Promoting Digital Literacy Skills: An Action Research to People of Kampung Literasi

Indonesian people’s reading index was considered poor. In this fast-changing information era, efforts to address this issue have to be in accordance with the underlying princip les of 21 st century that are regarded as digital literacy. The current technology advancement has led to abundant information, but with lack critical ability in choosing informat ion sources. In response, the mastery of digital literacy skill is required to address this issue. As response, this study seeks to enhance the digital literacy skills of the people in the Kampung Literasi by focusing on the implementation and media targeting digital literacy skill improvement. Th is study exemplified the work of collaborative teams to produce change in improving digital literacy skills by using Creswell’s action research model modified into ICARE model (Identificat ion, Consolidation, Action, Review, and Evaluation). A community focusing on literacy empowerment program named Kampung Literasi located in Sumedang Regency, West Java, Indonesia, was selected to be the participant considering its concern toward literacy development in their area. The action results revealed that the established programs done in Kampung Literasi in Sumedang Regency have improved community’s digital literacy skills in utilizing e-library and managing e-resources. In specific, this ICARE model could serve as an alternative solution to address literacy issues in the Kampung Literasi to make its program succeed. Considering this positive outcome, this study contributes to the development of literacy movement in Indonesia. Therefore, this ICARE model is recommended to be implemented by more Kampung Literasi in other villages in Indonesia, or by other literacy improvement programs.


