1. Introduction
1.1. Empowering Sustainable Development: The Crucial Role of Libraries at the Intersection of Information Access, Digital Inclusion, and Policy Objectives
Libraries are recognized as indispensable partners in fostering inclusive and sustainable development by the International Federation of Library Associations and Institutions (IFLA) [1]. Their pivotal role lies in ensuring meaningful access to information, which is essential for economic, social, and environmentally sustainable development. Without such access, informed decision-making, innovation, and full participation in science and culture are hindered, impacting individuals, communities, and global society.
In line with the United Nations 2030 Agenda, libraries are identified as key partners for achieving policy goals. The IFLA advocates for access to information, cultural heritage preservation, universal literacy, and technology within the SDG framework [2]. With a widespread presence, libraries have the unique reach and potential to contribute significantly to various sectors, including livelihoods, quality of life, education, health, gender equality, climate action, and peacebuilding, to foster sustainable development [3].
The pivotal role of libraries in supporting sustainable development initiatives highlights their support for individuals, community institutions, businesses, governments, and civil society organizations in achieving the SDGs. This integral connection between sustainable development, inclusive access to information, and libraries’ crucial role is a key message emphasizing their significance [3].
Relevant resources supporting the role of libraries in achieving the SDGs include reports such as “The Role of Libraries in the United Nations Sustainable Development Goals”, which provides examples of library projects and partnerships that support the SDGs [4]. Additionally, “Driving Progress: Libraries and the United Nations’ Sustainable Development Goals” highlights how libraries contribute to the SDGs through access to information, literacy promotion, digital inclusion, and cultural preservation [5]. Moreover, a report published by the United Nations titled “Contribution of Libraries to the SDGs—United Nations Partnerships for Sustainable Development” emphasizes the potential of libraries in providing ICT infrastructure, enhancing information literacy skills, and preserving information for future generations [6].
By recognizing libraries as vital actors in achieving sustainable development goals and leveraging their resources and capabilities, we can enhance access to information and empower individuals and communities towards a more inclusive and sustainable future.
1.2. Purpose of the Study and Research Questions
This study focuses on the critical juncture where public policy meets public access within Chinese libraries, with a specific emphasis on their role in promoting digital inclusion and digital literacy education. It aims to explore the intricate connections between these elements and investigate how libraries navigate the complexities of the digital era, acting as linchpins in addressing its challenges and opportunities. By studying the symbiotic relationship between public policy objectives and the role of libraries in facilitating digital inclusion and literacy, we aim to emphasize their vital importance in shaping a more inclusive, informed, and sustainable society.
To achieve this overarching goal, the study will address the following research questions:
What is the current status of digital inclusion and digital literacy education in China? How knowledgeable, aware, and advanced is the population in addressing these issues?
How effective are the policies and initiatives implemented by the Chinese government in promoting digital inclusion and enhancing digital literacy education, and what challenges do they face in this process?
What role do Chinese libraries play in fostering digital inclusion and digital literacy education, and what specific programs, services, and resources do they offer to improve digital skills and access to technology?
How effective are the digital literacy education programs offered by Chinese libraries? What strategies, content, and approaches are utilized to develop digital skills and knowledge among individuals?
Based on the findings, what recommendations can be proposed to enhance digital inclusion and digital literacy education in Chinese libraries, particularly regarding service improvements, collaboration with stakeholders, and advocating for supportive policies?
Employing a mixed-methods approach, this study will provide an in-depth examination of digital literacy policies, library-based digital services, and the prevailing conditions of digital literacy education in China. The objective is not only to assess the current situation but also to offer practical insights for policymakers, library professionals, and stakeholders committed to narrowing the digital divide and advancing digital literacy education in Chinese libraries.
By addressing these key aspects, the study ultimately seeks to facilitate equal access to digital technologies and cultivate essential digital competencies among all members of China’s digital society.
2. Literature Review
2.1. Background and Significance of Digital Inclusion, Digital Literacy Education, and Libraries
Digital inclusion is a concept that focuses on providing everyone with equal access to and opportunities to engage with digital technologies. It encompasses various elements, including motivation, self-regulation, feedback, collaboration, and lifelong learning [7]. The International Telecommunication Union (ITU) report, “Digital Inclusion: The Global Effort to Bring Everyone Online”, examines the current state of digital inclusion and the challenges and opportunities for achieving universal access to the internet. The report defines digital inclusion as “the ability of individuals and groups to access and use information and communication technologies (ICTs)”. It argues that digital inclusion is essential for achieving the Sustainable Development Goals (SDGs) and empowering people to participate in a digital society. The report provides data and statistics on the digital divide, including the fact that 3.6 billion people remain offline, particularly in developing countries. It identifies four key dimensions of digital inclusion: availability, affordability, skills, and relevance [8].
While digital inclusion focuses on ensuring equal access and opportunities for individuals to engage with digital technologies, digital literacy encompasses the knowledge, skills, and abilities to effectively navigate, evaluate, and utilize digital information [9]. Digital inclusion refers to the capacity of individuals and groups to effectively access and utilize information and communication technologies (ICTs) for various purposes, such as education, healthcare, employment, entertainment, and civic engagement. It plays a crucial role in achieving the Sustainable Development Goals (SDGs) and empowering individuals to actively participate in the digital society [10]. Effective digital literacy plays a crucial role in enabling individuals to navigate the digital landscape, evaluate the credibility of information, communicate effectively, and utilize digital tools to solve problems and achieve goals. Therefore, prioritizing effective digital literacy education is essential [11,12]. Digital literacy education emphasizes the development of digital skills and an understanding of the social and cultural practices associated with digital media use. The objectives of digital literacy education can vary, from preparing individuals for participation in the knowledge economy to promoting democratic citizenship and social empowerment [13].
“The Digital Literacy Imperative” argues that digital literacy is essential for global citizens to communicate, find employment, receive comprehensive education, and socialize [14]. “Understanding and Developing Digital Literacy” provides a comprehensive guide for teachers and educational managers on integrating digital literacy into curricula [15]. UNESCO has found that 21st-century skills are crucial for lifelong learning and employability [16]. The ultimate goal of digital literacy education is to provide individuals lacking digital skills with informal learning opportunities and access to digital resources, thereby facilitating their connection and inclusion in the digital world [17]. Gerald Leitner, the Secretary General of the International Federation of Library Associations and Institutions (IFLA), emphasizes that any effort to promote digital inclusion needs to consider connectivity, content, and competence. Libraries, as public spaces in communities, storehouses, and portals to content, and experienced educators in information literacy, have a unique role to play in promoting digital inclusion and enhancing digital literacy. Libraries should advocate for inclusion in wider government strategies and receive the necessary legal and financial support [18].
