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Jorosi, B. N., and G. G. Isaac. "Teaching Information Literacy Skills in Community Junior Secondary Schools in Gaborone, Botswana." Information Development 24, no. 2 (May 2008): 123–34. http://dx.doi.org/10.1177/0266666908091126.
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Majid, Shaheen, Schubert Foo, and Yun Ke Chang. "Appraising information literacy skills of students in Singapore." Aslib Journal of Information Management 72, no. 3 (May 18, 2020): 379–94. http://dx.doi.org/10.1108/ajim-01-2020-0006.
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PurposeTo investigate information literacy (IL) skills of secondary students in Singapore after integration of these skills into school curriculum. The study also explored cyber wellness skills of the students.Design/methodology/approachA survey questionnaire was used to collect data from 14 secondary schools, located in different geographical zones of the country. A total of 3,306 secondary students participated in this survey. A scoring scheme was devised to assess IL skills of the students.FindingsThe students achieved an overall mean score of 52.6%, which is considered as a “middle” level of IL competency. The students obtained high mean scores for two IL skills: “defining information task and analysing information gaps” (60.5%) and cyber wellness (60.1%). Lowest scores were achieved for two IL skills: “selecting information sources” (47.4%) and “appraising the information process and product” (48.0%).Research limitations/implicationsThis study has not investigated IL knowledge of teachers, responsible for teaching IL components. Similarly, content analysis of school textbooks, integrating IL skills, could be useful.Practical implicationsIt appeared that integration of IL skills into school curriculum showed limited success in imparting these skills. This paper suggests measures for improving the integration of IL skills into school curriculum. Findings of this survey will be useful to curriculum planners, education administrators, instructors teaching IL skills and school librarians.Originality/valueThis study was unique as, in addition to standard IL skills, it also investigated cyber wellness skills. It was desirable as now social media have become a popular source for information seeking and sharing.
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Yeung, Alice H. W., Connie B. L. Chu, Samuel Kai-Wah Chu, and Charmaine K. W. Fung. "Exploring junior secondary students’ plagiarism behavior." Journal of Librarianship and Information Science 50, no. 4 (September 1, 2016): 361–73. http://dx.doi.org/10.1177/0961000616666625.
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Inquiry project-based learning is a contemporary focus area in curriculum development around the world. This new learning approach requires students to locate appropriate information from various sources in order to satisfy their information needs under strict anti-plagiarism requirements. However, technological advancement inadvertently allows convenient plagiarism opportunities. Students must learn how to enhance their academic integrity and not to copy information directly from readily available sources like the Internet. This study investigated junior secondary students’ standard of academic integrity. Data was collected through information literacy tests, plagiarism checks on student group projects and structured interviews. Poor information literacy and language abilities were found to be potential factors behind poor academic practice, and academic integrity teaching proved to be largely effective. Therefore, related teaching should be further included in the school curriculum starting at the junior secondary level. Including a statement of academic honesty as part of school policy could also heighten students’ awareness of academic integrity and bring about plagiarism-free learning to actualize genuine education.
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Pang, Lu. "Teaching Mode of Library Information Literacy Course Based on Hierarchical Embedded Service." International Journal of Emerging Technologies in Learning (iJET) 15, no. 10 (June 1, 2020): 27. http://dx.doi.org/10.3991/ijet.v15i10.13995.
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With the development of computer technology and network processing technology, information literacy competency has become an essential ability for contemporary college students. The traditional teaching mode of information literacy takes the form of library literature retrieval. The teaching content is relatively boring and dull, and the teaching form is backward, which makes many students lack interest in learning and produces an adverse effect on students’ improvement of information literacy required by their professional study. For this reason, in this paper, “hierarchical embedded service mode” was applied in the learning of information literacy course and an embedded information literacy teaching network composed of three elements, that is, teachers, learners and librarians, was built. After that, targeted information literacy teaching methods were designed from the perspectives of program, object, teaching content, teaching methods and teaching staff. On this basis, a teaching feedback mechanism for information literacy course with entrepreneurship and innovation as the goals was set up, which included 5 primary categories, course content, teaching design, interface design, media technology, and course management, and 25 secondary categories. It was found in a teaching experiment that the students have been greatly improved in terms of autonomous learning ability, learning interest, classroom activity and reading ability.