Introduction
Literacy is not only merely about reading and writ ing activities, but is also related to the demands of comprehending info rmation crit ically and analytically (UNESCO, 2003). In accordance, Antoro (2017) reported that World Economic Foru m (WEF) considered literacy as the must-possessed skills in 21 st century in addition to competency and character. Considering the importance of literacy, Kampung Literasi (Literacy Village) was designed by the government of Indonesia as a community empowerment model, wh ich aims at establishing literacy habits to realize the autonomy of learn ing and entrepreneurial skills. Direktorat Pembinaan Pendidikan Keaksaraan dan Kesetaraan (2017), Kampung Literasi is a village area developed to create knowledgeable society and long-life learners through sustainable efforts by promoting six literacy types: reading and writing literacy, nu merical literacy, scientific literacy, in formational literacy, financial literacy, and cu ltural literacy. Considering that the lack of reading literacy would result in uncompetitive human resources (Teguh, 2013), Kampung Literasi is expected to be one of the efforts to keep literacy in the communities going and sustaining and as the birth place and growing literate communities.
The advancement of informat ion technology developing literacy programs should prepare the individuals to wisely respond to abundant information. According to Asosiasi Penyedia Jasa Internet Indonesia (Indonesian Internet Service Providers Association), the number of internet users in Indonesia reached 132.7 million fro m 256.2 million people of Indonesia's population. This indicates that the number of internet users in Indonesia reached 51.8% fro m the total population of Indonesia with a balanced composition between men (52.5%) and wo men (47.5%). However, seen from geographical aspects, the most internet users were in Java with a total of 65%, or 86.3 million people (APJII, 2016). Most of Indonesian citizens are currently in their productive age (15-37 years old). This generation is a digital native who has a high dependency on informat ion searching on the internet, and according to Prensky (2001), this generation were born in the 1980s and beyond, and have been introduced into the digital technology environment since they were born. Hence, it is inevitable that they are susceptible to be less selective in choosing information.
Consequently, literacy pattern is reco mmended to be implemented. Miftah et al. (2016) states that literacy pattern is a fo rm of a continuous situation carried out by a group of people in conducting a series of learning starting fro m the stage of receiving and reading to the stage of creating. Digital literacy is essential to be possessed by the community as abundant information is now availab le in digital forms. Hence, a lack of understanding in the digital world can lead to the emergence of various digital media abuses occurring at the personal, social and national levels. Pratiwi & Pritanova (2017) support the idea by stating that the lack of understanding of digital literacy affects the psychological of children and adolescents, resulting in generation who could insult others, be jealous towards others, face depression, be easily influenced due to negative comments, and be used to speak in an impolite language. Hence, the imp rovement of d igital literacy skills is expected to emerge a crit ical nature in receiving informat ion, so that people are able to distinguish factual informat ion and hoaxes, especially those obtained from social media that has high probability of spreading hoaxes (Hidaya, Qalby, Alaydrus, Darmayanti, & Salsabila, n.d.).
Nowadays, there have been many studies conducted to improve literacy skills focusing on reading and writing activities of a co mmun ity. Saracho (2000) conducted a research to investigate the types of literacy act ivities and materials used by family members at home to promote children's literacy development by involving 36 families with kindergarten children. The results revealed that the family members were sensitive to their children's interests and skills in selecting the activities and materials to promote their ch ild ren's literacy develop ment and the family-ch ild interactions at home. The family members were engaged in literary activit ies in both inside and outside the home lib rary. Hence, families engaged in informational reading.
Ngwaru & Oluga (2015) d iscussed why literacy development has lagged in Sub-Saharan Africa. They analyzed the results of the case study component of the Early Literacy Develop ment project in the Lindi Rural District of Southern Tanzania. The study focused on the relationship between literacy practices, literacy events, and early literacy development at home and school in low-resourced communit ies. The influence of school infrastructure and ecology on literacy pract ices and events at home and school was also highlighted as being of special interest.
Moreover, So meketa et al. (2017) revealed that parents in King William's Town, South Africa were not effectively involved in their ch ild ren's literacy acquisition because they did not feel empowered to influence their children's literacy develop ment due to shortage of literacy materials such as newspapers, magazines, storybooks, and computers, which has militated against parental involvement. It was revealed that there was a need of parental empowerment in terms of knowledge and skills, understanding, and resource allocation.
Nevertheless, after examining afo rementioned previous research, there has not been any research examining the improvement of digital literacy skills, especially done at Kampung Literasi launched by the government of Indonesia. Most research conducted at the Kampung Literasi still focused on the reading and writ ing literacy and numerical literacy. For example, Pandapotan (2018) conducted a research entitled "The Development of Kampung Literasi Model to Increase Educational Motivation and Interest in Reading o f the Co mmun ity in Kolam Village, Deli Serdang Regency" by visiting five primary schools and non-formal education of school-aged children, teenagers and the general commun ity by developing learning centers and public library.
Then, Muslimah & Ganggi (2019) conducted a research entitled "One Ho me One Library Movement in Empowerment of Ka mpung Literasi". The results revealed that the existence of One Ho me One Library movement has made the book closer to the people in two villages, namely Kepek Village and Tileng Village. This movement involved three activities, namely GMM (Gerakan Minggu Membaca, Sunday Reading Movement), Goat Husbandry, Nature Library (in each resident's front yard). The promotional act ivities were conducted by utilizing social med ia to bridge the info rmation exchange, pro mote business units, and seek information. This movement had an impact on social change in the fields of education, economy, culture, and social. Moreover, a research conducted by Nuswantara & Savitri (2018) entit led "Developing Kampung Literasi as an Effort to Improve the Imaginative Creative Critical Thinking of Ch ild ren in Gang Dolly through Writing and Selling Short Stories" had developed the reading and writing skills for the children in the community reading park, thus they could produce a good writing. This study partnered with DAR! MIZAN publisher to publish their writ ing, hence, the children could generate new source of income.
The above mentioned studies focus on two types of literacy : reading and writ ing. Then, it can be inferred that the other literacy types of the Kampung Literasi program need to be developed to enhance digital literacy. Therefore, this study aims at enhancing the digital literacy skills of the people in the Kampung Literasi of Su medang Regency, West Java, by focusing on answering a research question: how and what media can imp rove the digital literacy skills of the Kampung Literasi community.
However, there has been a little number of researches on digital literacy. Silvana & Darmawan, (2018) found that digital literacy education had a positive effect on knowledge, by using social med ia used by young people to build social media awareness of wisely spreading informat ion. Furthermore, Nurjanah et al. (2018) examined digital literacy and the use of e-resources to obtain science informat ion, in wh ich the digital literacy has a primary focus on the field of informat ion related to the research of investigation, evaluation, and the use of informat ion. The results revealed that the basic skills of dig ital literacy had a significant relationship with the quality of the use of e-resources with the low correlation category.
After examining the above previous research and the importance of possessing digital literacy, this study seeks to fill the research gap on promoting literacy at Kampung Literasi, as a form of support to Indonesian government's program in pro moting digital literacy skills of co mmunity liv ing in the area of Kampung Literasi. This study is believed to be novel as Fu rqon (2018) affirms that in facing the Industry 4.0 or the era of disruption, "new literacy" is required in addition old literacy. Old literacy co mprises the competencies in reading, writ ing and arithmet ic; whereas, new literacy co mprises data literacy, technology literacy, and human literacy. Data literacy is related to the abilities to read, analy ze, and draw conclusion based on the obtained data and information (big data). Technology literacy is related to the ab ilit ies to understand the workings of the mach ine, the application of technology and work-based technology products to obtain the maximu m results. Human literacy is related to the abilities to communicate, collaborate, and be crit ical, creative, and innovative.

