A Participatory Service-Learning Model for Digital Academic Literacy: Integrating Reference Management Tools in Community-Based Education
Keywords:
Academic Integrity, Community-Based Education, Digital Academic Literacy, Participatory Service-Learning, Reference ManagementAbstract
The digital transformation of higher education necessitates advanced digital academic literacy, including reference management, citation ethics, and technology-based scholarly writing. However, in non-formal and semi-formal educational communities, such competencies remain fragmented and insufficiently integrated with community empowerment approaches. This study aims to develop a participatory service-learning model for digital academic literacy by integrating reference management tools, particularly Mendeley, into community-based education, and to evaluate its effectiveness in enhancing academic literacy, reference management skills, and awareness of citation ethics. A mixed-method approach based on participatory action research was employed, utilizing a quasi-experimental design with pre-test and post-test. Participants consisted of community volunteers actively engaged in literacy activities. Data were collected through academic literacy tests, questionnaires, participatory observation, in-depth interviews, and document analysis, and were analyzed using paired t-tests, N-gain scores, and thematic analysis. The findings reveal significant improvements in digital academic literacy, reference management competencies, and the use of automated citation tools. Additionally, participants demonstrated increased awareness of academic integrity and the emergence of sustainable digital learning communities. The proposed model proves to be effective, practical, and adaptable across diverse community contexts in developing countries. This study contributes theoretically by proposing a Participatory Digital Academic Literacy Model and practically by offering an implementable framework for community-based education and service-learning initiatives.
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