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Kaļva-Miņina, Inga, and Sandra Murinska. "THE IMPORTANCE OF MEDIA LITERACY AND TEACHING METHODS IN SECONDARY SCHOOLS OF LATGALE." Education Reform: Education Content Research and Implementation Problems 2 (December 31, 2019): 50. http://dx.doi.org/10.17770/er2019.2.4375.
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The article analyzes how students and teachers value media literacy and its activities, and which are the most appropriate methods and study subjects for implementing media literacy in schools. Based on the results of a survey of secondary school students and teachers, the role of media literacy in education is evaluated and solutions for media literacy activities introduced in schools are provided.The results of the survey show that students and teachers seem to be interested in the topic of media literacy, and although there is enough information, there are certain topics on which they would like to talk / learn more. Respondents also emphasize the essential role of practical activities in mastering the topic of media literacy.
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Chang, Yun-ke, Xue Zhang, Intan Azura Mokhtar, Schubert Foo, Shaheen Majid, Brendan Luyt, and Yin-leng Theng. "Assessing students’ information literacy skills in two secondary schools in Singapore." Journal of Information Literacy 6, no. 2 (November 17, 2012): 19. http://dx.doi.org/10.11645/6.2.1694.
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Appropriately measuring information literacy skills is essential to understand their educational impact as well as exploring pedagogies to improve teaching of these skills. This paper reports findings of a baseline study to understand the information literacy level of secondary school students in Singapore. A comprehensive instrument encompassing a new dimension of ethical usage of information as well as major IL principles and guidelines was developed for data collection. A total of 298 responses were gathered through the online survey. The findings indicate that overall there was a scope to improve students’ IL skills. That stated, higher order IL skills (such as information use, synthesis, and evaluation) demand more attention, as comparatively lower levels of proficiency were observed in this study.
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Thammasaeng, Patcharapon, Phadungchai Pupat, and Sawat Phetchaboon. "Needs Assessment of Information and Communication Technology Literacy (ICT Literacy) of Students in Secondary Educational Service Area." International Journal of Emerging Technologies in Learning (iJET) 11, no. 12 (December 8, 2016): 9. http://dx.doi.org/10.3991/ijet.v11i12.5798.
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The objectives of this research were (1) to study authentic situations of Information Communication Technology literacy of students in secondary educational service area (2) to compare situations of ICT literacy of students in secondary educational service area, divided in each levels (3) to examine need assessment of ICT literacy of students in secondary educational service area (4) to prioritise needs assessment of ICT literacy of students in secondary educational service area. The sample consisted of 340 ICT teachers, teaching in Grade 7 to 9 from schools in secondary educational service area in 2015. The sampling group was drawn from 2,343 ICT teachers by using multi-stage sampling technique. Data were collected by using questionnaire, in order to collect data of expected and authentic situations of students understanding about ICT. The questionnaires include 76 questions from 7 components in which the questionnaires were approved content validity from experts at level of 0.98 and 0.99, respectively. The statistics were used to analyse the data as follows: mean (M), standard deviation (SD), one-way ANOVA, Matrix analysis, priority needs index modified (PNI modified). The study revealed that (1) authentic situation of ICT literacy of students in secondary educational service area was found at “Moderate” level (2) authentic situation of ICT literacy of students in secondary educational service area, divided in levels was found “No different” (3) authentic situation of need assessment in 7 aspects (Define, Access, Manage, Evaluate, Integrate, Create and Communicate) fell in the third quadrant, in which means “Need to be improved” (4) prioritise need assessment from the most necessary to the least was found as follows: Manage, Evaluate, Create, Define, Access, Integrate and Communicate, respectively.
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Smith, Lauren N. "School libraries, political information and information literacy provision: findings from a Scottish study." Journal of Information Literacy 10, no. 2 (December 1, 2016): 3. http://dx.doi.org/10.11645/10.2.2097.
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This paper presents the findings of research which explored Scottish school libraries’ information provision and information literacy (IL) support in the run-up to two major political events: the 2014 Scottish Independence Referendum (SIR) and the 2015 General UK Parliamentary Election (GE). To do this, the project identified, through an online survey, what political information seeking secondary school students engaged in through school libraries, what information provision and IL support was available to students relating to political issues and events, and what barriers school libraries faced in providing these aspects of political education. It also identified what information seeking students engaged in, what levels of information provision and IL support relating to politics are provided by school libraries, and to explore the perceptions and experiences of library staff relating to work in this area. Analysis of the results indicates that there are mixed levels of provision across school libraries in Scotland and that this variation may be influenced by inconsistent policies from local councils and individual schools themselves, as well as variations in the experience and views of library staff. Key activities to support young people’s political education are identified, and several reasons library staff do not engage in political work are discussed. The findings are linked to previous research, with a discussion of the need to encourage and support school library staff to contribute to the political education of students alongside teaching staff. Several recommendations for schools and library staff are made, relating to a consideration of the role of school libraries, how they can provide relevant political information, the importance of clear policies around political information provision and the support required for school library workers.
