Bibliometric Analysis of Research Related to Digital Literacy Using the Scopus Database from 2017-2023

Abstract

This research aimed to carry out a bibliometric analysis of research related to digital literacy using the Scopus-indexed articles database which was published from 2017-2023. To collect data, the author used a document Analysis or documentation instrument, and a sample of collected 665 articles from the Scopus publications was obtained through the application of the saturated sampling technique. The data were analyzed through the R Program Biblioshiny package. The first finding is that a steady rate of publications in the field of digital literacy was observed from 2017 (68 articles) up to 2022 (131 articles). The second finding is that keywords like “e-learning”, “digital literacies”, and “students” have higher bibliographical coupling indexes of 29, 26, and 23 respectively. For the third finding, the concepts of “e-learning” and “information literacy” are very important terms within their network. Besides, authors whose works had much attention have included “e-learning”, “digital storage,” “computer science”, “digital environment”, “education”, “curricula”, and “students” in their words. Based on these findings, the main recommendation is for researchers to make further investigations in order to discover why works including the keywords like “e-learning”, “digital literacies”, and “students” are mostly cited.

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No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 1 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.