Literature Review
In public discussions, literacy is synonymous with ability or competence; in daily life, it is defined as the ability to read and write information in printed med ia, such as magazine, newspaper, and so on (Goodfello w, 2011). Literacy exp resses one of the fundamental characteristics of participation within the co mmunity (Martin, 2008, p. 155). Literacy can also be defined as 'the way of general culture utilizes the written language that people use in their lives' (Barton, et al., 2000;Goodfello w, 2011;Scribner & Cole, 1978;Street, 1984).
To promote one's literacy, the individual needs to comprehend literacy itself. To have this co mprehension, the first thing to do is to be aware of the characteristics of literacy. Kern (2000) proposes the 3R that stands for Responding, Revising, and Reflecting. First, responding is the involvement of two part ies, namely reciprocal relationship between teacher and the student. On one hand, the student will respond to the task in the form of text that has to be read and understood. On the other hand, the teacher responds to the outcome of the student's work by giving feedback that can help the students achieve a certain level of accuracy in h is/her responses. For both parts, the responses can be used to measure the level of understanding. Second, revising encompasses various language-related activities. Examp les include the task of formulat ion of ideas, organization process, and reporting of the organization result. Last, reflect ing is an evaluation process of what has been done. Reflecting can be done fro m two different standpoints: receptive language (listening and reading) and expressive language (speaking and writing). In terms of receptive language, some questions can be posed, including "what is the goal or intention of the speaker or author?"; "Do certain things imply the speaker or author's beliefs and attitudes towards the topic in question?" etc. In terms of exp ressive language, the follo wing questions are useful: "how do other people interpret what I say?"; "How do I know the listener/reader understands or believes what I exp ress?" etc. (Nuswantara & Savitri, 2018).
Literacy skills are ones' social functions in utilizing literacy skills to contribute to their co mmun ity (Keefe & Copeland, 2011). The pro motion of literacy will be effective if it is done in the context of a commun ity. This means that one's literacy skills do not only focus on the promotion of someone's cognitive and information processing skills (Webber & Johnston, 2000), but also on their utilization in the context of co mmunity development (Nuswantara & Savitri, 2018).
Literacy and its relationship with commun ity development allow conducive situation for the development of literacy culture. An ideal environ ment will accelerate the promotion of literacy culture. Therefore, it is evident why the promotion of literacy culture is often carried out in the context of co mmunity empowerment (Stewart , et al.Stranger-Johannessen, 2014). The approach for such empowerment is through a certain community/group, such as community libraries in Sumedang Regency, West Java. Co mmunity lib raries do not only function as a means for increasing individual capacity, but also as a social capital o f the co mmunity to advance their social, cultural, and economic aspects.
To date, the development of co mmun ication technology affects the forms of interaction and every aspect of hu man life. Social interaction can easily occur with the utilization of the internet. Teleco mmunicat ions companies create many features or applications to facilitate commun ication with social media. Considering this issue, continual informat ion and technological development should be addressed wisely, since technology is like t wo sides of a coin indicating positive and negative sides of social media. According to Kurnia et al. (2018), social media is a means of co mmunication to find informat ion (sources of information) and its use for digital literacy skills needed.
According to Buckingham (2007), dig ital literacy aims at developing both critical understanding and active participation. Thereby, enabling young people as media consumers to make interpretations and assessments based on the informat ion obtained is necessary. In addit ion, it creates them to become media producers, hence, they become participants who are empowered in their community. Basically, d igital literacy is a form of public concern to respond to the negative effects of mass media.
The idea of d igital literacy was firstly introduced in 1997 by Gilster (Bawden, 2008;Gilster, 1997; Poo l, 1997). According to Gilster, digital literacy is the ability to understand and use informat ion in various formats derived fro m various digital sources (Belshaw, 2012;Gilster, 1997). In a further development, Bawden (2008) proposed a new understanding of digital literacy that was developed based on the concepts of computer literacy and information literacy. Eisenberg & Berkowit z (2001) fo rmulated an informat ion literacy model named the Big Six Skills model comprising the ability to recognize informat ion needed, identify what information needed, identify sources of informat ion, find informat ion effectively and efficiently, access information effectively and efficiently, evaluate informat ion critically, organize and integrate information with existing knowledge, use informat ion ethically and legally, and co mmun icate info rmation effectively. In details, dig ital literacy is conceptualized based on four main co mponents: underpinning digital literacy, background knowledge of informat ion, central competencies digital literacy, and attitudes and perspective of information (Bawden, 2001(Bawden, , 2008. There are five types of skills co mprised in general dig ital literacy terms, including: 1. Photovisual literacy is the ability to read and conclude information from visuals; 2. Reproduction literacy is the ability to use digital technology to create new work; 3. Branches of literacy is the ability to successfully navigate in non-linear media from digital space; 4. Information literacy is the ability to s earch, find, assess and evaluate critically information found on the website; and 5. Socio-emotional literacy refers to the social and emotional aspects present online, whether it is possible through socializat ion, and collaborating or just consuming content ( These aforementioned elements are the basic elements to develop digital literacy. Th is indicates that the existence of a Kampung Literasi is an appropriate means that has considerable opportunities in developing digital literacy skills for the co mmunity. The obtained results show: 1) The availability of knowledge and information in non -formal education in the forms of books and non-books available at TBM (Taman Baca Masyarakat, Commun ity Public Library), reading corners, or so on, is equipped with informat ion technology; 2) The commun ity has the knowledge, skills and development of a positive attitude in order to have a good quality of life; and 3) The availab ility of in formation services and sources of access to informat ion to the public are related to six literacy types: reading and writing literacy, nu merical literacy, scientific literacy, informational technology literacy, financial literacy and cultural literacy (Direktorat Pembinaan Pendidikan Keaksaraan dan Kesetaraan, 2017).
In addition, the indicators of the successful implementation of the Kampung Literasi program are as follows: 1) Well-spread information on the Kampung Literasi program to the public; 2) Increase of co mmunity visits to the Kampung Literasi activity center who has intention to gain knowledge, seek informat ion and/or learn skills; 3) Increase of knowledge and informat ion services in non-formal education channels in the form of books and non-books available at TBM, reading corners or so on, equipped with informat ion technology; 4) Possession of knowledge, skills and development o f a positive attitude by the community in order to have a good quality of life; 5) Increase of variety of literacy activit ies in the co mmunity; and 6) More availab le provision of various knowledge and informat ion services and sources of access to the public related to six literacy, namely read and write literacy, arith metical literacy, science literacy, informat ion and communicat ion technology (ICT) literacy, financial literacy and cu ltural and civic literacy (Direktorat Pembinaan Pendidikan Keaksaraan dan Kesetaraan, 2017).

