IMC407 Group Assignment

FACULTY OF INFORMATION MANAGEMENT
UNIVERSITI TEKNOLOGI MARA
PUNCAK PERDANA CAMPUS

BACHELOR OF INFORMATION SCIENCE (HONS.)
RECORDS MANAGEMENT

IMC407 (MANAGEMENT OF INTERNET INFORMATION SOURCES AND
SERVICES)

GROUP ASSIGNMENT:
DIGITAL FLUENCY

PREPARED BY:
FARAH NURWARDINA BINTI ZAIHAN (2021885808)

JESSECA LAING (2021822724)
MICHELLE AGUILERRA BINTI JAIKAL (2021494106)
NUR FARAH AYUNI BINTI NORIZLANIN (2021476442)

PREPARED FOR:
MADAM MARLIA BINTI IDRUS

CLASS:
IM1H

SUBMISSION DATE:
31st January 2022

DIGITAL FLUENCY IMC407

ACKNOWLEDGEMENT

First and foremost, we would like to praise and thank Almighty God for giving us the
strength and because of His blessing, we finally managed to accomplish this assignment. We
were managed to complete this assignment with the efforts and cooperation from every group
member, Farah Nurwardina Binti Zaihan, Jesseca Laing, Michelle Aguilerra Binti Jaikal, Nur
Farah Ayuni Binti Norizlanin. We always work hard to produce a good assignment with our full
commitment and responsibility.

On top of that, a big thank we address our lecturer for IMC407, Management of Internet
Information Sources and Services of IM1H at Puncak Perdana campus, Madam Marlia Binti
Idrus, for the guidance and encouragement in finishing this assignment and also for teaching
us in this course. Her overwhelming attitude eases us to ask and learn from her. Thank you
for giving us an opportunity for done research and complete this task.

Finally, thank you to all, who are directly or indirectly involved throughout the process
and preparation for this assignment.

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DIGITAL FLUENCY IMC407

TABLE OF CONTENT i
ii
ACKNOWLEDGEMENT iii
TABLE OF CONTENT 1
THE TEAM MEMBERS 2
2
1.0 INTRODUCTION 3

2.0 CHOSEN ELEMENT EXPLAINATION 5
2.1 DIGITAL FLUENCY 6
2.2 ISSUES TO FOCUS ON AND DISCUSS 6

3.0 PLAN OF SCRIPT 7
3.1 PLAN OF SOFTWARE 8
3.2 PLAN OF PEOPLE INVOLVED

4.0 CONCLUSION
5.0 REFERENCES

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DIGITAL FLUENCY IMC407

THE TEAM MEMBERS

1. Farah Nurwardina Binti Zaihan (2021885808)
2. Jesseca Laing (2021822724)
3. Michelle Aguilerra Binti Jaikal (2021494106)
4. Nur Farah Ayuni Binti Norizlanin (2021476442)

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DIGITAL FLUENCY IMC407

1.0 INTRODUCTION

Digital citizenship is defined as a confident and beneficial use of digital technologies.
Digital citizenship education is necessary to assist students to obtain and comprehend digital
literacy, as well as to assure online safety, cybersecurity, digital responsibility, and digital
health and well-being.

For instance, understanding electronic exchange, complete electronic engagement in
society, and online purchasing and selling of goods. It's also recognized as the ability to
interact with others through the Internet. A digital citizen is someone who routinely and
efficiently uses the Internet. The provision of security for Internet users is a top priority for
digital citizenship. The spread of digital citizenship culture has become a vital requirement and
an urgent necessity as a result of the rising use of technology. Technology has become a
priority, and our lives have become digital lives. In light of the spread of inappropriate
behaviors, such as various types of cybercrime, such as the spread of pornographic sites,
threats, harassment, and extortion, financial fraud, hacking, and data theft, extremism,
terrorism, and sexual abuse of minors, there is a growing need to promote digital citizenship,
whether for citizens or digital immigrants. Employers now track and appraise students or future
workers based on their social media presence, thanks to digital technology.

As a result, it's critical to teach children how to build online identities that project a
positive and productive image. In a virtual context, teaching digital citizenship ensures that
students are successfully practicing respect and responsibility for themselves and others.
Digital citizenship enables children and teens to engage in the world of digital technologies
and social networking sites in a safe, critical, effective, and responsible manner.

