Diversity of Learning Opportunities and Learning Innovation in Mattering Digital Literacy: The Role of Digital Storytelling

: This study aims to explore the intricate relationships among Diversity of Learning Opportunities, Learning Innovation, Digital Storytelling, and Digital Literacy in early childhood education in Indonesia. Employing a quantitative approach with Likert-scale surveys, the research involved 250 participants from kindergarten settings in Pandeglang, Banten. The study found that diverse learning opportunities significantly impact both Digital Storytelling and Digital Literacy. Learning Innovation positively influences Digital Storytelling and Digital Literacy. Moreover, Digital Storytelling emerges as a mediator, channeling the influence of both Diversity of Learning Opportunities and Learning Innovation on Digital Literacy. The theoretical implications enrich our understanding of the interconnectedness of these elements in early childhood education. Practically, the findings guide educators and policymakers in fostering digital literacy through diverse learning experiences, innovative teaching practices, and the promotion of digital storytelling. The study's limitations include a specific geographical focus and reliance on quantitative data. Recommendations include expanding research contexts, incorporating qualitative methods, and collaborative efforts for effective strategies in early childhood digital literacy development. Overall, this research contributes valuable insights to the dynamic landscape of early childhood education in the digital era.


INTRODUCTION
In the contemporary landscape of education, the cultivation of digital literacy stands as a cornerstone for preparing individuals to navigate the complexities of the digital era (Alexander et al., 2017).As we delve into the multifaceted realm of fostering digital literacy, three pivotal variables emerge: the Diversity of Learning Opportunities, Learning Innovation, and the transformative power of Digital Storytelling.These variables intertwine to shape the educational experience, influencing how learners engage with and master the essential skills of digital literacy.Diversity of Learning Opportunities, encapsulates the array of educational avenues available to learners in the digital age (Escueta et al., 2020).From online courses and interactive platforms to immersive virtual experiences, learners encounter a diverse tapestry of opportunities (Giddens et al., 2021).Understanding the nuances of each learning opportunity becomes crucial in discerning their unique contributions to the acquisition of digital literacy skills (Leaning, 2019).In a world marked by rapid technological advancements, innovative teaching methods are imperative (Yeung & Coe, 2015).Learning Innovation encompasses creative pedagogical approaches, incorporating technology, collaborative learning strategies, and dynamic methodologies (Toven-Lindsey et al., 2015).An exploration of these innovations offers insights into how they influence the development of digital literacy competencies (Huda & Hashim, 2022).At the heart of this investigation, Digital Storytelling, a dynamic mode of communication in the digital realm.Beyond traditional narratives, Digital Storytelling involves crafting narratives using digital tools, offering an engaging approach to convey information (Barber, 2016).Unveiling the specific role of Digital Storytelling in the cultivation of digital literacy is central to understanding the impact of narrative expression in a technologically mediated world (Liu et al., 2018).As we navigate these variables, the overarching aim of this research is to unravel their intricate interplay and collective influence on digital literacy.Through an interdisciplinary lens, this study seeks to contribute nuanced insights to the ongoing discourse on effective educational strategies for digital literacy in the contemporary age.The evolving roles of educators, learners, and technology in this landscape call for a comprehensive understanding that informs future educational practices.In the subsequent sections, we will delve deeper into each variable, exploring their individual significance and collective impact.From examining the nuances of diverse learning opportunities to dissecting the creative potential of learning innovation and the immersive experience of Digital Storytelling, each facet contributes to a holistic understanding of the digital literacy journey.As we unravel these complexities, we aim to provide actionable insights for educators, researchers, and policymakers grappling with the challenges of preparing individuals for the demands of an increasingly digital world.

Instrumentation and Data Collection Procedure
The primary instrument for data collection will be a questionnaire designed with Likert scale items.The questionnaire will comprise sections dedicated to assessing Learning Innovation, Digital Storytelling practices, and Digital Literacy levels in the context of early childhood education (see Table 1).The Likert scale, ranging from strongly disagree to strongly agree, will allow participants to express their perceptions and attitudes quantitatively.The research will be conducted during the period from May to July 2023.Initial contact will be established with preschools and caregivers to seek their consent for participation.Subsequently, the structured questionnaire will be distributed to the caregivers, accompanied by clear instructions for completion.To ensure a comprehensive understanding, the participants will be given adequate time to respond thoughtfully.Data analysis will involve both descriptive and inferential statistical techniques.Descriptive statistics will be employed to present an overview of the participants' responses.Additionally, inferential statistics, such as correlation and regression analyses, will be conducted to explore the relationships between Learning Innovation, Digital Storytelling, and Digital Literacy.