“Innovation in Library Digital Inclusion Initiatives: Insights from the 2022 World Summit on the Information Society Forum” showcases how public libraries are leading the way in providing a wide range of technologies and digital content to their communities [19]. “Public Libraries Lead the Way to Digital Inclusion” summarizes key findings from a survey conducted by IMLS on how public libraries help build digitally inclusive communities [20]. A project by READ Nepal provides free access to computers and the internet at community libraries and resource centers, helping over 10,000 girls and women in rural areas develop their digital skills and confidence [21].
In the era of digital technology, digital inclusion aims to solve two major problems: promoting public access to the Internet and sharing the achievements of technological civilization, as well as helping citizens navigate the Internet freely without getting lost [18]. As community information centers, libraries provide diverse information and knowledge to the public and play a significant role in digital inclusion [18].
Considering the increasing importance of digital inclusion and digital literacy education, it is crucial to investigate the current situation of these matters in Chinese society, with a specific focus on the role of libraries in promoting digital inclusion and enhancing digital literacy. Gaining insights into the policies and initiatives implemented to address these challenges is pivotal for devising effective strategies and recommendations to enable libraries to effectively fulfill their role as vital facilitators of digital inclusion and digital literacy education.
2.2. Overview of the Current Digital Landscape in China
China has witnessed a rapid digital transformation in the past few decades, with significant advancements in internet access and adoption. With its vast population, China has emerged as a global leader in terms of internet penetration and digital technologies. The country’s digital landscape has experienced substantial growth, characterized by a large number of internet users and high mobile technology penetration. As of June 2023, China had reached 1.079 billion internet users, with a penetration rate of approximately 76.4% (CNNIC, 2023) [22]. Additionally, China has made significant strides in expanding its digital infrastructure, particularly in mobile technology [22].
Mobile technology has become the primary means of internet connectivity in China. As of June, there were 2.937 million operational 5G base stations, serving 676 million users with 5G mobile phones. Furthermore, the three major telecommunications companies have interconnected 2.123 billion cellular Internet of Things (IoT) devices. China’s technological prowess is exemplified by the deployment of 20.29 million 10G PON ports, providing gigabit services. The adoption of IPv6 is also on the rise, with 767 million active users utilizing IPv6, and mobile networks accounting for over 50% of IPv6 traffic.
The utilization of digital resources has also experienced significant growth, with mobile internet traffic reaching 142.3 billion gigabytes by June, reflecting a 14.6% year-on-year increase. The market hosts a robust presence of 2.6 million active applications, offering comprehensive solutions for users’ daily learning, professional endeavors, and lifestyle requirements. These developments have greatly enhanced convenience and the provision of services in China.
The report from the Ministry of Education of China outlines the government’s vision and policies for deepening digital transformation and building a bright future for education [23]. It shows that China has been actively involved in the creation and promotion of the UN2030 SDGs (Sustainable Development Goals), with a particular focus on access to information, safeguarding cultural heritage, universal literacy, and access to information and communication technologies (ICT). The report from Statista presents variations in China’s urbanization rate, per capita GDP, education level, and Gini coefficient across different regions [24]. It reveals significant regional gaps in economic and social development in China, which are also reflected in the digital divide. The article from Xiang and Stillwell (2023) discusses the predominant reliance on mobile phones among rural internet users in China to access online services [25]. It highlights the affordability and convenience of mobile phones for rural residents in contrast to desktop and laptop computers. However, it also acknowledges the limitations of mobile phones, such as restricted functionality and lower quality compared to computers. The website China.org.cn features various news and reports on China’s efforts to enhance digital literacy among different groups of people [26]. It showcases China’s implementation of various policies and programs to improve the digital skills and competencies of its citizens, especially in rural areas, ethnic regions, and underprivileged groups.
The digital landscape in China presents both challenges and opportunities. On the one hand, the widespread adoption of digital technologies has revolutionized various sectors, including e-commerce, fintech, and mobile payments. Platforms such as Alibaba’s Taobao and Tencent’s WeChat have transformed online shopping and communication. The Chinese government has actively embraced digital technology, implementing initiatives to improve national digital literacy and skills, accelerate digital development, and build network power and a digital China. The government has established the “Action Outline to Improve National Digital Literacy and Skills” [27] to enhance citizens’ abilities to navigate the digital landscape, including acquiring the necessary skills to access, produce, utilize, evaluate, and interact with digital content. These actions aim to foster a digitally empowered population and align with the broader national goals of advancing overall digital capabilities and achieving shared prosperity.
However, despite the impressive growth in internet access, China still faces unique challenges in terms of digital inclusion and digital literacy. Regional disparities in internet access and skills persist, with urban areas benefiting from better infrastructure and higher digital literacy rates compared to rural areas [28]. Furthermore, there is a significant digital divide among different population groups, including the elderly, low-income individuals, and those with limited education [29]. Although China has made progress in equalizing urban-rural digital access opportunities, the digital application gap resulting from differences in residents’ digital participation level, application structure capacity, and industrial digitalization level has become more pronounced. According to an analysis of nearly 100,000 respondents in the China Household Tracking Survey (2014–2018), data from 2018 reveals that only about 30% of the rural population utilized the internet for work, learning, and business activities, significantly lagging behind urban residents by nearly 20% [30].
Addressing these challenges is crucial for promoting digital inclusion and enhancing digital literacy in China. It requires collaborative efforts from various stakeholders, including government bodies, libraries, educational institutions, and civil society organizations, to bridge the digital divide and ensure equitable access to digital technologies and the necessary skills for their effective utilization across different regions and demographics [18]. Libraries, in particular, play a vital role in this process by providing access to information, resources, and training programs for the public [18].
In conclusion, by understanding and addressing the challenges related to digital inclusion and digital literacy education, China can harness the potential benefits of its digital landscape and ensure that all individuals have equal opportunities to participate in and benefit from the digital revolution.
3. Materials and Methods
3.1. Materials
3.1.1. Digital Literacy Policy
To investigate the policies and regulations related to digital literacy, we conducted searches in the Peking University Law Database [31], also known as PKULaw. Established in 1985 at Peking University, this legal retrieval system is considered the primary database for Chinese law, making it a commonly used database for policy analysis and research. PKULaw provides comprehensive coverage of Chinese policy and regulations, including those related to digital literacy. With a data volume exceeding 5 million articles, it offers extensive access to legal information.
By performing precise searches using keywords such as “information literacy”, “digital literacy”, and “digital inclusion”, primarily focusing on titles, we obtained 69 relevant local working documents, 2 departmental regulations, and 1 party internal rule and regulation. In addition to the Peking University Law Database, we also supplemented our search for policy data by utilizing search engines. This allowed us to gather a broader range of information and ensure the comprehensiveness of our analysis.
