The concepts of information and media literacy have been central components of digital literacy since the digitization of information began. However, the increasing influence of artificial intelligence on how individuals locate, evaluate, and create content has significant implications for what it means to be information and media literate. This paper begins by exploring the role artificial intelligence plays at the various stages of information retrieval and creation processes. Following this, the paper reviews existing digital literacy frameworks to ascertain their definitions of information and media literacy and the potential impact of artificial intelligence on them. We find that digital literacy frameworks have been slow to react to artificial intelligence and its repercussions, and we recommend a number of strategies for the future. These strategies center around a more agile, responsive, and participatory approach to digital literacy framework development and maintenance.

Education for those who are visually impaired usually relies on modified materials and unique teaching methods. Nonetheless, the advent of Extended Reality marks a considerable change by providing immersive and interactive experiences that can surpass the challenges encountered in conventional learning due to visual impairments. This study aims to systematically review and analyse the existing literature on the use of extended realities in the education of individuals with visual impairment. This systematic review followed the Preferred Reporting Items for Systematic Reviews (PRISMA) statement as a formal systematic review guideline for data collection to ensure the quality and replicability of the revision process. Data were obtained from research studies over the period 2013–2023. The analysis included a total of 71 papers from Science Direct, ERIC, JSTOR, Taylor & Francis Online, and Scopus databases. The results show that Europe had the most publications on these topics during the past decade and that most papers were focused on higher education. Additionally, virtual reality was the most investigated topic. The findings indicate that extended reality has the potential to promote inclusion for the visually impaired in educational settings and provide them with enhanced educational experiences in many educational disciplines.

Research indicates that student use of digital video has increased dramatically in recent years, both for personal and academic use; suggesting an opportunity to further incorporate its use in education. Educators too have recognised this trend, and see the value in providing students with academic video content. This inquiry begins by examining current uses of digital video in a wide range of educational settings, to establish the role it plays in supporting and enhancing student learning. Following this, some of the challenges present in the literature are outlined, specifically the challenges of providing relevant video content, and developing teaching and learning methodologies for use with digital video. Future opportunities and directions for the use of video in education are then examined and discussed, with attention given to the prospect of academic online video platforms. In the methodology section, the process of integrating digital videos into lectures is explained, along with some of the challenges and obstacles faced. Findings presented indicate that students value the use of digital video in lectures, and would like to see its use become more ubiquitous in education. Finally, students’ readiness for an online video platform for viewing, sharing, and discussing content is outlined, indicating a predominantly positive disposition for such a platform.

Research indicates that student engagement with lectures, and participation in discussion and debate, greatly improve their learning and experience of University. The nature of some lectures means they can lack opportunities for interaction and active learning. For this reason it can be difficult for some students, especially students new to University, to fully engage in lectures, and interact with their peers. This study attempts to use Twitter as a means of increasing these opportunities for interaction and engagement for students, especially those who may lack the confidence to engage traditionally. As a first step, the study analyses the use of Audience Response Systems to understand the role technology can play in providing opportunities for interaction. Following this, a review of experiments conducted using Twitter is carried out. While there is a dearth of research in this area, these cases provide some valuable insights into the use of this technology and its integration into education. In the methodology section, the process of using Twitter in lectures is explained, along with some of the challenges and obstacles faced. Findings presented indicate that while adoption of Twitter was low, the platform provides engagement opportunities for timid members of the group, while having a generally positive impact on engagement and discussion for the group as a whole. Finally, emerging uses of the Twitter platform are examined, allowing the reader glimpse possibilities for future integration.

Research indicates that teenagers and young adults of second level school age in Ireland are increasingly immersed in world of technology. Online video accounts for much of their time spent online, and is often used for education purposes. While Irish government initiatives such as the Digital Strategy for Schools (2015–2020) aim to encourage integration of technology in the school system, exposure to technology continues to occur predominately outside the school setting. This study begins by examining this context, paying particular attention to the growth of online video. Following this the educational value of video is discussed, along with strategies and tools for its integration in the classroom. In the methodology section, the process of integrating digital video into eight second level classes is explained, including trainee teachers involvement. Findings presented indicate that second level students predominantly value the use of digital video as a learning tool due to its motivational value, ability to explain concepts and provision of examples and real world scenarios.