Ethical Considerations
The research will adhere to ethical principles, ensuring informed consent, confidentiality, and the voluntary nature of participation.Ethical approval will be sought from relevant authorities to ensure the protection of participants' rights and the integrity of the research process.It is essential to acknowledge potential limitations, such as the reliance on self-reported data and the specific regional context of the study.Generalization to broader populations should be made cautiously, recognizing the unique characteristics of the chosen sample.This research methodology aims to provide a robust framework for investigating the intricate dynamics between Learning Innovation, Digital Storytelling, and Digital Literacy in the early childhood education context, contributing valuable insights to the field.

Validity and Reliability
The analysis of the data reveals the reliability and validity of the measurement constructs within the study (see

Hypothesis Testing
The analysis of the hypotheses provides significant insights into the relationships among the constructs in the study.Hypothesis 1 (H1), which posits a relationship between Diversity of Learning Opportunities (DLO) and Digital Storytelling (DIG), yields a substantial standardized coefficient of 0.297 with a standard deviation (STDEV) of 0.072.The resulting T-statistic of 4.116 is statistically significant at the 0.05 level, and the p-value is 0.000, leading to the acceptance of H1.This suggests that there is a positive and significant relationship between Diversity of Learning Opportunities and Digital Storytelling.Similarly, Hypothesis 2 (H2) explores the link between Diversity of Learning Opportunities (DLO) and Digital Literacy (LIT).The standardized coefficient of 0.370, accompanied by a small STDEV of 0.066, results in a T-statistic of 5.640 with a p-value of 0.000.This statistical significance leads to the acceptance of H2, indicating a positive and significant relationship between Diversity of Learning Opportunities and Digital Literacy.
Moving to Hypothesis 3 (H3), which examines the association between Learning Innovation (LINN) and Digital Storytelling (DIG), the analysis reveals a standardized coefficient of 0.280 with an STDEV of 0.055.The T-statistic of 5.052, coupled with a p-value of 0.000, supports the acceptance of H3, indicating a positive and significant relationship between Learning Innovation and Digital Storytelling.Hypothesis 4 (H4), focusing on the connection between Learning Innovation (LINN) and Digital Literacy (LIT), demonstrates a standardized coefficient of 0.259 and an STDEV of 0.054.The resulting T-statistic of 4.791, with a p-value of 0.000, supports the acceptance of H4, suggesting a positive and significant relationship between Learning Innovation and Digital Literacy.Finally, Hypothesis 5 (H5) explores the relationship between Digital Storytelling (DIG) and Digital Literacy (LIT).The standardized coefficient of 0.197, accompanied by an STDEV of 0.059, leads to a T-statistic of 3.370 with a p-value of 0.001.This statistical significance supports the acceptance of H5, indicating a positive and significant relationship between Digital Storytelling and Digital Literacy.In summary, the statistical analyses affirm the acceptance of all hypotheses, providing empirical evidence for the positive and significant relationships between Diversity of Learning Opportunities, Learning Innovation, Digital Storytelling, and Digital Literacy within the studied context (see Table 3 and Figure 1).4).