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Yu, Halida, A. Abrizah, Rafedzi E.R.K, and Siti Nurul Maryam Abdullah. "Reinforcing information literacy development through a subject-focused resource-based project." Journal of Librarianship and Information Science 50, no. 4 (September 15, 2016): 386–98. http://dx.doi.org/10.1177/0961000616667799.
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This paper discusses the findings of research investigating the implementation of a resource-based school history project in Malaysian secondary schools. It seeks to understand how the project contributes towards students’ information literacy development. The study took place in selected secondary schools in Kuala Lumpur, Malaysia. A total of 23 students and 5 teachers from four schools participated in the study, employing (a) student focus group interviews, (b) teacher individual interviews, (c) observation, and (d) document analysis as the data collection techniques. In general, although the history project is considered a “research” project by teachers and students, it is found to be a cursory information-gathering and information-compilation type of assignment, which is fully guided by the project guidelines or instructions. While teachers employ a mixture of teaching approaches in the project instruction, the efforts are concentrated on subject matter-related issues such as subject content and project instructions fulfillment. The larger learning experience such as information literacy and learning skills development, as well as research and report writing enhancement, appear to be overlooked in the instructions. The findings also show that (a) information literacy is loosely defined, (b) the “information gathering and information compilation” of the project task is of a superficial nature, and (c) inadequate guidance from teachers has resulted in low information literacy development among students. This study highlights the critical need to address information literacy in the education system, design resource-based assignments with a clear information literacy focus, and the importance of support from teachers for successful development. It provides a foundation for further research on the development of information literacy-focused resource-based school project assignments.
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Glaze, Amanda. "Teaching and Learning Science in the 21st Century: Challenging Critical Assumptions in Post-Secondary Science." Education Sciences 8, no. 1 (January 12, 2018): 12. http://dx.doi.org/10.3390/educsci8010012.
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It is widely agreed upon that the goal of science education is building a scientifically literate society. Although there are a range of definitions for science literacy, most involve an ability to problem solve, make evidence-based decisions, and evaluate information in a manner that is logical. Unfortunately, science literacy appears to be an area where we struggle across levels of study, including with students who are majoring in the sciences in university settings. One reason for this problem is that we have opted to continue to approach teaching science in a way that fails to consider the critical assumptions that faculties in the sciences bring into the classroom. These assumptions include expectations of what students should know before entering given courses, whose responsibility it is to ensure that students entering courses understand basic scientific concepts, the roles of researchers and teachers, and approaches to teaching at the university level. Acknowledging these assumptions and the potential for action to shift our teaching and thinking about post-secondary education represents a transformative area in science literacy and preparation for the future of science as a field.
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Sundin, Olof, and Hanna Carlsson. "Outsourcing trust to the information infrastructure in schools." Journal of Documentation 72, no. 6 (October 10, 2016): 990–1007. http://dx.doi.org/10.1108/jd-12-2015-0148.
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Purpose This paper investigates the experiences of school teachers of supporting pupils and their apprehensions of how pupils search and assess information when search engines have become a technology of literacy in schools. By situating technologies of literacy as sociomaterial the purpose of this paper is to analyse and discuss these experiences and understandings in order to challenge dominant views of search in information literacy research. Design/methodology/approach Six focus group interviews with in total 39 teachers working at four different elementary and secondary schools were conducted in the autumn of 2014. Analysis was done using a sociomaterial perspective, which provides tools for understanding how pupils and teachers interact with and are demanded to translate their interest to technologies of literacy, in this case search engines, such as Google. Findings The teachers expressed difficulties of conceptualizing search as something they could teach. When they did, search was most often identified as a practical skill. A critical perspective on search, recognizing the role of Google as a dominant part of the information infrastructure and a co-constructor of what there is to know was largely lacking. As a consequence of this neglected responsibility of teaching search, critical assessment of online information was conflated with Google’s relevance ranking. Originality/value The study develops a critical understanding of the role of searching and search engines as technologies of literacy in relation to critical assessment in schools. This is of value for information literacy training.