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DIGITAL FLUENCY IMC407

2.0 CHOSEN ELEMENT EXPLANATION

2.1 DIGITAL FLUENCY

‘Fluency’ derives from the word ‘flow’ and when we think about being ‘fluent’ in
any context, it refers to being flexible, accurate, efficient, and appropriate. In other
words, the way we use skills, language, and speech flows naturally and easily. In a
digital context for learning, fluency involves using technologies “readily and
strategically to learn, to work, and to play, and the infusion of technology in teaching
and learning to improve outcomes for all students.”

Digital fluency is the aptitude to interpret information, discover meaning, design
content, construct knowledge, and communicate ideas in a digitally connected world
effectively and ethically.

Broadly speaking, digital fluency is a combination of:

• Digital, or technical, proficiency: able to understand, select, and use the
technologies and technological systems.

• Digital literacy: cognitive or intellectual competencies, which include being able
to read, create, evaluate, make judgements, and apply technical skills while
doing so.

• Social competence, or dispositional knowledge: the ability to relate to others
and communicate with them effectively.

It is helpful to think of fluency as showing wisdom and confidence in the
application and use of digital technologies, as reflected in the diagram below
(Wenmoth, 2015)

“Fluency” is broader than “literacy”. Being ‘digitally literate’ means acquiring the
skills to make and create meaning and select technologies to do so. Being fluent
requires competencies and capabilities that go beyond the skill level. Someone who is
digitally fluent not only selects tools and knows what to do with them but can explain
why they work in the way they do and how they might adapt what they do if the context
were to change.

For example, if you are literate, you might be able to follow instructions to set
up a shared document online and use it for a clear purpose. If you are fluent, you can
self-select from a range of tools to achieve the same outcome, navigate collaborative
spaces effectively and confidently with other people.

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DIGITAL FLUENCY IMC407

2.2 ISSUES TO FOCUS ON AND DISCUSS

Based on the assignment given, we have discussed to target on the two issues
which are about difficulties in finding information from Tun Abdul Razak Library (PTAR)
and the issue about empowering student’s leaders that correlated to Digital Fluency
which means the wisdom and confidence in the application and use of digital
technologies.

The reasons why we chose to focus on these two issues are because firstly,
there may be some of us who are technology illiterate or lack fluency when it comes to
technology especially among students from the rural area. Some people expect
everyone to fluent with technology as we are living in the era of globalization. However,
there are still some people who did not expose to the detailed information or knowledge
about technology such as how to access the online database, how to run the Google
Meet for an online class, and more.

Apart from that, since we are living in the pandemic of Covid-19, we are
required to stay at home to avoid the virus from spreading. Hence, we focused on the
issue of finding information from the PTAR portal virtually as we could not visit the
library physically. The ability to gain information from the PTAR portal absolutely has
made it so much easier for UiTM students to complete their assignments.

We have divided these stories into two different situations namely appropriate
and inappropriate. The appropriate situation is about something that we should do
and also as a recommendation for the inappropriate. Meanwhile, the inappropriate
situation is about something that we should not do. The purpose of these two different
situations is to create awareness among Internet users about digital fluency.

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DIGITAL FLUENCY IMC407

THE ISSUES

a) Finding information from the PTAR portal virtually
• Difficulties faced by a student due to lack of knowledge in using Tun Abdul
Razak Library of UiTM (PTAR) in finding information regarding his/her
assignments.
• He/she asks her/his friend about how to use the PTAR through a phone call
since they are having Online Distance Learning (ODL) at their home.
• His/her friend records the video while explaining how to use the PTAR step
by step and sends it to her/him.

b) Empower student leaders.
• For example, the teacher allows students to share their knowledge and
solutions with the class.
• Digital fluency also requires excellent communication skills, new media
literacy, and cognitive load management to address the issues, and
concerns we face today and in the future.

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DIGITAL FLUENCY IMC407

3.0 PLAN OF SCRIPT
ISSUE: Finding Information from PTAR
Scene 1: Appropriate
Farah: Nana, how do you do your assignments? I mean, how do you find materials for your
assignments? I’m stuck because I don’t have enough articles for my assignments.
Nana: Hi, Farah. You should use our PTAR portal. There are thousands of journal articles
there.
Farah: PTAR? What’s that?
Nana: PTAR is our library portal, Tun Abdul Razak Library of UiTM.
Farah: You mean, we need to go there?
Nana: What? No, of course not hahaha. We can just access it virtually online through its portal.
Farah: Okay. Can you teach me how to do that?
Nana: Yes, sure!