Discussion
The acceptance of H1 suggests that the varied learning opportunities provided to young children significantly influence their engagement in digital storytelling.This implies that exposure to a diverse range of educational experiences, including different modalities, resources, and interactive platforms, positively shapes children's inclination and ability to participate in digital storytelling activities.This finding underscores the pivotal role of a comprehensive and inclusive learning environment in fostering creative and expressive digital storytelling skills among young learners.The acceptance of H2 emphasizes the significant impact of diverse learning opportunities on the development of digital literacy skills in early childhood.It suggests that exposure to a broad spectrum of educational experiences contributes to the acquisition of foundational digital literacy competencies.This interpretation underscores the importance of incorporating diverse learning modalities, such as interactive technologies and multimedia resources, in early childhood education to ensure a holistic development that includes both traditional and digital literacy skills.H3's acceptance highlights the positive influence of innovative teaching practices on the integration of digital storytelling in early childhood education.This implies that educators who employ creative and technologically enhanced teaching methods contribute to fostering a culture of digital storytelling among young learners.The findings suggest that embracing innovative pedagogical approaches can effectively enrich the educational experience, encouraging children to engage in expressive and technologically mediated storytelling activities.The acceptance of H4 underscores the role of learning innovation in shaping the digital literacy skills of young children.It implies that adopting innovative teaching practices positively contributes to the development of essential digital literacy competencies.Educators who incorporate technological advancements into their teaching methodologies are instrumental in preparing young learners to navigate the digital landscape effectively.This finding supports the idea that staying abreast of educational innovations is crucial for fostering digital literacy in early childhood.H5's acceptance suggests a direct positive impact of engaging in digital storytelling activities on the development of digital literacy skills among young children.This implies that children who actively participate in digital storytelling not only enhance their creative expression but also acquire fundamental digital literacy competencies.Educators and policymakers can leverage digital storytelling as a valuable tool to not only nurture creative expression but also to scaffold the development of essential digital literacy skills in early childhood.The acceptance of H6 introduces a nuanced understanding of the relationships among diversity of learning opportunities, digital storytelling, and digital literacy.It suggests that part of the impact of diverse learning opportunities on digital literacy is channeled through the practice of digital storytelling.In other words, diverse learning experiences not only directly contribute to digital literacy development but also indirectly influence it through the facilitation of digital storytelling activities.This highlights the interconnectedness of these elements and emphasizes the importance of a multifaceted approach to early childhood education.H7's acceptance further enriches the understanding of the interplay between learning innovation, digital storytelling, and digital literacy.It proposes that the positive influence of learning innovation on digital literacy is partially mediated by the incorporation of digital storytelling practices.This finding underscores the role of innovative teaching methods in not only directly fostering digital literacy but also indirectly shaping it through the promotion of digital storytelling.Educators who embrace innovative pedagogies contribute to creating a learning environment that stimulates digital storytelling, subsequently impacting the development of digital literacy skills in young children.In summary, the detailed interpretation of each hypothesis provides a comprehensive view of the relationships among diversity of learning opportunities, learning innovation, digital storytelling, and digital literacy in early childhood education.These insights offer valuable guidance for educators, policymakers, and curriculum developers in shaping effective strategies to enhance digital literacy skills in the evolving landscape of early childhood education in Indonesia.

CONCLUSION
The comprehensive exploration of the relationships among Diversity of Learning Opportunities (DLO), Learning Innovation (LINN), Digital Storytelling (DIG), and Digital Literacy (LIT) in early childhood education yields valuable insights.The accepted hypotheses collectively emphasize the interconnectedness of these elements, shedding light on the multifaceted dynamics that shape the digital landscape for young learners.The findings underscore the pivotal role of diverse and innovative educational experiences in fostering digital literacy skills, with digital storytelling emerging as a significant mediator in this intricate web.The theoretical implications of the study contribute to the evolving landscape of early childhood education research.The acceptance of hypotheses elucidates the intricate relationships among key variables.The findings underscore the importance of considering not only direct influences but also the mediating role of digital storytelling in the relationship between diverse learning opportunities, learning innovation, and digital literacy.This enriches the theoretical framework for understanding how these elements interact in the context of early childhood education.Practically, the study highlights actionable insights for educators, policymakers, and curriculum developers.Integrating diverse learning opportunities, fostering innovative teaching practices, and promoting digital storytelling can collectively enhance digital literacy skills among young learners.Educators should design curricula that embrace a variety of educational experiences, leverage innovative teaching methods, and integrate digital storytelling activities.Policymakers should support initiatives that promote a holistic approach to early childhood education, aligning with the digital era's demands.

Limitations and Recommendation
Despite the valuable findings, the study has its limitations.The research focused on a specific geographical context, and the generalizability of the results to diverse cultural and socio-economic settings needs careful consideration.Additionally, the study primarily relies on quantitative data, limiting the depth of understanding that qualitative approaches could provide.Future research could address these limitations by incorporating diverse contexts and employing mixed-methods approaches for a more comprehensive understanding.Based on the study's outcomes, several recommendations emerge.Educators should engage in professional development programs that enhance their capacity to integrate innovative teaching practices and digital storytelling into the curriculum.Policymakers should consider incorporating digital literacy standards into early childhood education frameworks.Future research could explore the longitudinal impact of these interventions and delve into specific aspects of digital literacy development in early childhood.Moreover, collaborative efforts between researchers, educators, and policymakers are essential for crafting effective strategies that cater to the unique needs of young learners in the digital age.