By utilizing both the Peking University Law Database and conducting supplementary searches through search engines, we ensured a comprehensive approach to collecting policy data related to digital literacy. This ensured that we had access to a wide range of policies and regulations in this specific context, facilitating a thorough analysis of the digital literacy landscape in China.
3.1.2. First-Class Public Library and Evaluation Criteria
The assessment and grading of public libraries at or above the county level in China are conducted every four years. This assessment provides an important means for the comprehensive evaluation of library services, the analysis of the status of public library work, and the promotion of the standardization and normalization of library operations. Sponsored by the Office of the Ministry of Culture and Tourism, the results of the seventh national assessment and grading of public libraries at or above the county level were announced in November 2023 [32]. Among the libraries included in the assessment, there were 1302 first-class public libraries, a significant increase compared to the previous assessment conducted in May 2018, where there were 953 first-class public libraries [33].
In our analysis, we focused on the evaluation criteria for public libraries, particularly the ones related to digital services. These criteria play a crucial role in assessing the level of digital inclusion and digital literacy within libraries.
3.1.3. Digital Literacy Education and Library Training Program at Wuhan University Library
Digital skills have become an essential part of contemporary scholarship and education. Academic libraries, as vital information resource centers of universities, offer digital academic resources and services to students, teachers, and researchers. In addition, academic libraries undertake the crucial task of fostering digital literacy.
According to the basic statistical information of Chinese university libraries, 983 university libraries disclosed the number of participants in information literacy education courses or training programs organized by libraries in 2020. The median number of participants was 3000, and the Wuhan University Library had the highest number of students enrolled in information literacy education courses, with 185,803 students [34]. The Wuhan University Library offers a variety of digital literacy training programs with a strong emphasis on innovation, covering a wide range of topics from basic domestic and foreign database usage to 3D printing. Furthermore, there are many corresponding competitions to promote the implementation of training programs [35].
In addition, the Wuhan University Library can leverage the expertise and teaching of the Library Science program at Wuhan University. The Library Science program at Wuhan University has a long history, broad coverage, and strong academic strength. With over a century of history, it is the largest information management institution in China in terms of scale and coverage. This gives the library inherent advantages in providing education and training in the field of digital literacy.
Therefore, this article takes the digital literacy training program at the Wuhan University Library as a typical research object. A web scraping tool was used to collect training program data organized by the Wuhan University Library. The data spans from February 2007 to March 2023, with a total of over 2700 training program records.
3.2. Methods
In this study, we employed a mixed-methods approach to comprehensively analyze the policies related to digital inclusion and digital literacy education in China, high-ranking Chinese public libraries, and library training programs.
Through the qualitative component of our research, we conducted a thorough review and analysis of policy documents to understand the goals, implementation strategies, and monitoring mechanisms. We also identified any challenges or gaps in the policies. The qualitative approach facilitated our understanding of the policy context and the roles of key stakeholders in policy development and implementation.
For the quantitative component, we conducted a detailed analysis of high-ranking Chinese public libraries, examining key indicators of digital inclusion and digital literacy. Using data visualization techniques such as data maps, we presented the spatial distribution of these libraries. This quantitative analysis helped us understand the performance of high-ranking libraries in terms of digital inclusion and digital literacy, as well as identify regional variations.
Furthermore, we adopted a mixed-methods approach to analyze library training programs. We utilized the TF-IDF (term frequency–inverse document frequency) method, a qualitative technique, to extract keywords and then employed quantitative statistical analysis to determine the importance of these keywords within the text. This combination of qualitative and quantitative methods enabled us to gain an in-depth understanding of the core content of library training programs and their significant impact on digital literacy education.
By employing this mixed-methods approach, our study leveraged the strengths of qualitative and quantitative methods to comprehensively assess the current status and challenges of digital inclusion and digital literacy education in China.
3.2.1. Policy Analysis
Policy analysis regarding digital inclusion and digital literacy education in China heavily relied on manual review due to the limited number of policy documents. The following steps were taken to conduct the analysis (as illustrated in Figure 1):
Reviewing existing policies and regulations: National-level laws, government initiatives, and guidelines issued by relevant authorities were examined to gain insights into the policies and regulations related to digital inclusion and digital literacy education in China.
Identifying key stakeholders: The involvement of key stakeholders in shaping and implementing policies related to digital inclusion and digital literacy education in China was determined.
Assessing policy goals and objectives: The goals and objectives stated in policies and regulations pertaining to digital inclusion and digital literacy education were analyzed. Special attention was given to initiatives aimed at reducing the digital divide, promoting equitable access to information and technology, and enhancing digital skills and literacy across the population.
Evaluating implementation strategies: The strategies and measures outlined in policies for achieving digital inclusion and promoting digital literacy education were evaluated.
Studying monitoring and evaluation mechanisms: The mechanisms in place for monitoring and evaluating the effectiveness and impact of policies related to digital inclusion and digital literacy education in China were investigated.
Analyzing gaps and challenges: Any gaps or challenges within the policy landscape for digital inclusion and digital literacy education in China were identified.
By following these steps, a comprehensive analysis of policies related to digital inclusion and digital literacy education in China was conducted, despite the limited number of policy documents available for review.
3.2.2. Analysis of Digital Inclusion and Digital Literacy in High-Ranking Chinese Public Libraries
To analyze the extent of digital inclusion and digital literacy in Chinese public libraries, we conducted an analysis of the evaluation criteria for libraries. Specifically, we focused on the assessment criteria outlined in the evaluation standards. These libraries exemplify the highest levels of digital literacy and advancement [36].
On 26 May 2022, the Ministry of Culture and Tourism of China conducted the latest round of library grading evaluations, known as the seventh national evaluation for public libraries above the county level [33]. The evaluation process was based on assessment criteria established by the Ministry of Culture and Tourism, encompassing provincial-level libraries, vice-provincial and prefectural-level libraries, county-level libraries, and children’s libraries. The evaluation data predominantly covered the assessment period from 2018 to 2021, unless stated otherwise in the criteria. Our analysis primarily focused on the assessment criteria pertaining to digital services outlined in these standards.
3.2.3. Library Training Program Analysis
Undoubtedly, the incorporation of digital inclusion into the valuable public information services provided by academic libraries is essential. This integration aims to ensure equitable access to digital information and knowledge for diverse user groups [18].
To conduct a comprehensive analysis of the library training programs, we employed the term frequency–inverse document frequency (TF-IDF) technique for keyword extraction. TF-IDF is a widely used weighting technique in information processing and data mining that calculates the importance of a term in the entire corpus based on its frequency in the text and its document frequency in the dataset [37]. This statistical method effectively filters out common and irrelevant words while retaining significant terms that have a substantial impact on the entire text.