Methodology
This study employed an action research design, which was used in accordance with the assumption that research must be linked to an agenda of change in the co mmunity because action research is conducted not only to obtain the truth, but also to create the expected conditions. In relation to the efforts to make changes in the context of education, an action research in the literary treasures is widely used as a design in solving problem in the field of education ( An action research provides an opportunity for researchers to find new change efforts in accordance with conditions and needs (Darwis, 2016) with phenomenal approach. Through this action research design, the researchers seek to explore practical problems to find solutions (Creswell, 2002). Therefore, the research procedures undertaken in this study refers to Creswell's (2002) pre -action and post-action phases, which are modified by the authors into ICARE (Identificat ion, Consolidation, Action, Review, and Evaluation) model, which is firstly introduced in this study. The three first stages (Identification, Consolidation, and Action) are categorized into pre-action phase; and the two last stages (Rev iew and Evaluation) are categorized into post-action phase. Hence, the procedure of this study is: 1) Conducting pre-action phase, which consists of identifying p roblems, consolidating collaborat ion with related parties, and putting the plans into actions to address the identified problems; 2) Conducting post-action phase, which consists of reviewing the given actions and evaluating what the actions have achieved; and 3) Conducting crit ical reflection activit ies on two previous phases as an added procedure to obtain explicit steps in realizing the desired changes. Hence, this study could produce a method to be implemented in all regions conducting similar literacy program.
In addition, the principles of co llaboration as a characteristic of action research design (Creswell, 2002) were implemented by involving the non-governmental organizations engaged in education and the local government education office, and a student activity units in one of the campuses in Sumedang Regency. The research that employed collaborat ive action research processes in education involved collaboration among teachers, or between teachers and researchers (Messiou, 2018; Zech et al., 2000)

Research Site
This study was conducted at Kampung Literasi in Sumedang Regency, West Java, Indonesia. This place was selected as a pilot project in the imp lementation of the Kampung Literasi program as the national literacy movement program. In addition, this place was also oriented as a tourist attraction considering its strategic location that is near to a recently inaugurated tourism site named Jatigede Dam.

Research Participants
The participants of this study were 65 digital natives with a productive age, consisting of 35 male respondents and 30 female respondents with different professional backgrounds. They were selected using a random sampling method taken fro m five regions in the village where the Kampung Literasi program was imp lemented. In the pre-study, 200 Internet users in five areas of the Kampung Literasi were surveyed. The survey results showed that 124 participants stated that they often accessed the Internet with an average of 4 hours every day to seek for sources of informat ion. Of these 124 participants who spread across the four regions, 65 people (52.41%) were taken as a sample of Internet users with different professional backgrounds.