Scene 2: Inappropriate

Nana: Farah, how do you find materials for your assignment?
Farah: Just Google it, what else. Everything is on Google, or you can just explore our PTAR
portal. Do you know about that?

Nana: No, not really. Can you teach me how to use the portal?
Farah: No. I have stuff so I’m busy. Maybe you can explore it by yourself since you are a
university student.
Nana: Uhm… okay.

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DIGITAL FLUENCY IMC407

ISSUE 2: Empower students Leaders.

Scene 1: Appropriate

Teacher Michelle: Alright students, so this weekend I want you all to ready your presentation
slide for today’s classes. I will choose Jessie’s group as the first to present.

Jessie: Alright miss, we will get ready to present our topic.

Teacher Michelle: Well, hopefully, you all can share your knowledge during the presentation
thank you.

Scene 2: Inappropriate
Teacher Michelle: Okay class you all are not allowed to talk while I’m teaching. So please
pay attention during my class.

(Teacher are teaching)

Jessie: (raise hand) sorry miss for interrupting you but can I share my opinion with the class?
Teacher Michelle: Oh, sorry you can’t because I need to hurry to finish this topic today. So
please just pay attention to what I’m going to teach you all.
Jessie: Okay miss, I’m sorry.

3.1 PLAN OF SOFTWARE: We will use Capcut, and Canva as the editing tools to do
this video.

3.2 PLAN OF PEOPLE INVOLVED:

1. Farah Nurwardina as Nana
2. Jesseca Laing as Jessie
3. Michelle Aguilera as Teacher Michelle
4. Nur Farah Ayuni as Farah

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DIGITAL FLUENCY IMC407

4.0 CONCLUSION

In conclusion, the mix of ideas and abilities required to produce value with digital
technologies is known as digital fluency. Most approaches to 'becoming digital' concentrate
on only one or two aspects of the greater digital fluency equation. Perhaps you'll begin by
learning about the tools available or getting a refresher on terminology. However, learning a
few phrases in a foreign language while on vacation isn't the same as being able to hold a
conversation or lead the "disruptive" actions that so many people desire. Fluency necessitates
a deeper level of comprehension. It encompasses not only skills and information, but also
culture, thinking styles, and a great deal of practice. Effective techniques are distinguished by
their ability to bridge the gap between human and technological elements of change. To help
business leaders understand their tech colleagues, we need to decode the technical pieces.
We also need to assist IT leaders and developers in comprehending the changing reality in
which their business counterparts operate by connecting the dots between emerging
technologies and their influence on markets and businesses.

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DIGITAL FLUENCY IMC407

5.0 REFERENCES

Defining digital fluency. (2021). Ursinus College. Retrieved January 12, 2022, from
https://www.ursinus.edu/offices/library-and-information-technology/professional-
development/

Digital Fluency Summary. (n.d.). Causeit, Inc. Retrieved January 11, 2021, from
https://www.causeit.org/digital-fluency-summary

How to Help Your Students Build Digital Fluency, Retrieved January 12, 2022, from
https://www.commonsense.org/education/articles/how-to-help-your-students-build-
digital-fluency/

McNulty, N. (2021, November 24). Fake news and online rumors – why media literacy is more
important than ever. Niall McNulty. Retrieved January 11, 2021, from
https://www.niallmcnulty.com/2021/06/why-is-media-literacy-important/

Spencer, K. (2020, March 16). What is digital fluency? Retrieved January 13, 2022, from
https://www.digitallearningcollab.com/blog/what-is-digital-fluency

The Scientific World. (2020, March 10). What is Digital Citizenship and Why is Digital
Citizenship Important in Education? The Scientific World - Let’s Have a Moment of
Science. Retrieved January 11, 2022, from
https://www.scientificworldinfo.com/2020/03/what-is-digital-citizenship-in-
education.html

What is digital fluency? (2019). Study.com. Retrieved January 12, 2022, from
https://study.com/academy/lesson/what-is-digital-fluency-definition-example-HTML

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