Before conducting the analysis, we preprocessed the data using a Python program. This preprocessing involved tokenization, the removal of stop words, and importing a keyword dictionary [38]. These steps ensured that the analysis focused on relevant keywords that reflected the core content of the library training programs’ impact on digital literacy education and training.
4. Results
4.1. Results of Policy Analysis
To analyze the policy landscape of digital inclusion and digital literacy education in China, we conducted a review of national policies and frameworks in these areas. The key policies and initiatives that were identified include the “Action Plan for Enhancing National Digital Literacy and Skills” [39] and the release of educational industry standards for “Teacher Digital Literacy” by the Ministry of Education [40]. These policies and initiatives aim to promote digital literacy and skills across the population and drive the development of digital inclusion efforts.
In our analysis, we examined the following aspects of these policies: stakeholders involved, goals and objectives, implementation strategies, and monitoring and evaluation mechanisms. The details of our analysis are presented in Table 1.
4.2. Results of Digital Inclusion and Digital Literacy in High-Ranking Chinese Public Libraries
Regarding the evaluation criteria for libraries at different levels, digital services account for approximately 20% of the total score, totaling 55 points out of a maximum of 300. Digital services are therefore the second most significant aspect, following basic services.
Website Services (15 points)
Possessing an independent domain for the library’s website and ensuring its functional completeness (5 points).
Annual website visits (in 10,000 page views) (10 points).
New Media Services (20 points)
Maintaining official accounts on new media platforms such as Weibo and WeChat and offering information push services to users (5 points).
Annual number of information pushes (5 points).
Annual views of pushed information (in 10,000 views) (5 points).
Providing mobile library services such as reservations, retrieval, and borrowing through apps, mini-programs, WeChat official accounts, and other new media platforms (5 points).
Bonus point explanation: Having multiple new media service channels and achieving excellent service results (10 points).
Annual Digital Resource Service Volume (20 points)
Annual views of digital resources in the library’s collection (in 10,000 views) (10 points).
Annual downloads of digital resources in the library’s collection (in articles/copies) (10 points).
Therefore, first-class public libraries represent the most digitally literate and advanced segment of Chinese libraries. To analyze this, we utilized statistical data provided by the Ministry of Culture and Tourism, focusing specifically on primary libraries and their respective provinces. We imported the data into a mapping package using Python programming, and the resulting visualization is presented in Figure 2.
4.3. Results of the Library Training Program Analysis
The results of the analysis of the library training program are presented in Table 2, which displays the TF-IDF scores for each keyword in the text. A higher score indicates greater significance for the keyword in the text.
The keywords that were identified include the following: Database, Library, Preview, Document, Branch library, Journal, Notification, Arrangement, Music, Exploit, Lecture, Contribution, Reading, Contest, Introduction, Scientific research, Skill, Platform, Tracks, and Academic search. These keywords highlight the core content of the digital literacy education and training provided by Wuhan University Library.
5. Discussion
5.1. Promoting Digital Inclusion and Literacy: Policies, Initiatives, and Implementation Strategies
5.1.1. Policy Landscape of Digital Inclusion and Digital Literacy Education in China
In our comprehensive analysis of the policy landscape for digital inclusion and literacy education in China, we explore a wide range of national policies, initiatives, implementation strategies, and monitoring and evaluation mechanisms. Our study is significant because it focuses on enhancing multifaceted abilities across diverse user groups, aligning with Lankshear and Knobel’s (2015) perspective that digital literacy encompasses not only information-related skills but also popular digital culture artifacts [45].
The “Action Plan for Enhancing National Digital Literacy and Skills” is a key policy that emphasizes the importance of developing digital literacy and skills universally [39]. This plan establishes clear targets for fostering digital inclusion and literacy and serves as an overarching framework guiding various initiatives.
Implementation strategies have been dynamic and collaborative, as evidenced by the “National Digital Literacy and Skills Enhancement Month” initiative coordinated by the Central Cyberspace Affairs Commission and 15 other departments [41]. This initiative coordinates efforts nationwide to enhance the digital capabilities of the population.
A significant aspect of this policy landscape is the Ministry of Education’s release of educational industry standards for “Teacher Digital Literacy” [40]. These standards align with the emphasis placed on libraries and adult-targeted policies by Huang (2021) and Eynon (2021), respectively [46,47]. They are designed to support the national education digitalization strategy and enhance teachers’ proficiency in using digital technology for instructional purposes.
To ensure the effectiveness of these interventions, robust monitoring and evaluation systems have been established. The “Action Plan” includes an evaluation framework [27] that conducts nationwide surveys and assessments to track progress in digital literacy and skills development. The findings from these assessments are published in reports, informing and guiding regional and sector-specific initiatives.
Pilot projects launched in select regions and industries further contribute to the innovation and refinement of best practices. These projects serve as replicable models, aiming to scale up successful strategies and drive widespread improvement in digital literacy and inclusion across all sectors.
By comparing our findings with previous research and international benchmarks, such as those set by the International Society for Technology in Education (ISTE), our study provides a comprehensive overview of China’s policy environment for digital inclusion and literacy education [48]. It highlights how current policies, when effectively implemented and systematically evaluated, play a critical role in promoting digital literacy and inclusivity within an increasingly digital society. Furthermore, it reflects on the Chinese Ministry of Education’s concrete steps, such as the “National Project for Enhancing the Information Technology Application Capabilities of Teachers”, which demonstrate a commitment to equipping educators with the necessary competencies for navigating the digital realm in teaching, learning analytics, instructional design, pedagogical guidance, and academic assessment [49].
5.1.2. Regional and Local Initiatives: Fostering Digital Inclusion and Literacy Education at the Grassroots Level
During the promotion period, a total of 64,000 themed activities were planned and conducted nationwide, with over 52 million participants. More than 250,000 digital teaching resources were made available, and nearly 58,000 articles were produced and reported. These resources received nearly 630 million online clicks, effectively promoting the collaborative construction and sharing of digital development achievements among the general public, thereby supporting economic and social development and improving people’s well-being [42].
In addition to national-level initiatives, various regions and local governments in China have implemented plans and measures to promote digital inclusion and literacy within their jurisdictions. For example, to further enhance the digital adaptability, competence, and creativity of the entire population in the Yangtze River Delta region and empower higher-quality integrated development in the region, the Shanghai Municipal Committee’s Cyberspace Administration, along with the cyberspace administrations of Jiangsu Province, Zhejiang Province, and Anhui Province, jointly issued the “Initiative for the Joint Action on Digital Literacy and Skills Enhancement in the Yangtze River Delta in 2023” during the directors’ meeting of the Cyberspace Administration in the Yangtze River Delta on 27 November [43].