Data Collection and Analysis
The data were collected using several techniques, namely survey, semi-structured interview and evaluation of digital literacy ab ility. Survey was conducted to explore insights about digital literacy, sources and media of informat ion used, attitudes and perspectives about digital literacy. The survey was developed using two scales of Gutt man scale, proposed by Louis Gutt man (Widhiarso, 2011) and the Likert scale proposed by Rensis Likert (Allen & Seaman, 2007). Next, the semi-structured interview was conducted to explore participants' opin ions on the conditions related to skills in utilizing literacy technology, and their perspective after conducting a series of actions. Lastly, the evaluation of digital literacy ability was conducted to find out the initial conditions and final results of giving action.
Then, the data were inventoried and presented in the form of tables and interview transcripts, and then analyzed thoroughly in order to obtain an interpretation based on the existing data. The data analysis approach employed an inductive method in which the researchers had previous assumptions, but they were more open to field findings. This data collection and analysis are in the pre -action phase of action research and ICARE model, specifically in the action stage.

Results
The presented results below were obtained fro m the implementation of action research using the procedure of Creswell's balance model with mod ification. Hence, the following elaborated results are presented based on this procedure.

Pre-Action Phase
This phase consists of identifying research question, consolidating collaboration to develop p lans actions with related parties, and putting the plans into actions. There are 65 participants who participated in a survey, which provided comprehensive findings for this pre-action phase. The existence of Community Public Library is important in each small area 62 3 Books in Community Public Library are quite representative 16 38 11 The programs conducted are in accordance with the needs of community 12 39 14 To identify the problems rising in the implementation of Kampung Literasi, there are 65 part icipants who were invited to participate in a survey. The survey showed that the participants gave quite positive res ponses to the existence of Kampung Literasi as presented in Table 1 above. There are 11 participants (16.9%) who strongly agreed and 54 part icipants (83.1%) who agreed that Kampung Literasi is important. Additionally, the participants believed that having community libraries in all small areas is important as there are 62 participants who agreed (95%) and 3 participants who strongly agreed (4.6%). However, the enthusiasm of the participants was not accommodated with proper facilit ies, such as sufficient book supplies and activities that meet the needs of the community. The activit ies developed in the Kampung Literasi of Sumedang regency were geared more toward reading, writing, and nu merical literacies as an effort to tackle illiteracy. Therefore, it can be inferred that the community libraries were not optimally used yet.

Identification
In addition, the majority of the participants liked to read and write. There are 57 (87%) part icipants who ad mitted that they liked reading and 54 (83%) participants who admitted that they liked writ ing. Th is indicated that the participants already had the ability to read and write. On the other hand, the data showed a possible discrepancy. The participants stated that they like read ing and writing but 59 participants (90%) stated that they did not have sufficient reading materials, but rarely visit the co mmunity lib raries, libraries, and attend academic foru ms such as seminars.
Considering this, the participants were interviewed about the source of their reading materials. Then, it was found that 56 participants (86%) got their reading materials fro m the Internet and 9 part icipants (14%) got them both fro m the Internet and fro m books they purchased. Therefore, it can be concluded that most of the participants' reading materials, wh ich serve as their source of information, were obtained from the Internet.
In relation to the sources, the majority of informat ion consumed by the participants was obtained from social med ia, such as Facebook, Twitter, and Instagram. There are 37 part icipants (56.92%) who stated that their main reading materials were social media. Additionally, 18 participants (18.46%) obtained informat ion fro m b logs and 10 participants (15.38%) obtained info rmation fro m online newspaper. Meanwhile, none of the participants have made use of electronic books or academic journals as their reading materials. So me participants were interviewed about their obstacles in accessing books and journals. Participant 1 stated that she did not find the site providing free electronic books", wh ile Part icipant 2 and 3 stated that they did not know how to access them.
However, the participants did not notice the facility provided by Perpustakaan Nasional Republik Indonesia (National Library of the Republic o f Indonesia), hereinafter abbreviated Perpusnas, which can be accessed from https://www.perpusnas.go.id/, to access journal articles, electronic books, and other references. This can be seen fro m the fact that there was no participants stating 'Yes' to the statements whether they know about the facility and a registered member of Perpusnas or not. However, 10 participants stated that they have visited Perpusnas website even though they did not know about e-Resources.
In relation to archiv ing, 25 part icipants (38.46%) collected their reading materials and 40 part icipants (61.54%) d id not collect their reading materials. To follow up these findings, 25 part icipants who collected their reading materials were interviewed about their methods in collecting reading materials. In details, 15 of them copied and pasted the informat ion into M icrosoft Word documents and saved them in their hard disk, and 10 of them did the same method but saved them into clippings. In addition, 40 participants who did not collect their reading materials were interviewed about their reasons. In details, 20 participants believed it was unnecessary, 15 part icipants said they did not collect their reading materials because they could easily browse for the information again, and 5 participants did not know how to collect their reading materials. On another note, it was revealed that all 65 (100%) part icipants did not use a specific application to collect their read ing materials because they did not know any application that can manage their reading materials.
The aforementioned findings revealed the reason behind the community members of the Kampung Literasi in Sumedang regency of not being able to access books and academic journals, wh ich was their lack of knowledge and skill in utilizing informat ion and communication technology. As response to this issue discovered in identification stage, it was necessary to take actions to promote their literacy skills based on the utilization of ICT. Thus, training on how to utilize e-Resources feature and Mendeley application was prepared to pro mote digital literacy skills.

