on your digital footprint
  • Develop strategies to control your own digital identity

As digital technology has become more common, affordable, and portable, more and more people from all parts of society are starting to increase their online and digital participation. Understanding the new opportunities, rules, and potential pitfalls of the digital world doesn’t necessarily come automatically with long-term use. Not everyone using digital technology knows how to handle the range of available tools to their best extent, and even experienced digital technology users can fall prey to hackers, lose control of how they are represented online, or otherwise fail to maintain their digital identity in an optimal manner.

Digital literacy is a relatively new concept that emerged in the 1990s during the era of the Internet revolution. Before that, people talked more about “computer literacy.” But in 1997, Paul Gilster, a historian and educator first coined the term “digital literacy,” arguing that digital literacy went beyond just skills in using technology. He said it is about “mastering ideas, not [computer] keystrokes” (Gilster, 1997, p. 1).

Gilster (1997) further defined digital literacy as “the ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers” (p. 1). For him, digital literacy involves the ability to critically evaluate information (presented in different formats) and make decisions about how to use this information in different real-life contexts.

By the end of this chapter you will be able to define the concept of digital literacy and its many different components, reflect on your own digital literacy, engage with the digital world responsibly, and be empowered as a digital citizen capable of helping others learn and develop their role in the digital world.

Taking Stock of Your Digital Self

You probably already use a range of technologies and digital tools in different aspects of your life. You might use mobile technologies, like a phone or tablet, to download materials or information from the Internet, or you may use them to communicate with friends and family. You may use information and communication technologies (ICT) mainly for work or for learning, or you might use it primarily for entertainment. In reality, people often use different technologies and tools for a mixture of purposes.

Activity 1.1: Thinking About Your Digital Self

Think about all the ways you use technology in your personal life (e.g. for entertainment, shopping, sharing photos, communicating with people, etc). Who do you interact with digitally, and how do you do this (i.e., what applications/websites do you use and for which purpose)? Now think about yourself as a student and the ways you use technology for learning?

Make a list or draw a diagram of your activities, noting the groups or networks you interact with digitally and thinking about how you use digital technology in the various spheres of your life.

You might like to try doing this digitally using this editable mind map about digital footprints on creatly.com or by making a drawing of your digital self on paper.

The Concept of Literacy

Let’s first start with “What is literacy?” Dictionaries define literacy as the ability to read and write. Within education, literacy is understood as the ability to read, write, and use arithmetic; the emphasis is on proficiency with language and numeracy.

It is important to pause and note that the term literacy has always held a degree of status. Globally, countries are often ranked in terms of literacy rates, compared by what percent of the adult population can read and write, for example. There is more complexity to the terms literate or illiterate, however, and a lot depends on context. “New literacy studies” view literacy as a situated practice; as in it all depends on where you come from and what your purpose is.

Activity 1.2: How is literacy depicted on the Internet?

Use a common search engine like Google and type the term “literacy” into the search bar. Select the option to view the results as images and scroll through the visual depictions of literacy. What do these images depict about the concept of literacy?

Much of what you find in your search will probably suggest a relationship between literacy and words. This may be attributed to the fact that the concept has traditionally been associated with language—i.e., alphabetic literacy. In popular use, the word literacy has increasingly become a synonym for skill, competence, and proficiency—for example, emotional literacy and spiritual literacy, etc.

Whatever your view of the word literacy, what is less questioned is the relationship between literacy and technology. Until quite recently, literacy has, for the most part, been associated with print technology. The increasingly important role that digital technology has taken in shaping our world has led to another defining moment in the evolution of literacy.

The Concept of Digital

So what is digital? When you thought about your digital self  in Activity 1.1, you probably thought about the digital tools and technologies that are available to you. For example: “Oh, I use text messaging on my cell phone to communicate with friends.” Or: “I use email at university on my laptop or in the computer lab to communicate with faculty.” But the digital part (just like literacy) depends on context. The technology that you use and may even take for granted is not the same technology that your grandparents use or that students in another country use. This is why the concept of digital literacy is more often now referred to as digital literacies as a plural, acknowledging the variability of what is both available and relevant.