Tianjin Municipality released the “Work Plan for Improving Digital Literacy and Skills for All in Tianjin in 2023” and the “Key Points of Work for Improving Digital Literacy and Skills for All in Tianjin in 2023”. The leaders of the Municipal Committee’s Cyberspace Administration, the Municipal Education Commission, and the Municipal Association for Science and Technology presented certificates to three national training bases for digital literacy and skills, namely Tianjin University, Tianjin Vocational University, and the Digital Security Research Institute of Tianjin Smart City [44].
Regional and local initiatives promoting digital inclusion and digital literacy education have a wide-reaching impact. These initiatives are implemented at the grassroots level, targeting individuals and communities that may face barriers to accessing and utilizing digital technologies. By providing training, resources, and support, these initiatives aim to bridge the digital divide and empower individuals to fully participate in the digital age.
5.1.3. Impact of Policies and Collaborative Implementation of Digital Inclusion Initiatives
Using the “Action Plan to Enhance Digital Literacy and Skills for All” as an example, this action plan was referenced by three central regulations, including institutions such as the Office of the Central Committee for Cybersecurity and Informatization, the Ministry of Agriculture and Rural Affairs, and the China Association for Science and Technology. In addition, six local regulations also referenced this action plan, involving institutions such as the Jiangsu Provincial Department of Commerce, the Sichuan Provincial Department of Housing and Urban-Rural Development, the Hainan Association for Science and Technology, the Changsha Bureau of Data Resource Management, the Beijing Municipal Bureau of Economy and Information Technology, and the Office of the Joint Meeting of High-skilled Talent Work in Chongqing.
The coordination among central institutions and the proactive response of local governments to national policies have facilitated the swift implementation of digital inclusion and literacy initiatives. This reflects the effectiveness of the policy in achieving its goals within a short timeframe.
5.1.4. Policy Objectives, Goals, and Gaps in Implementation
The government aims to build a strong digital nation and accelerate the development of robust digital infrastructure. The objectives include enhancing the levels of the digital economy, digital society, and digital government and improving people’s sense of achievement. However, challenges such as a lack of top-level design, a digital divide, inadequate resources, limited training systems, and a need to enhance awareness of digital ethics standards exist. Urgent efforts are required to refine policy measures and enhance the digital literacy and skills of the entire population.
By 2025, significant improvement in digital literacy and skills is expected, reaching the levels of developed countries. The development environment for digital literacy will be optimized, a basic system for high-quality digital resource supply will be established, and a nationwide lifelong digital learning system will be constructed. The digital divide will be bridged, workers’ digital skills will be enhanced, and a smart and harmonious digital life will be achieved. Looking ahead to 2035, even higher levels of digital literacy and skills for the entire population are anticipated. High-end digital talents will flourish, playing a leading role in digital innovation and entrepreneurship and supporting the construction of a strong digital nation and a smart society [27].
By addressing these aspects of policy analysis, a comprehensive understanding of the policy landscape for digital inclusion and digital literacy education in China was achieved, despite the limited number of policy documents available for review.
5.2. Libraries Driving Digital Inclusion and User Engagement
5.2.1. Libraries as Catalysts for Social and Digital Inclusion
Libraries play a vital role in promoting social and digital inclusion by serving as community hubs and providing access to resources, information, and technology. They act as inclusive spaces, welcoming diverse communities and offering equal access to information and resources. By doing so, libraries bridge the gap between individuals and the digital world. The library is aligned with the global sustainability agenda, working with other stakeholders to achieve the Sustainable Development Goals [50].
In terms of social inclusion, libraries create a sense of belonging by offering a wide range of materials, programs, and services that cater to the needs and interests of different community members [51]. They ensure equal access to information and resources, regardless of an individual’s background. Moreover, libraries offer free internet access, technology training, and digital resources, enabling individuals from all socioeconomic backgrounds to participate and engage in an increasingly digitalized society.
Furthermore, libraries contribute to digital inclusion by providing digital literacy education and skill development opportunities. They offer workshops, classes, and one-on-one assistance to help individuals acquire the necessary skills to navigate and utilize digital technologies effectively [52]. By promoting digital literacy, libraries empower individuals to access online information, communicate digitally, and engage in e-learning. This is particularly beneficial for marginalized groups who face barriers to accessing digital resources and technology, bridging the digital divide.
The analysis highlights the correlation between the digitalization efforts of leading public libraries and their impact on enhancing digital literacy among the population. It suggests that libraries at the forefront of digitalization initiatives are better equipped to provide cutting-edge digital services and resources, thus driving the digital literacy and skills development of their patrons. These libraries serve as models for other libraries, inspiring them to enhance their digitalization efforts and expand their digital services, ultimately advancing digital inclusion and literacy on a broader scale [53].
In conclusion, libraries play a crucial role in promoting both social inclusion and digital inclusion. Their diverse programs and resources create a welcoming environment for all community members, while also providing access to digital tools and technologies. The digitalization efforts of leading public libraries positively contribute to enhancing the digital literacy of the population, emphasizing the important role libraries play in promoting digital inclusion [54].
5.2.2. The Significance of Digital Services in Libraries for Improved User Experience and Engagement
Digital services play a vital role in library settings, with particular emphasis on website services, new media services, and digital resource services [55]. These services are instrumental in enhancing the user experience, increasing website visits, and boosting download counts.
Website services are essential for libraries, as they provide the primary platform for users to access information, resources, and services. It is imperative for libraries to have an independent domain for their website and ensure its functional completeness. This enables users to navigate the website easily and efficiently to find the desired information or resources.
Furthermore, the volume of website visits per year serves as a significant metric for evaluating the effectiveness and popularity of the library’s online presence. High website visit volumes indicate a strong user interest in the library’s offerings and a positive user experience. Therefore, libraries should strive to attract and retain website visitors through engaging content, intuitive navigation, and responsive design.
New media services, such as official accounts on popular platforms like Weibo and WeChat, provide an additional avenue for libraries to connect with their users. By providing information push services through these platforms, libraries can effectively communicate with their users and keep them informed about library events, new resources, and other relevant updates. The annual amount of information pushed and the browsing volume of pushed information are key indicators of the reach and engagement of the library’s new media services.
In addition to social media platforms, libraries can also provide mobile library services through apps, mini-programs, and WeChat official accounts. These digital channels allow users to perform various library functions, such as reserving, retrieving, and borrowing materials. Such convenience and accessibility contribute to a positive user experience and encourage users to utilize library services more frequently.