Consolidation
The first step to address the observed issue was to consolidate the stakeholders of the Kampung Literasi by informing them the prepared and designed actions to promote the digital literacy skills of the community members. They responded positively to the plan to provide training for the co mmun ity members of Kampung Literacy. In addition, a positive response was shown by the local NGO and Education Office of Su medang Regency who were willing to provide sufficient and reliable internet access to make the train ing successful. In general, the training aims at improving co mmunity's competence in digital literacy as response to the high demand of informat ion technology nowadays. This consolidation step resulted in an agreement that the implementation of the training activit ies would be conducted in the community lib raries with additional internet support. Some college students were also involved to be observers. Their job was to observe the participants during the test of e-resources and Mendeley utilization.

Actions
After the consolidation was done, training materials were developed, which included how to use e-Resources fro m the Perpusnas and Mendeley in managing references. After assessing the condition during identificat ion and consolidation stages, the training came up with specific objective that it is expected that the community will have skills and knowledge in accessing representative sources of informat ion and in how to manage those informat ion. Before conducting the training, it was ensured that each of the 65 participants was equipped with a computer or a laptop with Internet access. Hence, the procedure of training is Registration, Login to e-Resources, and Digital Reference Management, as specifically presented in the following table; The registration required the part icipants to provide their ID cards and active email address to generate their membership ID that was automatically sent to their email.

B. Login to e-Resources
Once the participants received their membership ID, they were instructed to login to their account by accessing this site: http://e-resources.perpusnas.go.id. After logging in to their accounts, the participants were able to use the search engine of e-Resources to search digital references, such as books, journals, and even novels. When searching, the participants can search based on the publishers, such as SA GE and Taylor & Francis, or based on keywords. As an example, the following figure shows the search results of the keyword pendidikan (education). Following that, the participants were instructed to download their desired reference and save it on their computer or laptop. During the training, some art icles and books were not successfully downloaded and were corrupted. To address this issue, the participants were asked to visit the site where the articles were published, in which the address can be found in e -Resources, or use the DOI number of the article.

C. Digital Reference Management
To enable the participants to manage their reference sources well, they were instructed to download a reference manager application called Mendeley fro m this page: https://www.mendeley.com/down load-desktop/Windows/. After downloading the application, the participants were instructed to install the applicat ion on their co mputers or laptops and integrate it with their M icrosoft Word program.
After successful installation and integration of the Mendeley application, the participants were instructed to click the Mendeley icon on their desktop or the open icon in the Mendeley menu bar in M icrosoft Word. After opening the application, the participants were instructed to manually put the articles that they have downloaded from the "file" colu mn or download the citation files in BibTeX format using Google Scholar. To download the citation files, the participants should visit this page https://scholar.google.com.
Afterward, the participants were instructed to copy-paste the title o f the articles that they have downloaded from e-Resources in the search colu mn of Google Scholar. On the desired title, the part icipants were instructed to click the citation mark, represented by the "…" (quote) symbol.
Afterward, the participants were instructed to click the BibTeX format and download it. The file with the BibTeX format was then dragged and dropped in the Mendeley application. The participants were instructed to add the article files that they have downloaded. This training on the use of Mendeley marked the end of p re-action phase consisting Identification, Consolidation, and Action stage.

Post-Action Phase
This post-action phase consists of rev iewing the implementation of act ions and evaluating what the actions have achieved.