Digital Literacy

Since the pioneering introduction of computers into education in the 1960s , four key concepts that have dominated the literature on literacies related to digital technology include: information literacy, media literacy, computer literacy, and digital literacy (Brown, Czerniewicz, Huang & Mayisela, 2016). These four literacies are not competing, but in fact are necessary components of what it means to be literate in the twenty-first century. The table below presents an outline of the different terms and how they intersect:

The concept of digital literacy only started to gain attention in the last decade. Initially digital literacy was viewed primarily as the functional skills and competencies that people needed in order to use computers and the Internet. However in the last decade this has been expanded to consider the broader capacity needed to participate in a digital environment. UNESCO (2011) views digital literacy as a life skill that not only increases employability, but serves as a catalyst that “enables the acquisition of other important life skills” (p. 1).

The view of digital literacy offered by Jisc (2015) is even more comprehensive, defining digital literacy as “the capabilities which fit someone for living, learning and working in a digital society” (para. 3).  The capabilities outlined by Jisc :

  • information, media, data literacy (critical use);
  • digital creation, scholarship and innovation (creative production);
  • digital communication, collaboration and participation (participating);
  • digital learning and personal/professional development (learning); and
  • digital identity and wellbeing (self-actualising).

(JISC, 2015)

Beyond functional and critical skills, the definitions and digital capabilities  identified here propose a particular mindset, a way of being. In particular, the last three capabilities outlined—the abilities to engage in participatory culture, to be a lifelong learner, and to manage a professional digital identity—render digital literacy remarkably different from the initial views of digital literacy simply as mastery of technical skills.

You might be familiar with the concept of a “ digital native ” or the “ net generation .” These terms refer to the idea that a person who has been born or brought up during the age of digital technology will be familiar with computers and the Internet from an early age.

Activity 1.3: Generational View of Digital Natives

There are many cartoons online that comment on the amusing side of this concept. Do a search on Google (or your favourite search engine) for “digital native” a cartoon. You might see images of kids looking at a book with shock and asking each other, “Where is the ‘on’ button?” Or you might see a child returning home from school walking right past their parent exclaiming, “How do you think it was? They didn’t even have Wi-Fi!”

In fact, this generational desire to be constantly connected has even been inserted into Maslow’s hierarchy of needs as the ultimate foundation of basic human needs. This psychological model is depicted as a pyramid with people’s basic survival needs as its foundation which need to be satisfied before people can realise their full potential (Figure 1.3).

However, there has been a lot of criticism about the concept of the digital native because it assumes many things, not least that somehow all young people have access to technology, that older people don’t have the same level of digital literacy as younger people, and that having access to technology automatically means you know how to use it.

So if young people are so adept at using digital technologies, why do they (and perhaps you for that matter) need to improve their digital literacy?

There are many answers, and hopefully this introduction has already hinted at some of them. One is that it’s not enough in this globally connected world to just be able to use technology. You need to be able to develop socially responsible digital practices and also to contribute to digital practices in your own personal, work, and learning lives.

One way of visualizing this is Sharpe and Beetham’s (2010) digital literacy development model (see Figure 1.4).

The pyramid represents a cyclical process for developing digital literacy skills. At the base of the pyramid is awareness of technology and access to it. However, just because you have a piece of hardware or software doesn’t mean you have the ability to use it effectively. As you spend more time using technology, you become more confident in your technical, information, communication, and learning skills. You can then begin to apply those skills to make informed decisions and choices about how to use different technologies. As you move through the cycle, your experiences and practices contribute to the formation of your digital identity, while your identity informs your practices and drives the creative and appropriate use of technology.

This book is aimed at helping you develop your digital literacy in a range of areas in order to become a digital citizen.

Activity 1.4: How digitally literate are you?

Why not take stock of where you are right now. How digitally literate are you, and do you know what that means?

Download this model of the digital literacy development framework and complete it while thinking about your access, skills, practices and identities. This will help you take stock of where you are now and help you focus on where you want to develop.