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Mogobe, Keitshokile Dintle, Sheila Shaibu, Ellah Matshediso, Motshedisi Sabone, Esther Ntsayagae, Patrice K. Nicholas, Carmen J. Portillo, et al. "Language and Culture in Health Literacy for People Living with HIV: Perspectives of Health Care Providers and Professional Care Team Members." AIDS Research and Treatment 2016 (2016): 1–10. http://dx.doi.org/10.1155/2016/5015707.
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Low health literacy has been linked to inadequate engagement in care and may serve as a contributor to poor health outcomes among people living with HIV and AIDS. The purpose of this paper was to examine the perspectives of health care providers and professional care team members regarding health literacy in HIV disease. A secondary data analysis was conducted from a qualitative study aimed at understanding factors that help an HIV positive person to manage their HIV disease. Data were collected from sites in Botswana, the US, and Puerto Rico. In the parent study, data were collected through focus group discussions with 135 people living with HIV, 32 HIV health care providers (HCPs), and 39 HIV professional care team members (PCTMs). SPSS was used to analyze quantitative data while ATLAS.ti was used to analyze qualitative data. The findings from analyses of the perspectives of HCPs/PCTMs suggested that linguistic and cultural factors were important themes in the exchange of HIV information between health care providers and PLHIV. These themes included ineffective communication, health seeking behavior, cultural facilitators, and complementary and alternative/traditional healing methods. Thus, this study suggests that language and culture have a major role in health literacy for PLHIV.
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Baliyan, Som Pal, Pritika Singh Baliyan, and Sello Mokoena. "Occupational Stress among Teachers in Private Senior Secondary Schools in Botswana: Causes and Consequences." International Journal of Education 10, no. 2 (June 10, 2018): 32. http://dx.doi.org/10.5296/ije.v10i2.13085.
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Observing the importance of stress among employees, this study was conducted to investigate the causes and effects of stress among private secondary school teachers in Botswana. The specific objectives were to identify the causes of work related stress, to find out the effect of work related stress on performance, to explore and suggest ways of preventing work related stress among teachers. The findings of the study should guide the stakeholders especially policy makers towards reducing the stress in teachers. The study was conducted in two phases; pilot phase and final phase. In pilot phase, sampled teachers were interviewed to collect basic information on teachers stress helped in construction of data collection instrument. In the final phase, data was collected through a survey of 90 stratified random sampled teachers using a validated and reliable questionnaire. The data analysis was done through the descriptive statistics whereby mean and standard deviations were calculated. The school policies contradicting with working environment, too much work load (teaching and extra duties) and pupils indiscipline in class were identified the three most important causes of stress among teachers whereas; low morale and motivation, increase in job dissatisfaction and conflict at work place were the three important effects of stress. Effective planning and implementation, prioritizing work and ignoring the stressor environment were identified the three major ways to reduce stress. It was recommended that possible attempts should be made to reduce workload of teachers. Strategies should be devised and implemented to reduce indiscipline among students. Teachers should focus on proper planning and implantation of their work based on priority.
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Chowdhury, Tapashi Binte Mahmud, and Mohammad Nure Alam Siddique. "An Explorative Study on the Null Secondary Science Curriculum in Bangladesh." Science Education International 28, no. 2 (June 28, 2017): 147–55. http://dx.doi.org/10.33828/sei.v28.i2.8.
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The aim of this study was to identify the content of secondary Science curriculum excluded in teaching and learning activities, the reasons behind the omission and its impact on students' learning in the context of Bangladesh. This study used qualitative methodology. Eight teachers were selected and interviewed to investigate what they excluded from their teaching and what the reasons behind the exclusion were. Data were collected from participating teachers' students using a focus group discussion. Data collected from students and teachers were analyzed first. Then purposefully selected curriculum developers, textbook authors and teacher educators were interviewed to understand the impact of the null curriculum on students' learning. Analysis of data revealed that all the participant teachers excluded a chapter in grades IX-X General Science textbook. This chapter included information about reproductive organs, physical and psychological changes during puberty, pregnancy, evolution and related topics. Teachers argued that the topics were uncomfortable for them to teach, contradicted with religion, and students might misinterpret and practice unethical relationships if these topics were taught. However, the curriculum developers and the textbook authors asserted that including these topics would solve problems like adolescent mistakes, child rape, child pregnancy and distorted fantasies. This study concluded that excluding the chapter on adolescence, sexual and reproductive health and evolution obstructs achievement of students' scientific literacy.