Review
After the participants went through training activit ies, the outcomes were reviewed to identify their perceptions of their mastery of the training materials. The perceptions of the participants were investigated in a survey in wh ich the results can be seen in the following table. T he training has made me more enthusiastic about reading and writing. 55 10 I have mastered the materials that have been given in the training. 58 7 Table 3 above reveals that the participants agreed that the materials given in the training were important and beneficial. There are 54 participants (83.07%) who agreed 11 participants (16.92%) who strongly agreed with the statement. In addition, the participants agreed that the materials given in the training were relevant to their professions. There are 60 participants (92.30%) who agreed and 5 participants (7.70%) who strongly agreed with the statement.
Regarding the use of e-Resource and Mendeley, the participants found them user-friendly. There are 58 participants (89.23%) who agreed and 5 participants (7.69%) who strongly agreed, and 2 (3.07%) part icipants who disagreed with the statement. The two part icipants that disagreed with the statement were interviewed to identify their difficult ies. One part icipant said that, during the training, the participant's computer was experiencing technical difficult ies that it failed to connect to the Internet. When asked why the participant was not making this known during the training, the participant said he was shy and just decided not to continue with the training. This reflected the lack of his seriousness and motivation. Additionally, the other participant stated that he had not been able to fully participate in the training due to family matters.
Further, fo r the next statement on the survey, there are 61 part icipants (93.84%) who agreed that the materials of the training have helped them search for references easier and 4 part icipants (6.16%) disagreed with this statement. Upon investigating their disagreement, it was revealed that they did not fully participate in the train ing because they were looking for references in Arab ic, wh ich were rather difficult to find. Their main difficulty was the fact that there were no language features in their computers that allo wed them to type in Arabic letters. Eventually, the problems of the four participants were tackled by giving them additional assistance.
Next, there are 55 part icipants (84.61%) who agreed that the training made them mo re enthusiastic about reading and writing and 10 part icipants (15.38%) strongly agreed with the statement. Moreover, 58 participants (89.23%) believed and 8 participants (12.30%) strongly believed that they have mastered the provided training materials. However, it has to be noted that this was their perception not the proven facts. Therefore, a test was conducted to match their perception with their actual mastery of the materia ls. In the test, the participants were instructed to write a simp le 3-4 pages paper on subjects they were interested in. Afterward, they were instructed to put their references in the Mendeley application.
To assess this test, the participants were observed during the process of writ ing the paper, which was done by college students who had agreed to participate in the research as observers. Each participant was observed by one college student during the test. The result of the test is presented in the following Table 4. The table shows that after the training all of the participants mastered Mendeley. In other words, the actions had successfully pro moted the literacy skills of the participants, as depicted in the following figure. All of the stages elaborated above have shown that the literacy skills of the participants were pro moted. In the pre-action phase, none of the participants had membership status in the Perpusnas; whereas, in the post-action phase, all 65 (100%) of them were reg istered in the Perpusnas and had their membership IDs to access the digital library and e-Resources. In the pre-action phase, the participants were not aware of the benefit of and how to use e-Resources; whereas, in the post-action phase, all 65 (100%) of them understood e-Resources and utilized them. In the pre-act ion phase, the participants were not aware of and utilized the reference manager application M endeley; whereas, in the post-action phase, all 65 (100%) of them were aware of and utilized the application as an archive of reference that can store their reading materials or to assist in making citations when writing.

Reflective-Critical Actions Analysis
The evaluation of the pre-act ion and post-action phases resulted in the increasing visits to community library in Kampung Literasi. In April to July 2019, as depicted in the following figure.   Table 5 above shows that the motivation for the co mmun ity members to visit co mmun ity lib raries were the provision o f internet access (83%), ease access of information fro m literacy activists (95%), ease access to search digital references (85%),its close location to their residents(25%), library comfortableness (81%),routine borrowing (38%), friendly staffs (11%). The top four factors were considered as the main factors encouraging the community members to visit the community libraries.
Keeping that in mind, a further investigation was conducted to identify the kind of informat ion that the community members obtained from literacy activ ists in the Komunitas Literasi by involving 10 co mmunity members. To sum, their response showed two kinds of obtained informat ion: (1) Information regarding tips on how to search for references or reading materials on the internet (the literacy activ ists even often helped the community members to search for their desired references); (2) Specific in formation fro m article or book reviews that the literacy activists often held in the community libraries.
The abovementioned findings revealed that the training delivered to 65 participants who were literacy activists has affected the participation of the co mmun ity members in literacy activ ities. The Kampung Literasi programs were "alive" because they served as the knowledge and informat ion service center in which the community members can access abundant information. Moreover, the availability of free Internet access, as a result of collaboration with the government, supported the liveliness of this program. Th is program is believed to be fundamentally in line with the main objective of the Kampung Literasi program, wh ich is to provide knowledge and information services in non-formal education channels through the provision of books and non-books available at community libraries, reading corners, which are equipped with information technology (Directorate of Literacy and Equality Education of the Republic of Indonesia, 2017).