Explore Your Digital Identity

Digital identity refers to your “online self,” the side of you that people see on the Internet. We all have different identities in different contexts and one of the things about being a digital citizen is the ability to control the representation of yourself in the online environment.

Activity 1.5: How do others see you online?

Search for references to yourself on the Internet by looking up your name using your preferred search engine. What do you have to type in to find the “real you” and not either someone else with the same name or a one-dimensional representation of you? Is this an accurate representation of who you are, what your interests are, what you find interesting, and what you share with others online?

Once you’ve reviewed your search results, have a look at this TedX talk “ What Do Your Digital Footprints Say About You? ” by digital education and social media expert Nicola Osbourne.

Were you happy with the results of the search in Activity 1.5? Is there something you would like to change? One of the problems with information online is that once it is there, it is often very difficult to delete. Being aware of what you share online is a very important digital skill.

Using the image below (Figure 1.5), reflect on your digital footprint . Decide on some SMART goals (specific, measurable, attainable, relevant, and time-bound), and identify how you want the virtual “you” to look to the various people who might see you online: friends, family (including your grandmother!), teachers and professors, coaches, neighbours, potential employers, potential dates, or complete strangers.

This book is aimed at helping you develop your digital literacy in a range of areas in order to become a better digital citizen. By the end of this book, you will be able to more effectively and responsibly:

  • Engage in digital practices.
  • Critically evaluate information, online interactions, and online tools.
  • Manage and communicate information.
  • Collaborate and share digital content.

Brown, C., Czerniewicz., L., Huang, C-W., & Mayisela., T. (2016). Curriculum for digital education leadership: A concept paper. Burnaby, BC: Commonwealth of Learning. Retrieved from http://oasis.col.org/handle/ 11599/2442

European Commission (2007). A European approach to media literacy in the digital environment. Retrieved from http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM%3A2007%3A0833%3AFIN%3AEN%3APDF

Gilster, P. (1997). Digital Literacy . New York, NY: John Wiley & Sons, Inc.

JISC. (2015). Developing students’ digital literacy. Retrieved from https://www.jisc.ac.uk/guides/developing-students-digital-literacy

Sharpe, R. & Beetham, H. (2010) Understanding students’ uses of technology for learning: Towards creative appropriation. In R. Sharpe, H. Beetham and S. de Freitas (Eds.) Rethinking learning for a digital age: how learners shape their experiences , (pp. 85-99). Routledge Falmer, London and New York. Retrieved from   https://radar.brookes.ac.uk/ radar/items/4887c90b-adc6- db4f-397f-ea61e53739e0/1/

UNESCO Institute for Information Technologies in Education. (2011, May). Digital literacy in education policy brief . Retrieved from http://unesdoc.unesco.org/images/0021/002144/214485e.pdf

Media Attributions

  • Chapter 1 header image © Kaitlyn Baker
  • Figure 1.3 © Duncan Hull is licensed under a CC BY (Attribution) license
  • Figure 1.4 © Rhona Sharpe & Helen Beetham
  • Figure 1.5 © Nicola Pallitt is licensed under a CC BY-SA (Attribution ShareAlike) license

The ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers

The way you use the range of technologies and digital tools you use in different aspects of your life

Those capabilities which fit an individual for living, learning and working in a digital society

The idea that a person who has been born or brought up during the age of digital technology will be familiar with computers and the Internet from an early age.

Refers to your “online self”, the electronic representation of who you are.

The trail of ‘electronic breadcrumbs’ you leave behind you as you use the internet both intentionally but also unintentionally.

Goals that are Specific, Measurable, Attainable, Relevant, and Time-bound.

