Virgilio G. Medina

Bio: Virgilio G. Medina is an academic researcher from Qatar National Library. The author has contributed to research in topics: Digital literacy & Information literacy. The author has an hindex of 2, co-authored 5 publications receiving 10 citations.

Empowering Students for a Digital World: Global Concerns, Local School Evidence and Strategic Actions

Abstract: The research reported here is an evidence-based development project to identify students’ perceptions of how confident and competent they are in learning and working effectively in an online world, and to develop local school strategic actions. It specifically examines students’ knowledge about a range of digital competencies for online learning and living, and their confidence in using these. From a constructivist perspective, understanding their conceptions of their digital world and their confidence with engaging in it provides a window for ensuring that school libraries prepare students for this world. Available literature consistently shows that for today’s young people, the digital environment is already a deeply embedded and pervasive aspect of their lives and the basis for their connections, communications, and community. Accordingly, this paper will present the findings of a school-based qualitative research study that, from the students’ perspective, seeks to understand how confident they are with being safe and productive in the online world. It will also show how these findings translate into strategic actions for the local school.

Building A Wall Of Digital Safety: A Passport For Learning Without Borders

Abstract: The shift in the development of the web environment from a static information repository to an interconnected network of systems, information, and users as consumers and producers has shifted the educative focus from accessing and engaging with authoritative information to a more holistic focus on both the intellectual and social wellbeing of young people as they participate and live in this digital environment. This paper examines one aspect of this digital wellbeing – that of digital safety. Given international concerns about children online, this research study sought to gather data from students themselves in relation to their conceptions and understanding of online safety, what it means to them to be safe in an online world, and the actions/strategies they use to ensure they are safe online. Some preliminary findings are presented and discussed.

Young People’s Conceptions and Practices of Safety in Online Environments: An Examination of Challenges, Theoretical Perspectives, Current Research, Findings, and Potential Instructional Interventions

Abstract: This ongoing research builds on investigations undertaken by Medina & Todd (2016, 2017) that focus on children’s safety in online environments. As part of scholarly traditions centering on information and digital literacy, an emerging discourse and arena of research and service development is centering on the concept of digital wellbeing. Digital wellbeing is defined as the capacity of individuals to look after personal health, safety, relationships and work-life balance in digital settings. This paper, focusing on the specific aspect of digital safety as one dimension of digital wellbeing, presents an examination current challenges, theoretical perspectives and approaches to research, methods and potential instructional interventions in relation to children’s conceptions and practices of safety in online environments. It will present current findings and provide perspectives on moving forward with the research agenda.

A comparative analysis of high school students’ and school librarians’ conceptions and practices of Digital Safety

Abstract: This study investigated high school students’ and school librarians’ conceptions about what it means to be safe online and to understand the actions, processes, and strategies they engage in order to be safe online. The study also identified the existing library programs organized by school librarians in relation to digital safety and how school librarians and school libraries can support and address students’ digital safety needs. This paper sought to answer the following research questions: 1) What do students think it means to be safe online? Sub-question: What do students do themselves to be safe online? 2) What do school librarians think it means to be safe online? Sub-question: What do school librarians do themselves to be safe online? 3) What do students think of librarians’ role helping them to be safe online? 4)What existing library programs are implemented by school librarians in relation to digital safety? By understanding possible gaps between students’ and school librarians’ conceptions and practices on digital safety, educators and school administrators will gain understanding on how digital safety could be more effectively developed and integrated as part of the school curriculum.

Young People’s Digital Safety and Wellbeing: Findings from Philippines and Qatar

Abstract: This study emphasizes the critical role of libraries as catalysts in fostering digital literacy and digital well-being among young people participating in the collaborative digital and information landscape. Approximate 350 high school students from Philippines and Qatar participated in this study via a library instruction activity and were asked to record their ideas through a collective mind map and present it to the class. With the support of evidence-based action plan, the researchers used this as a guideline to facilitate digital literacy instruction to educate participants developing their digital safety skills by emphasizing various risks within the digital environment. The findings highlight some specificity of technical terms that students use in engaging and participating in an online world and raise concerns about young people’s digital safety and digital well-being and the impact of this on their personal, academic, and social roles and identities.

Children and the Internet

Abstract: Feel lonely? What about reading books? Book is one of the greatest friends to accompany while in your lonely time. When you have no friends and activities somewhere and sometimes, reading book can be a great choice. This is not only for spending the time, it will increase the knowledge. Of course the b=benefits to take will relate to what kind of book that you are reading. And now, we will concern you to try reading children and the internet as one of the reading material to finish quickly.