Digital resource services encompass the library’s collection of digital resources, such as e-books, e-journals, and online databases. The annual browsing volume and download count of these resources are important measures of their utilization by library users. High numbers in these metrics indicate not only the popularity of the library’s digital collection but also the effectiveness of digital literacy initiatives in promoting access and usage.
In conclusion, prioritizing digital services in libraries, particularly website services, new media services, and digital resource services, is crucial for enhancing the user experience, increasing website visits, and maximizing the utilization of digital resources. By focusing on these services, libraries can adapt to the evolving needs and preferences of their users in the digital age, ultimately fostering a more inclusive and effective information environment.
5.2.3. Bridging the Gap: Geographic Distribution of First-Class Public Libraries Reflects Progress in Digital Inclusion
The distribution of first-class public libraries in China reveals a nuanced landscape of digital inclusivity progress, particularly concentrated in economically vibrant southeast coastal provinces characterized by strong economies and large populations. These regions have allocated significant resources for the development of cutting-edge library infrastructure and services, including the establishment of first-class public libraries. These libraries epitomize the pinnacle of China’s public library system’s digital innovation and technological integration.
However, an interesting pattern emerges when considering the growth trajectory of these libraries in other regions of the country. Despite existing economic disparities, such as per capita GDP, some provinces, particularly those in northern China, have made significant strides in expanding their library networks. This commitment to expanding library facilities and increasing access to digital resources and services indicates strategic efforts to bridge the digital divide and cultivate digital literacy among residents.
Shandong Province serves as a notable example, as the number of first-class public libraries has significantly increased in recent years, driven by strong local government initiatives. The number of first-level libraries in Shandong Province has risen from 79 to 128, ranking first nationwide. This exponential growth highlights the province’s proactive stance in promoting knowledge acquisition and meeting the evolving digital literacy needs of its population.
Against this backdrop, the significant increase in first-class public libraries in regions like Shandong and Hebei represents a major shift in policies toward equitably providing library services across different geographical areas. This signifies that investment in library modernization is no longer limited to traditionally prosperous regions but extends to areas that require support for strengthening initiatives to promote digital inclusivity.
In conclusion, while the presence of first-class public libraries may be more pronounced in economically robust southeast coastal provinces, library infrastructure is rapidly expanding in certain regions. Overall, these trends suggest that regions in China will take coordinated and inclusive actions to access library resources and services in a balanced manner, thereby contributing to nationwide efforts to promote digital inclusivity and literacy.
5.3. Enhancing Digital Literacy Education: Insights from a University Library Perspective
5.3.1. Fostering Digital Literacy: The Role of Academic Libraries in Modern Education
Digital literacy education holds significant importance in contemporary academia and education [56]. The rapid advancements in technology have revolutionized various aspects of our lives, including the acquisition, processing, and communication of information. In this digital age, individuals must not only possess basic computer skills but also be equipped with the ability to critically evaluate and effectively utilize digital technologies.
Academic libraries play a crucial role in promoting digital literacy education. As essential information resource centers in universities, libraries provide access to a wide range of digital academic resources and services. These resources encompass online databases, e-books, scholarly journals, and multimedia materials that enhance the research and learning experiences of students, teachers, and researchers.
Furthermore, academic libraries have recognized the necessity of actively fostering digital literacy skills among their users. They organize and offer various training programs, workshops, and online tutorials to impart essential digital skills and competencies. These initiatives help individuals develop a variety of abilities, including information retrieval and evaluation, digital communication, media literacy, and data management.
Digital literacy education provided by academic libraries extends beyond technical skills alone. It also emphasizes the development of critical thinking, problem-solving, and the ethical use of digital information. Students, teachers, and researchers are encouraged to think critically about the information they encounter online, assess its credibility, and make informed decisions.
Additionally, digital literacy education promotes inclusivity and equitable access to information. Its aim is to bridge the digital divide by equipping individuals from diverse backgrounds with the necessary skills and resources to navigate and utilize the benefits of the digital world. By promoting digital inclusion, academic libraries contribute to ensuring equal opportunities for all individuals to fully participate in academia and society.
Overall, the significance of digital literacy education cannot be overstated. It equips individuals with the necessary skills to navigate the digital landscape, enhances their academic and professional pursuits, and enables them to become informed, critical, and responsible digital citizens. Academic libraries play a vital role in this endeavor by providing digital resources and services and fostering digital literacy among students, teachers, and researchers.
5.3.2. Promoting Information Literacy: A Statistical Analysis of Participation in Chinese University Libraries, with a Focus on Wuhan University Library
The data collected from 983 university libraries in China reveals the varying levels of participation in information literacy education. The median number of participants in these programs was 3000, indicating a significant interest and engagement in information literacy activities across universities. It is important to note that the standard deviation of 8701 indicates wide variability in participation levels among different institutions.
Among these universities, Wuhan University Library stands out with the highest number of students enrolled in an information literacy education course. The library reported an impressive figure of 185,803 students participating in these courses, demonstrating a strong and active commitment to promoting information literacy among the university’s student population.
This statistically significant participation in information literacy education at Wuhan University Library can be attributed to various factors. Firstly, the paper mentions that the library leverages its library science major to deliver education and training. With a rich history and broad scope, the library science major at Wuhan University is a nationally recognized first-level discipline in library information and archives management [57]. The expertise and knowledge gained through this major provide the library with inherent advantages in delivering effective information literacy education programs.
Furthermore, Wuhan University Library’s commitment to information literacy is likely supported by significant resources and backing from the university itself. The university recognizes the importance of digital literacy and skills development, which may have contributed to allocating ample resources and support for information literacy education initiatives within the library.
The high participation rate in information literacy education programs at Wuhan University Library indicates a strong awareness of and response to the need for digital skills development among students. It reflects the library’s dedication to empowering students with the necessary skills to navigate the digital landscape effectively and critically evaluate information sources.
Overall, the statistics on information literacy education provided in the paper convey the varying levels of participation in this domain across Chinese university libraries. Wuhan University Library’s impressive numbers highlight its proactive efforts in delivering robust information literacy education programs, positioning it as a leading institution in equipping students with the digital skills needed for academic success and lifelong learning.
5.3.3. Unlocking the Advantages of Wuhan University Library: A Leading Institution for Digital Literacy Education and Training
Wuhan University Library has several inherent advantages that contribute to its effectiveness in delivering digital literacy education and training [58]:
Extensive history and experience: Wuhan University Library has a rich history that spans over a century. This long-standing experience has allowed the library to accumulate valuable knowledge and insights regarding information management and education. The library has witnessed the evolution of information technologies and has adapted its services and resources accordingly.