Digital Citizenship Toolkit Copyright © by Cheryl Brown is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

Share This Book

IMAGES

  1. Mizo Women's Digital Literacy Program

    digital literacy essay in mizo language

  2. Learn Mizo language through audio visual tutorial, Vol.1 (English

    digital literacy essay in mizo language

  3. Let's learn Mizo language through audio visual tutorial

    digital literacy essay in mizo language

  4. Mizo language, alphabet and pronunciation

    digital literacy essay in mizo language

  5. digital literacy Free Essay Example

    digital literacy essay in mizo language

  6. Let's Learn Mizo language through audio visual tutorial, Vol.4 (English

    digital literacy essay in mizo language

VIDEO

  1. Digital Health Literacy Workshop

  2. The Digital Literacy Program Day

  3. ಚುನಾವಣಾ ಸಾಕ್ಷರತಾ ಕ್ಲಬ್‌ಗಳ ಕುರಿತು ಪ್ರಬಂಧ || Essay on Electoral Literacy Clubs

  4. MASI RIM

COMMENTS

  1. What is digital literacy? A comparative review of publications across

    In the Spanish language, for example, media literacy is strictly linked to news media, whereas digital literacy has a broader meaning that can involve critical literacies or performative and instrumental literacies. 'New literacies' has faded from use given that the digital technologies in question were introduced over 20 years, meaning ...

  2. PDF Transformation of Information Communication in Mizos Society ...

    Communication and information is done through word of mouth. After that the Christian missionaries established schools and started to teach the Mizo tribes and also spread the gospel in Mizoram. The first hand-written Mizo journal was started in 1898, four years prior to the introduction of Mizo alphabet.

  3. Mizo Language Resource

    It is the native language of the Mizo people in both the Mizoram state of India (23.36 N, 92.8 E) and Chin State in Burma. About the Collection. This is a community collection of audio recordings of modern spoken Mizo covering three generations of male and female speakers, including children, recorded between 1970 and 1990 by Thangi Chhangte.

  4. Digital and Multimodal Literacies in Foreign Language Learning

    The emphasis is placed on the relationship between literacy and language classrooms, where the promotion of plural, multimodal and digital literacies still seems difficult to achieve.

  5. Religion as Culture: Analysing the Mizo Discourse

    The essay 'Signs Taken for Wonders: Questions of ambivalence and authority under a tree outside Delhi May 1817', is reflective of the advent of the missionaries in Mizoram. ... Texts were prepared for the enhancement of education and literacy in effect that the first Mizo primer was released on 22 October 1895. It was entitled 'Mi-Zo Zir ...

  6. PDF A Global Framework of Reference on Digital Literacy Skills for ...

    The objective of the Digital Literacy Global Framework (DLGF) project is to develop a methodology that can serve as the foundation for Sustainable Development Goal (SDG) thematic Indicator 4.4.2: "Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills".

  7. Mizo in India

    There are teaching/learning materials of Mizo language, stories, short films about culture and language, dances, movies, Jesus films, etc. divider. ... Chhangte, Lalnunthangi. 1989. The grammar of simple clauses in Mizo. In David Bradley (ed.), Papers in South-East Asian Linguistics 11: South-East Asian Syntax, 93-174. ... Literacy of users ...

  8. A systematic review on digital literacy

    The purpose of this study is to discover the main themes and categories of the research studies regarding digital literacy. To serve this purpose, the databases of WoS/Clarivate Analytics, Proquest Central, Emerald Management Journals, Jstor Business College Collections and Scopus/Elsevier were searched with four keyword-combinations and final forty-three articles were included in the dataset ...

  9. Digital Literacies and Interactive Multimedia-enhanced Tools for

    The topics covered in this paper include what digital literacy means in language education contexts and utilization of social media, online gaming, tagging, picture, voice, and video editing tools ...

  10. Mizo literature

    Mizo literature is the literature written in Mizo ṭawng, the principal language of the Mizo peoples, which has both written and oral traditions.It has undergone a considerable change in the 20th century. The language developed mainly from the Lushai language, with significant influence from Pawi language, Paite language and Hmar language, especially at the literary level.

  11. Key factors in digital literacy in learning and education: a ...

    This research aims at providing an overview of the research field of digital literacy into learning and education. Using text mining, it reviews 1037 research articles published on the topic between 2000 and 2020. This review reveals that there is a plurality of terms associated with digital literacy. Moreover, our research identifies six key factors that define the literature, which are ...

