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On March 31, 2021, the Women's Scientific Research Committee organized a webinar titled "Empowering Researchers & EFL Learners Through Digital Literacy". The insightful session was presented by Dr. Amal Metwally, Head of the Scientific Research Committee, with a focus on the critical role digital tools play in empowering researchers and English as a Foreign Language (EFL) learners.

Dr. Metwally began the session with an introduction defining the terms "digital natives" and "digital immigrants". She described our current generation of students as "digital natives"—those who naturally speak the digital language of computers and the Internet, having been born into this digital era. In contrast, individuals who weren't born into the digital world but have adapted to it are referred to as "digital immigrants".

The presenter emphasized that despite being digital natives, many students may lack familiarity with digital educational tools. As such, educators have a responsibility to introduce and teach these tools, taking advantage of the students' natural inclination to integrate technology into their learning process.

According to Dr. Metwally, the process of teaching with digital tools and applications necessitates careful selection and effective usage, to create learning experiences that are autonomous, collaborative, innovative, authentic, and student-centered. She further clarified that "digital literacy" often transcends mere technical skills and competencies, encapsulating two primary categories: conceptual definitions and standardized sets of operations for national and international normalization of digital literacy.

Referencing the work of Richard Lanham (1995), Dr. Metwally underscored that "literacy" has expanded beyond the traditional understanding of reading and writing, to now encompass the ability to comprehend information in any format. This transition is reflected in Paul Gilster's "Digital Literacy" (1997), which outlines key digital competencies like knowledge assembly, information content evaluation, Internet searching, and hypertext navigation. Digital Literacy (DL), therefore, could be described as the ability to use technology as a tool for researching, organizing, evaluating, and communicating information while understanding the ethical and legal implications of information access and use.

Dr. Metwally also discussed the four types of digital literacy: language-based, information-based, connection-based, and (re-)design-based, as well as the five major digital skills: photo-visual, reproduction, branching, information, and socio-emotional skills.

In the latter part of the webinar, she introduced some vital technology integration frameworks. These models, she explained, are essential for educators as they guide the evaluation and selection of digital tools for meaningful teaching and learning experiences. For instance, the SAMR model (2011), which stands for Substitution, Augmentation, Modification, and Redefinition, and the TPACK Framework (2006), focusing on technological knowledge, pedagogical knowledge, and content knowledge, provide insights into integrating technology effectively in classrooms. Bloom's taxonomy, she added, can also assist in choosing the appropriate applications and tools based on the cognitive knowledge levels students need to achieve.

Addressing the central question, "How can digital literacy empower researchers & EFL learners?", Dr. Metwally reviewed a range of tools that could support these individuals in their journey.

The webinar, which ended on a high note, saw active participation from the Dean's Assistant, Dr. Salma Al-Qahtani, staff members, MA & Ph.D. students, and even undergraduate students interested in digital tools. This session marked the conclusion of the events organized by the Scientific Research Committee for the 2020-2021 academic year's second semester.