Vast scope and resources: Wuhan University Library encompasses a wide range of fields and disciplines. Its library science major is renowned for its comprehensive curriculum, covering various aspects of information management, library science, and archives management. This broad scope equips the library with a diverse set of resources and expertise, enabling it to offer comprehensive and multidimensional digital literacy education and training programs.
Disciplinary prowess: The library science major offered by Wuhan University is a nationally recognized first-level discipline in library information and archives management. This distinction indicates the academic rigor and disciplinary strength of the program. The library benefits from the expertise and research output of faculty members and researchers specializing in library science. Their scholarly contributions and up-to-date knowledge in the field enrich the digital literacy education programs offered by the library.
Collaborative opportunities: Being a part of Wuhan University, the library has ample opportunities for collaboration with other academic departments and institutions within the university. This collaboration facilitates interdisciplinary approaches to digital literacy education, incorporating perspectives and knowledge from various fields such as computer science, education, information technology, and social sciences. The library can tap into the expertise of these departments to design and implement innovative and tailored digital literacy programs.
Strong infrastructure and technology support: Wuhan University Library boasts a well-developed infrastructure and robust technological support. It has access to state-of-the-art digital resources, including databases, online journals, e-books, and multimedia materials. The library leverages these resources to provide hands-on training and practical learning experiences to enhance digital skills among its users. Additionally, the library invests in the latest technologies and tools to create an immersive learning environment that promotes digital literacy.
In summary, Wuhan University Library’s advantages derive from its extensive history, vast scope, disciplinary prowess, collaborative opportunities, and strong infrastructure. These advantages contribute to the library’s ability to deliver comprehensive and effective digital literacy education and training programs to its users.
5.3.4. Analyzing the Core Content of Wuhan University Library’s Digital Literacy Training Program: Insights from TF-IDF Keyword Extraction
By utilizing the TF-IDF technique, the analysis of Wuhan University Library’s training program offers significant insights into the primary content and focus of their efforts in digital literacy education and training.
The TF-IDF (term frequency–inverse document frequency) technique is widely used in information processing and data mining. It calculates the importance of a term in a collection of documents by considering its frequency within the text and its frequency throughout the entire dataset. This method is helpful for identifying keywords that have a substantial impact on the text overall while filtering out common and irrelevant words.
In this specific analysis, the extracted keywords from the library training program include the following: Database, Library, Preview, Document, Branch library, Journal, Notification, Arrangement, Music, Exploit, Lecture, Contribution, Reading, Contest, Introduction, Scientific research, Skill, Platform, Tracks, and Academic search.
These keywords offer a glimpse into the primary content and themes encompassed by Wuhan University Library’s digital literacy education and training. For example:
Database: This keyword suggests that the training program covers topics related to database usage, management, and information retrieval. It indicates a focus on developing skills for navigating various databases for academic research purposes.
Library: The inclusion of the keyword “Library” signifies that the training program emphasizes the utilization of library resources and services. It may involve instructions on how to effectively search for and access scholarly materials, e-books, journals, and other digital resources available through the library.
Preview and Document: These keywords suggest that the program covers aspects related to document handling, digital document formats, and techniques for previewing and navigating digital documents. This indicates a focus on developing skills in document management and utilization in the digital environment.
Branch library and Journal: The presence of these keywords suggests that the program may include training on utilizing branch libraries and accessing specific journal databases for scholarly research. It highlights the resources and services available beyond the main library and the importance of staying up-to-date with the latest research in different academic disciplines.
Skills and Platform: The inclusion of these keywords implies that the training program aims to enhance students’ proficiency in digital skills. It may cover various digital tools, software platforms, and online resources that are essential for academic research and digital literacy.
Overall, the analysis of the keywords from the library training program provides valuable insights into the key areas of focus in digital literacy education and training offered by Wuhan University Library. It reveals a comprehensive approach that encompasses database usage, library resources, document management, research skills, and the utilization of digital platforms. These insights can contribute to a better understanding of the specific aspects of digital literacy training provided by the library, thereby forming the basis for further discussions and improvements in the program.
5.3.5. Promoting Digital Inclusion and Equitable Access: The Role of Academic Libraries in Integrated Public Information Services
Digital inclusion aims to provide equal access to and usage of digital technologies and the internet for all individuals, regardless of their socioeconomic background or physical abilities. It goes beyond simply providing hardware and connectivity; it also encompasses digital literacy skills, relevant content, and the ability to fully participate in the digital society.
Academic libraries play a crucial role in promoting digital inclusion by offering public information services to their diverse user groups, including students, faculty, researchers, and the wider community. These libraries are commonly regarded as information resource centers within universities, providing various resources and services to support teaching, learning, and research activities.
To ensure fair access to digital information and knowledge, academic libraries are integrating digital inclusion into their services and programs [59,60,61]. This integration involves several key aspects:
Broadening access: Academic libraries are implementing initiatives to expand access to digital resources, such as e-books, e-journals, databases, and other online materials. They are also enhancing access to digital services, including online reference assistance, digital interlibrary loans, and remote access to library resources. By making these resources and services available online, libraries are removing barriers to information access and reaching a wider user base.
Digital literacy education: Academic libraries are taking on the important task of fostering digital literacy skills among their users. They offer a range of training programs, workshops, and tutorials to enhance digital skills, such as information searching, digital content evaluation, data management, and digital ethics. These initiatives aim to empower users with the knowledge and skills required to navigate the digital landscape effectively and critically.
Inclusive design and assistive technologies: Academic libraries are ensuring that their digital resources and services are designed inclusively, taking into account the diverse needs and abilities of their users. They are adopting accessible web design practices, providing assistive technologies, and offering specialized services for users with disabilities. These efforts aim to remove barriers for individuals with different abilities and ensure their full participation in accessing and utilizing digital information.
Collaborations and partnerships: Academic libraries are actively collaborating with other institutions, organizations, and community groups to enhance digital inclusion. They form partnerships with local community centers, schools, and public libraries to extend their services beyond the university campus. By working together, they can leverage resources, share expertise, and collectively address the challenges of digital exclusion in their communities.
Overall, the integration of digital inclusion into the public information services of academic libraries demonstrates their commitment to ensuring equitable access to digital information and knowledge. By broadening access, providing digital literacy education, adopting inclusive design practices, and fostering collaborations, these libraries are striving towards a more inclusive, digitally empowered, and sustainable society.
6. Conclusions and Recommendations
This study has provided valuable insights into the state of digital inclusion and digital literacy education in Chinese libraries, identifying challenges and disparities across regions and demographic groups, as well as limitations and barriers faced by libraries in promoting digital inclusion. Based on these findings, the following recommendations are proposed for future research and practice in library science and policy-making:
6.1. Strengthen Policy Coordination and Interdepartmental Collaboration
Policymakers should foster better cooperation and coordination among the different government agencies responsible for digital inclusion and digital literacy initiatives [62].