ISSN: 2581-8341 Volume 06 Issue 11 November 2023 DOI: 10.47191/ijcsrr/V6-i11-27, Impact Factor: 6.789 IJCSRR @ 2023 7235 * Corresponding Author: Asmayawati Volume 06 Issue 11 November 2023 Available at: www.ijcsrr.org Page No. 7233-7242 equipping
Rubegni et al. (2022) Opportunities, Digital Storytelling, and Digital LiteracyWon et al. (2022)define that Diversity of Learning Opportunities refers to the wide array of educational avenues available to learners, encompassing traditional classroom settings, online courses, interactive platforms, and immersive virtual experiences.The significance lies in recognizing that learners engage with varied resources and modalities, contributing to a rich tapestry of learning experiences.This diversity is essential in providing learners with multifaceted perspectives and skills that collectively contribute to learners with the diverse skills required to thrive in a digitally saturated world.This interconnected relationship underscores the importance of embracing innovative pedagogical approaches and narrative-driven engagements to foster a holistic development of Digital Literacy.Building upon the insights derived from the existing body of literature, we put forth the following hypotheses: H3: Learning Innovation impacts on Digital Storytelling H4: Learning Innovation impacts on Digital Literacy Digital Storytelling and Digital Literacy According toRubegni et al. (2022), Digital Storytelling is a dynamic method of communication that leverages digital tools to create narratives incorporating multimedia elements, fostering a unique and engaging mode of expression.In the context of Digital Literacy, Digital Storytelling serves as a powerful catalyst for enhancing critical skills and competencies necessary for effective In the context of research or educational endeavors, Digital Storytelling may act as a mediator in the relationship between certain independent and dependent variables.This means that Digital Storytelling plays a crucial role in explaining the mechanism through which these variables are connected or how one variable affects the other (Van Laer et al., 2019).The mediation role of Digital Storytelling implies that it enhances the understanding of the complex relationships within a given context.By identifying Digital Storytelling as a mediator, researchers or educators can delve deeper into how the intervention or influence of one variable is transmitted or realized through the narrative-driven approach of Digital Storytelling.This recognition allows for a more comprehensive grasp of the dynamics at play and provides insights into how to optimize the impact of certain interventions on the desired outcomes, such as improved Digital Literacy.Therefore, we propose the following hypotheses: H6: Digital Storytelling mediates the relationship between Diversity of Learning Opportunities and Digital Literacy H7: Digital Storytelling mediates the relationship between Learning Innovation and Digital LiteracyMETHODSResearch Design and ParticipantsThis study adopts a quantitative research design to systematically investigate the relationships and interactions between Learning Innovation, Digital Storytelling, and Digital Literacy in early childhood education.The utilization of a structured questionnaire, employing Likert scale items, aims to provide numerical data for statistical analysis.The research participants will consist of 230 Pangrazio et al., 2020))) journey (Awang-Hashim et al., 2019).Digital Storytelling, on the other hand, introduces a dynamic mode of communication in the digital realm.It involves crafting narratives using digital tools, such as images, audio, and multimedia elements(Yang & Wu, 2012).Digital Storytelling goes beyond conventional storytelling methods by leveraging technology to convey information in a visually compelling and engaging manner(Walker & Boyer, 2018).The connection between Digital Storytelling and Digital Literacy lies in its potential to enhance learners' critical thinking skills, creativity, and ability to navigate and communicate effectively in digital spaces.Pangrazio (2016)explain that Digital Literacy, the overarching theme, refers to the comprehensive set of skills and competencies required to navigate, understand, and critically engage with digital technologies.It encompasses the ability to use digital tools effectively, evaluate information online, and participate responsibly in digital communication.The relationship between Diversity of Learning Opportunities and Digital Literacy lies in how the diverse educational avenues contribute to the acquisition of digital skills and competencies.Meanwhile, Digital Storytelling acts as a conduit, offering a unique and interactive pathway to foster specific aspects of digital literacy, such as media literacy, digital communication, and content creation(Stewart & Gachago, 2016).In essence, the three components form a symbiotic relationship, wherein the diversity of learning opportunities provides the context for learning, Digital Storytelling serves as a medium to enhance specific digital literacy skills, and Digital Literacy emerges as the overarching goal, encompassing the collective impact of diverse learning experiences and narrative-driven engagements in the digital realm.This interconnectedness highlights the need for a holistic approach to education that embraces diverse opportunities and innovative methods engagement in the digital landscape(Greene et al., 2018).At its core, Digital Literacy encompasses a range of abilities essential for navigating, evaluating, and creating content in digital environments(List, 2019).The relationship between Digital Storytelling and Digital Literacy is profound as Digital Storytelling becomes a conduit through which individuals actively develop and apply these digital competencies.Wu & Chen (2020) assert that Digital Storytelling contributes to Information Literacy by prompting individuals to evaluate and select relevant information to construct a compelling narrative.It enhances Media Literacy as individuals engage with various multimedia elements, deciphering the visual and auditory components of digital stories.Furthermore, Digital Storytelling fosters Digital Communication skills by encouraging individuals to express themselves effectively through digital mediums, emphasizing the importance of clear and impactful communication in the digital realm (PM Ribeiro, 2016).Crucially, Digital Storytelling supports the responsible use of technology by promoting ethical considerations and digital citizenship(Pandian et al., 2020).As individuals craft and share digital narratives, they navigate issues related to privacy, copyright, and the ethical implications of digital content creation.This process cultivates a heightened awareness of the responsible and ethical use of technology, integral components of Digital Literacy(Nedungadi et al., 2018).In summary, Digital Storytelling and Digital Literacy share a symbiotic relationship, with Digital Storytelling serving as a dynamic platform for the practical application and development of the diverse skills encapsulated within the broader scope of Digital Literacy (LuciPangrazio et al., 2020).Through the creation and consumption of digital narratives, individuals not only enhance their technical proficiency but also cultivate a deeper understanding of the ethical, communicative, and critical dimensions inherent in digital literacy (Luci Pangrazio & Selwyn, 2019).Expanding on the insights gleaned from the current corpus of literature, we present the following hypotheses: H5: Digital Storytelling impacts on Digital Literacy Digital Storytelling as Mediator Digital Storytelling as a mediator refers to its role in facilitating and influencing the relationship between two variables or constructs.