  12. Understanding and developing Digital Literacy

    Developing Digital Literacy skills is not only empowering and motivating in the English language classroom, but also relevant. Much of the digital content our learners will need to navigate - now and in the future - is in English. Luckily, the internet offers unlimited opportunities for English language development.

  13. Mizo language

    The Mizo language is a Tibeto-Burman language spoken mainly in the Indian state of Mizoram, where it is the official language and lingua franca. It is the mother tongue of the Mizo people and some members of the Mizo diaspora.Other than Mizoram, it is also spoken in Meghalaya, Manipur, Tripura, and Assam states of India, Sagaing Region and Chin State in Myanmar, and Chittagong Hill Tracts of ...

  14. Shifting landscapes of digital literacy

    Digital literacy education has come to represent many forms of knowledge, skills and practices because of the distance between those positions discussed above, as they struggle to consecrate particular cultural dispositions. ... Beavis C. Digital literacies, digital games: Language, learning and play. In: Lutge C, editor. ... Essays on art and ...

  15. Mizo language, alphabet and pronunciation

    Mizo (Mizo ṭawng) Mizo is a member of the Kuki-Chin-Naga branch of the Tibeto-Burman language family spoken by about 700,000 people mainly in Mizoram state in India, and also in Chin State in Burma, and in the Chittagong Hill Tracts in Bangladesh. Mizo used to be known as Lushai, Lusei or Lushei, named after the most common dialect of the ...

  16. Mizoram 1870-1926: Christianity and literacy

    Contents. [ hide ] 1 1870-1926 (Christianity and literacy) 2 Hostile relations with the British. 2.1 The 'Alexandrapur Incident'. 2.1.1 The consequences of the 'Alexandrapur Incident'. 3 The first missionary to visit Mizoram. 3.1 The Indian Aborigines Mission/ Arthington Mission. 4 The linguistic diversity of Mizoram.

  17. Mizoram Language

    The state, with its average rate of literacy of 91.58 %, which is the 2nd highest literacy rate in the country, is presently leading in spreading substantial education. ... The Mizo language, an ...

  18. Mizo Tawng Kalphung

    Mizo Tawng Kalphung. Description: This book by James Dokhuma, provides a study of the structure of the Mizo language. Through the book, he explains the tonal nature of Mizo language and the different meaning that a change in tone of the same word can produced. He further adds that all the names of the animals and plants enrich the Mizo language ...

  19. A systematic review on digital literacy

    Digital literacies. Digital literacy, which is one of the challenges of integration of technology in academic courses (Blau, Shamir-Inbal & Avdiel, 2020), has been defined in the current literature as the competencies and skills required for navigating a fragmented and complex information ecosystem (Eshet, 2004).A 'Digital Literacy Framework' was designed by Eshet-Alkalai (), comprising ...

  20. An Approach to Mizo Language News Classification Using ...

    Pathak et al. [] built a model based on neural and statistical approaches in 2019 to translate the English language into the Mizo language.This is one of the few research in which a machine was built for the low-resource Mizo language. News classification for Nepali [] was done in which SVM with Radial basis function kernel has 74.65% accuracy, and linear SVM with 74.62% accuracy.

  21. The Impact of Digital Literacy Proficiency on EFL Students' Academic

    It was concluded that digital literacy is an effective factor for the development of English academic writing performance. In light of the increasing recognition of digital literacy in learning and education generally, and in English Foreign Language (EFL) instruction specifically, the purpose of this research article is to examine the impact of digital literacy on EFL students' academic ...

  22. Chapter 1: Introduction to Digital Literacy

    Chapter 1: Introduction to Digital Literacy Cheryl Brown. Overview. In this chapter, you will be introduced to the concept of digital literacy and what new skills are needed in order to engage with the digital world responsibly and effectively.Drawing on your own digital experiences you will think about your digital literacy and digital footprint, developing positive strategies to proactively ...

  23. Sustainability

    Digital literacy is among the mandatory abilities to any higher education level and represents a fundamental ingredient in successful professionalization. Considering the deep penetration of digital technologies in everyday life, digital literacy offers a set of transversal skills that could improve a whole area of activities, from banking operations to civic participation. However, these ...