Promote information sharing and collaboration among government agencies, non-governmental organizations, educational institutions, and industry partners through the establishment of digital platforms or networks.
Emphasize policy coherence and synergies with regular interdepartmental meetings, policy reviews, and joint workshops to ensure consistent and effective implementation of digital inclusion and digital literacy policies.
Encourage public participation through consultations, surveys, or focus groups to gather feedback and address the needs and aspirations of the target population.
6.2. Expand Local-Level Initiatives for Digital Inclusion and Digital Literacy
Extend digital inclusion and digital literacy initiatives to all regions, particularly economically underdeveloped and rural areas.
Give special attention to these areas, allocating additional resources and support for infrastructure development, internet connectivity, and access to digital learning centers.
Increase investment and support in digital inclusion and digital literacy by local governments, including the construction and maintenance of digital learning centers and widespread internet access in local communities.
Establish digital learning centers in underserved areas, providing access to computers, internet connectivity, and tailored training programs.
Improve internet access in rural areas through infrastructure development and government subsidies.
6.3. Enhance Digital Services in Public Libraries
Focus on expanding digital resources in public libraries by acquiring a broader range of digital content and investing in platforms and technologies that facilitate the borrowing and lending of digital materials [63,64].
Adopt innovative approaches to deliver digital services, such as virtual reality, augmented reality, and virtual assistants, to enhance the user experience.
Prioritize digital literacy education with workshops, training programs, and resources covering various aspects of digital skills and knowledge.
Pursue collaboration with local educational institutions, community organizations, and technology experts to develop comprehensive and targeted digital literacy programs.
Conduct continuous evaluation and updating of digital services and digital literacy programs based on user feedback and emerging trends.
6.4. Expand Digital Literacy Education in Academic Libraries
Focus on expanding digital resources, including e-books, e-journals, databases, and other online materials, to support the academic pursuits of students, faculty, and researchers [65,66,67].
Implement comprehensive and engaging digital literacy education programs covering information retrieval, data management, digital ethics, online collaboration, and critical evaluation of digital content.
Encourage collaboration with academic departments to integrate digital literacy skills into the curriculum and develop specialized programs and resources.
Utilize innovative technologies and digital tools to enhance the learning experience and promote digital literacy.
Conduct regular assessments and evaluations of digital literacy programs to ensure their effectiveness and identify areas for improvement.
6.5. Promote Digital Inclusion and Ensure Equitable Access
Strive to broaden the avenues through which users can access digital resources in public libraries, including user-friendly websites and alternative access points in underserved areas [52,62,68].
Provide digital literacy education to empower users with the necessary skills to navigate the digital landscape effectively.
Adopt inclusive design practices to ensure accessibility for individuals with disabilities or specific needs.
Strengthen collaboration among community centers, schools, and public libraries to jointly promote digital inclusion and digital literacy education.
In conclusion, digital inclusion and digital literacy are crucial for active participation in a digital society. Chinese libraries can play a significant role in achieving these goals through policy coordination, local-level initiatives, enhanced digital services, expanded digital literacy education, and promoting equitable access. It is recommended that policymakers provide the necessary resources and support to libraries to effectively fulfill their role in promoting digital inclusion and digital literacy education. By implementing these recommendations, libraries can contribute to a more inclusive, equitable, and sustainable society in the digital age.
Conceptualization, C.W. and L.S.; methodology, C.W. and L.S.; software, C.W.; validation, C.W.; formal analysis, C.W.; investigation, C.W.; resources, C.W.; data curation, C.W.; writing—original draft, C.W.; supervision, L.S.; project administration, L.S. All authors have read and agreed to the published version of the manuscript.
Not applicable.
Not applicable.
The data used in this research can be obtained from the corresponding authors upon request.
The authors declare no conflicts of interest.
Footnotes
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.
Enlarge this image.Figure 1. Policy analysis process for digital inclusion and digital literacy education in China.
Policy landscape analysis for digital inclusion and digital literacy education in China.
| Policy | Stakeholders | Goals and Objectives | Implementation Strategies | Monitoring and Evaluation Mechanisms |
|---|---|---|---|---|
| “Action Plan for Enhancing National Digital Literacy and Skills” [ | Office of the Central Cybersecurity and Information Technology Commission; Central Party School (National School of Administration); Ministry of Education, Science, and Technology; Ministry of Industry and Information Technology; Ministry of Civil Affairs; professional institutions; etc. | Enhance digital literacy and skills among the entire population. | Organizing the “National Digital Literacy and Skills Enhancement Month” initiative, promoting citizen digital literacy and skills through training, innovation contests, and assessments, inspiring digital innovation among the public [ | Develop a comprehensive action plan for enhancing national digital literacy and skills that includes the establishment of an evaluation framework. This plan aims to periodically conduct nationwide monitoring surveys and assessments on digital literacy and skills development. The results of these assessments will be published in reports to guide regional and industry-level initiatives. Furthermore, the plan will support pilot projects in select regions and industries to explore innovative mechanisms and best practices. These pilot projects will serve as replicable and scalable models, ultimately driving an overall improvement in digital literacy and skills for all [ |
| “Teacher Digital Literacy” [ | Provincial Education Departments, Education Committees of Autonomous Regions and Direct-Control Municipalities, Education Bureaus of Planned and Single-Planned Cities and teachers. | Improve teachers’ awareness, abilities, and responsibilities in utilizing digital technology. | As an education industry standard. | This standard will be used for the training and evaluation of teachers’ digital literacy. |
Library training project TF-IDF processing results—keywords and weights.
| No. | Keywords | Weights | No. | Keywords | Weights |
|---|---|---|---|---|---|
| 1 | Database | 0.2692 | 11 | Lecture | 0.079 |
| 2 | Library | 0.2309 | 12 | Contribution | 0.078 |
| 3 | Preview | 0.1419 | 13 | Reading | 0.0779 |
| 4 | Document | 0.1156 | 14 | Contest | 0.0773 |
| 5 | Branch library | 0.1141 | 15 | Introduction | 0.0739 |
| 6 | Journal | 0.11 | 16 | Scientific research | 0.0707 |
| 7 | Notification | 0.1017 | 17 | Skill | 0.0694 |
| 8 | Arrangement | 0.0945 | 18 | Platform | 0.0664 |
| 9 | Music | 0.0854 | 19 | Tracks | 0.0604 |
| 10 | Exploit | 0.0791 | 20 | Academic search | 0.0585 |
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