Table 1 .
Variable Instrument  DIG1=Analysis of the incorporation of multimedia elements, such as images, audio, and video, in digital storytelling practices ISSN:

2581-8341 Volume 06 Issue 11 November 2023 DOI: 10.47191/ijcsrr/V6-i11-27, Impact Factor: 6.789 IJCSRR @ 2023 7237
DIG2=Assessment of the coherence and structure of digital narratives, including the clarity and engagement of the storytelling process  DIG3=Measurement of the extent to which digital storytelling encourages interactive engagement and participation among learners Digital Literacy  LIT1=Measurement of the ability to locate, evaluate, and use digital information effectively and responsibly  LIT2=Assessment of the understanding and critical analysis of media content, including digital storytelling elements, within the digital landscape  LIT3=Evaluation of effective communication in digital platforms, encompassing written, visual, and interactive communication * Corresponding Author: Asmayawati Volume 06 Issue 11 November 2023 Available at: www.ijcsrr.orgPage No. 7233-7242 

Table 2
Alpha coefficient for Digital Literacy is 0.914, exceeding the acceptable threshold.The CR value of 0.946 and AVE value of 0.854 support the construct's reliability and convergent validity, indicating its efficacy in measuring digital literacy levels.In summary, the analysis highlights the strong psychometric properties of the measurement constructs, emphasizing their reliability and validity in capturing the intended concepts of Diversity of Learning Opportunities, Learning Innovation, Digital Storytelling, and Digital Literacy within the research context.
).In assessing Diversity of Learning Opportunities (DLO), the items DLO1, DLO2, and DLO3 demonstrate robust outer loadings of 0.954, 0.969, and 0.934, respectively.The high outer loadings indicate a strong association between the items and their respective constructs.The Cronbach's Alpha coefficient for Diversity of Learning Opportunities is 0.948, surpassing the recommended threshold of 0.7, suggesting excellent internal consistency.Additionally, the Composite Reliability (CR) value of 0.967 and Average Variance Extracted (AVE) value of 0.906 further affirm the construct's reliability and convergent validity.Moving to the Learning Innovation construct, the items LINN1, LINN2, and LINN3 exhibit substantial outer loadings of 0.920, 0.919, and 0.955, respectively.The Cronbach's Alpha coefficient for Learning Innovation is 0.924, indicating high internal consistency.The CR value of 0.951 and AVE value of 0.867 underscore the construct's reliability and convergent validity, supporting its robustness in measuring the intended concept.For Digital Storytelling, the items DIG1, DIG2, and DIG3 display strong outer loadings of 0.944, 0.957, and 0.924, respectively.The Cronbach's Alpha coefficient for Digital Storytelling is 0.936, surpassing the recommended threshold, indicating excellent internal consistency.The CR value of 0.959 and AVE value of 0.887 reinforce the construct's reliability and convergent validity, affirming its suitability for assessing digital storytelling practices.Lastly, the Digital Literacy construct, represented by items LIT1, LIT2, and LIT3, demonstrates substantial outer loadings of 0.920, 0.896, and 0.955, respectively.The Cronbach's ISSN:

Table 3 .
Path Analysis