Discussion
The findings provided new understanding to develop literacy culture among the community, which was previously seen as merely reading and writing activit ies. In addition, the training to promote digital literacy skills has successfully met the indicators of the successful implementation of the Ka mpung Literasi program proposed by literacy the Directorate of Literacy and Equality Education of the Republic o f Indonesia (2017) and the commun ity participation and it exp resses one of the basic characteristics of participation of community members (Mart in, 2008, p . 155). Hence, it can be inferred that this study could produce a method to be implemented in all regions conducting similar literacy program. In specific, the pro motion o f dig ital literacy can be done by conducted ICARE model that resulted in training on the utilizat ion of e-Resources and application of reference manager, which should be supported with reliable Internet access.
The implication of this result is that the promotion of literacy should be conducted in education sector by infusing new literacy that includes data, technological, and human literacy. According to Furqon (2018), data literacy refers to the ability to read, analyze, and make a conclusion based on obtained data and information (b ig data); technological literacy refers to the ability to comprehend how machines work and the application of technology and technology-based work to ach ieve optimu m results; and human literacy refers to the ability to co mmun icate, collaborate, think critically, create, and innovate.
Regarding this phenomenon, the education world must strive to develop both of old and new literacy. Therefore, new orientation is needed in all levels of education, hence the provision of education can be highly relevant with the Industrial Revolution 4.0 era. Consequently, teachers need to focus on students' achievement in old literacy, new literacy, and knowledge literacy. Otherwise, there is a possibility of the students to be illiterate (Furqon, 2018).
In relat ion to exposing students to literacy, the low reading index of Indonesian people has caused a big concern. A survey done by Fitriyah et al. (2019) discovered that teacher's professionalism and responsibility is inseparable fro m the learn ing process at school. However, some of teachers did not integrate the learning achievements, because they did not want to put more effort and wanted instant results (Furqon, 2018). Teacher professional learn ing is considered as a complex p rocess requiring cognitive and emot ional involvement of teachers individually and collectively, the capacity and willingness to examine where each one stands in terms of convictions and beliefs, and the perusal and enactment of appropriate alternatives for imp rovement or change (Avalos, 2011).Therefore, teachers need to constantly reflect on themselves and put more efforts to improve the learning quality that they provide . They are expected to understand learning and teaching styles resulting in a positive change during the learning process. Hence, the teachers need to be fully aware that so far the learning steps have not been satisfactory and need further development or establishment of innovative and futuristic model (Supriyadi, Julia, Iswara, & Aeni, 2019).
In accordance, seeing the significance of literacy and considering the impact teachers are expected to infuse any literacy activit ies in their teaching; hence teacher can research their teaching and propose or discuss models of teacher professional learning (Castle, 2006 Olson & Craig, 2001). It is believed to be significant since teachers learn and change by developing a theory or applying a theory of teacher development program (Clarke & Hollingsworth, 2002;Korthagen, 2010;Korthagen, 2007;Pen lington, 2008). Therefore, in line with the findings of this study, teachers are expected to conduct research as an attempt to fix and improve the students' literacy skills. Literacy skills are one's social functions in utilizing his/her literacy skills to contribute to his/her community (Keefe & Copeland, 2011). The promotion of literacy will be effect ive if it is done in the context of a co mmunity. This means that one's literacy skills do not only focus on the pro motion of indiv idual's cognitive and informat ion processing skills (Webber & Johnston, 2000), but also on their utilizat ion in the context of co mmunity development (Nuswantara & Savitri, 2018). In meaning that, other co mmunity could imp lement ICA RE model by trying to redo the training scheme presented in Table 2.

Conclusions
In this fast-changing era, there is an urgency to pro mote digital literacy. Due to alarming rate of Indonesian people's reading index, educational professionals have sought to promote digital literacy, in addition to read ing and writ ing literacy. To address this issue, the Indonesian government has launched Kampung Literasi as a comprehensive literacy model established based on the potentials of villages.
Despite this government effort, more involvement fro m related parties in the village areas is needed to make the most of this Kampung Literasi program. A collaborative action research was conducted by involving the local NGO and Education Office of Su medang Regency to promote digital literacy in Su medang Regency areas. The pre-action and post-action phases of Action Research proposed by Creswell, developed by the authors into ICA RE model (Identification, Consolidation, Action, Review, and Evaluation), were mod ified with additional crit ical reflection phase to address the lack of knowledge and skill in utilizing in formation and communicat ion technology in the community.
After being given some actions, the digital literacy of the community was pro moted and they could reduce their consumption of questionable informat ion fro m social med ia and fulfill their needs of references that have not been provided in the community libraries. In other words, action research modified into ICARE model could serve as an alternative solution to address literacy issues in the Kampung Literasi to make its program succeed.
Considering the positive outcomes of this study, it is recommended that more parties should experience the benefits. First, teachers are recommended to imp lement this ICA RE model in conducting their classroom action research. Then, the policy makers are also recommended to take part in any enhancement of literacy program in their area to make sure that the co mmunity experiences such benefits. Lastly, the government of Indonesia is recommended to disseminate the results of this study; hence, other Kampung Literasi in other villages in Indonesia can conduct similar research.