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The concept of new media literacy emerged and nourished through the community education movements. It relied on the active participation and support of many stakeholders in the society, for instance, media gatekeepers, educational leaders, and governmental figures (Kahne, Lee, and Feezell, 2012). According to Renee Hobbs, Digital Media Literacy is defined as acquiring a number of diverse life skills that are crucial for the full participation in media-saturated and information rich societies. In other words, a digital media literate person should be able to make responsible choices regarding the information and materials he accesses and shares. He should be able to evaluate and analyze the origin and the credibility of the messages content, as well as identifying the author and his purpose and intention. He should be able to create his own messages through the use of the language, sounds, graphics, and new digital technologies (Martens and Hobbs, 2015). Also, he should be able to reflect on his own work and conduct by understanding and applying ethical principles and social responsibility theories (Hobbs, 2010). People generally have the need to access, analyze, and engage in the critical thinking process regarding the messages they get bombarded with, in order to reach proper decisions in their everyday life situations (Kahne, Lee, and Feezell, 2012). Today, to be considered a full and active participant, people not only consume mass media messages, but also they develop and share them. Media Literate people must acquire multimedia communication skills, which are defined as the ability to formulate messages through the use of language, sounds, colours, and graphics on the one hand. Being able to use these skills in the civic life of their communities on the other hand. The study aims at determining new media literacy among youth and its effect on their usage skills and patterns. In addition to, measuring their analytical, communicative, creative, productive, participative, evaluative, comprehensive, and distributive abilities while using the different types of online media. Moreover, it will discuss how media literacy contributes to the awareness, the knowledge, and the empowerment of the Egyptian audience through the practice of their selective skills. Finally, identifying the demographic variables like (age, gender, and educational level) and their impact on users' degree of media literacy (both consuming and prosuming) and usage skills. The study is based on Quantitative Research, where Survey method will be used. A pre-planned questionnaire will be distributed among a representative sample to measure their diverse behavior in the online space, and their understanding of the notion of New Media Literacy. Population of the study is represented in all types of youth who use new media especially social media.

Objectives: This study conducts a case study with 15 K-12 non- STEM teachers enrolled in a digital skills course at Taibah University to explore preconceptions and perceptions about teaching computational thinking in elementary education. Method: The study uses a mixed methods approach to gather data from the teachers before and after completing a two-semester Digital Skills course, employing surveys and semi-structured interviews. Result: The results suggest that among non STEM teachers, there is confusion between the concepts of computational thinking and using computers. Most non-STEM teachers feel that the program is not adequate or that they are unprepared to teach computational thinking. Conclusion: If developers want to design professional development programs that bring long-lasting changes in non-STEM teachers' practices, they must understand the difficulties those teachers may face due to such changes.

This article investigated suitable approaches and modalities through which academic librarians could be trained to be skillful for post-pandemic digital librarianship in developing countries, which is woefully inadequate in the available literature. A qualitative research design that considers the natural contexts in which individuals or groups function to provide an in-depth understanding of real-world problems was adopted. Data was collected through face-to-face interviews using semi structured interview questions and focus group discussion. Identified modalities to equip academic librarians for effective digital librarianship were: organised in-house hands-on training workshops or seminars and enrolment in modular academic programmes through both face-to-face and virtual means. The study also ascertained the need for individual staff to avail themselves and make time to utilise training from library associations, and enrol on free online courses. Computer programming, database development, website and webpage development, digital communication skills and skills in all ICT applications in library services were seen to be necessary for inclusion in library school curricula. The study recommended collaboration between academic libraries and library schools where academic librarians could be invited to serve as board members, contribute to curriculum development, and provide consultancy in Information Literacy instructions. There could also be the provision of joint grants for research by academic libraries and library schools.