Four Passages to Information Use Related Phenomena in Bachelor Theses at the Finnish Universities of Applied Sciences

Abstract: Information seeking and use activities play an important role in completing the mandatory theses at Finnish Universities of Applied Sciences (UASs). The institution encounters issues related to value judgements between theoretical and practical knowledge. In this paper it is discussed how Bachelor theses are built at Finnish UASs in terms of information use events and related structures and processes. A qualitative multiple case study is reported. Data driven conceptualizations are supported by applying categories related to foundational system assumptions. The findings discussed are grouped into four themes. Some students expect predefined norms for using literary sources. Some encounter feelings of being alone with their topic, in other words, “finding” research gaps that do not exist. Insufficient knowledge about genre conventions and other situational factors can lead students to create textual solutions of their own. Different support and guidance approaches are required for each group. Information processes in theses and related problems can be based on different systemic assumptions. We suggest that these findings should be worked up as part of the efforts that are necessary in the Finnish Universities of Applied Sciences to articulate their assumptions, concepts and values related to information and knowledge use.

IFLA school library guidelines, 2nd revised edition

Abstract: This is the second edition of school library guidelines published by the IFLA Section of School Libraries. These guidelines have been developed to assist school library professionals and educational decision-makers in their efforts to ensure that all students and teachers have access to effective school library programs and services, delivered by qualified school library personnel. These guidelines constitute the second edition of the IFLA ‘School Library Guidelines’. The first edition of the school library guidelines was developed in 2002 by the School Libraries Section, then called the School Libraries and Resource Centers Section. These guidelines have been developed to assist school library professionals and educational decision-makers in their efforts to ensure that all students and teachers have access to effective school library programs and services, delivered by qualified school library personnel.

What Influences Australian Secondary Schools in Their Efforts to Prevent and Intervene in Cyberbullying

Abstract: Background: Cyberbullying is a significant problem for young people and secondary schools are the main institutions expected to address it. School anti-bullying measures have only modestly reduced the problem to date. Purpose: This study aimed to examine the perspectives of members within the school community regarding their actions to reduce cyberbullying. Method: School stakeholders were recruited from two large independent high schools in Australia. Overall, four school leaders, two key personnel with roles in cyberbullying prevention, and two parents participated in semi-structured interviews, while two groups of Year 9 teachers, and four groups of Year 9 students (aged 13–15 years) participated in focus groups. Interview and focus group protocols were developed to gather views about prevention and intervention measures for cyberbullying in the stakeholders’ schools. Copies of anti-cyberbullying policies and documents were also collected for review. Analysis: A thematic content analysis was conducted on 14 stakeholder transcripts from interviews and focus groups, and school policy documents were reviewed for anti-bullying components. The distal systems of a social-ecological framework were used to frame a wider view of school efforts to prevent and intervene in cyberbullying. Findings: The content analysis and review showed that school actions were reflective of evidence-based best practice. However, despite actions towards making students safe from cyberbullying, stakeholders were left questioning why these incidents were still observed. The analysis revealed that the continued presence of cyberbullying was not simply attributable to ineffective school practices, but rather from societal influences. Three macrosystem themes were identified from the data: the culture of technology; the legal framework; and the media portrayal of cyberbullying. These macrosystem influences could be seen impacting four school exosystems (i.e. communities of school practice): the parent community, the organisational community, the support and advice community, and commercial communities of schools. Conclusion: The macrosystems and exosystems of schools are influencing school actions, with implications for the reduction of student cyberbullying.

Discursive Formed Topics in Information Literacy: Literature Review and High School Students' Perspectives.

Abstract: Information literacy is a critical topic in contemporary pedagogy and information science, it is ranked among the essential competencies for the 21st century, and in recent years, it has received increasing research interest. The problem, however, is that the research is focused mainly on primary and university (college) contexts and only rarely analyses secondary school settings. This paper, therefore, focuses on a group of high school students and on whether the literature's idea of their needs corresponds to their actual needs. Based on the analysis of 32 documents indexed in the Scopus and Web of Science databases, the paper identifies seven significant discursive areas addressed in the literature, both theoretically and empirically. These are the relationship of libraries and librarians to the development of information literacy, information evaluation, the relationship of information literacy and learning competencies, connection with other competencies, emphasis on constructivist approach, the social dimension of information literacy and its possible use for self-actualization. These topics form a specific research discourse, which they set out. In the second phase of the research, focus groups (8 groups in 4 schools, 41 students) on information literacy are studied through the seven essential discourses mentioned. Although our sample lacked reflections on the relationship between the library and high school students, the remaining six fundamental discourses appeared in the testimonies of high school students (Libraries and librarians, evaluation of information, learning competencies, connection with other literacy, constructivist approach, the social dimension of information literacy, information literacy as a means of self-actualization). The findings show that the main difference between literary discourse and student responses is in the perception of libraries as centres of information literacy development and that students prefer the school or their teachers in their place. Keywords: focus groups, information evaluation, information literacy, media literacy, overview study