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Begum, Farhath Unissa, and Mohd Hilmi Bin Hamzah. "The Relationship Between Self-Efficacy on Teaching Reading Comprehension Skills among Secondary Schools Teachers in Telangana State, India." JEES (Journal of English Educators Society) 3, no. 2 (October 16, 2018): 197. http://dx.doi.org/10.21070/jees.v3i2.1280.
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Over the years, the quality and effectiveness of teaching have been the priority of the Indian government in improving the education sector, particularly the teaching reading comprehension skill among teachers. This paper investigates the relationship between self-efficacy on teaching reading comprehension skills among secondary school teachers in Telangana State, India. The study is a quantitative research of the survey type. The total of 2019 teachers of government owned secondary schools constituted the population, simple random sampling technique was used to select 192 teaching English language across all secondary schools in the state. Two sets of questionnaire title Teacher self-efficacy Scale (TSES) and Teaching Reading Comprehension Skills which was adapted from Progress International Literacy Study (PIRLS) were used to seek information from English teachers. Pearson product moment correlation statistics was used to analysis the data and the results of the findings revealed that there is a statistically significant relationship between self-efficacy and teaching reading comprehension skill among secondary school teachers in Telangana State India. Therefore, this study recommends that the school management should implement a policy that will increase teacher efficacy to improve students reading comprehension and to design more effective reading course and activities in the classroom.
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Dewi, Citra Ayu, Pahriah Pahriah, and Ary Purmadi. "The Urgency of Digital Literacy for Generation Z Students in Chemistry Learning." International Journal of Emerging Technologies in Learning (iJET) 16, no. 11 (June 4, 2021): 88. http://dx.doi.org/10.3991/ijet.v16i11.19871.
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Chemistry learning is faced with problems that emphasize students' difficulty in learning the basic chemistry concepts to become increasingly difficult and less meaningful. Digital literacy can understand chemistry concepts and develop critical thinking skills because digital literacy emphasizes reading, writing, understanding, evaluating, communicating, and using the information in different formats. This research aims to determine the role and urgency of digital literacy for generation Z students in chemistry learning. This research is descriptive qualitative research. The research subjects were chemistry education students of FSTT of Universitas Pendidikan Mandalika. In this study, there were two types of data; primary and secondary data. The primary data was collected through direct observation and interviews. Secondary data was collected through the literature review. The results showed that digital literacy is needed in chemistry learning by focusing on the needs of Generation Z students in accessing the internet as a medium to promises ease of community connectivity, starting from how to communicate, collaborate, be creative, solve problems, make decisions, and consume information. In chemistry learning, digital technology can help improve chemistry teaching quality in technical, cognitive, and social aspects. Also, digital technology has become necessary in chemistry learning because it can help students learn better with various ICT-enabled features that can motivate understanding of chemistry concepts and reduce cognitive memory load when studying ICT-based chemistry. Thus, digital literacy is urgent for Generation Z students in chemistry learning.
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Storie, Dale, and Sandy Campbell. "Determining the information literacy needs of a medical and dental faculty." Journal of the Canadian Health Libraries Association / Journal de l'Association des bibliothèques de la santé du Canada 33, no. 2 (July 21, 2014): 48. http://dx.doi.org/10.5596/c2012-011.
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Introduction: The Faculty of Medicine and Dentistry at the University of Alberta is large and diverse. Liaison librarians at the Health Sciences Library decided in late 2009 to undertake a system-wide evaluation of the information literacy (IL) instruction being delivered to the Faculty. The goals of the evaluation were to identify current strengths and gaps in instruction, to realign teaching priorities, and to inform the development of effective asynchronous Web-based delivery mechanisms, such as interactive tutorials, to support the Faculty's move to electronic course delivery. Methods: The main data collection method was a survey of different user groups in the Faculty, including undergraduate and graduate students, residents, and faculty. Secondary data included a literature review, consultation with key collaborators and analyzing program documents. Results: All undergraduate medical students receive IL instruction. Fewer than a third of graduate students, only half of residents, and a small fraction of faculty, receive instruction. The current curriculum needs to be revised to be less repetitive. Most respondents wanted to receive training on advanced database searching, and preferred in-person instruction sessions. Web-based tutorials were the next most popular mode of delivery. Discussion: This study is one of the few medical information literacy surveys that used a broad, strategic approach to surveying all user groups at a medical school. These data provide a baseline overview of existing instruction across user groups, determine potential need for IL instruction, provide direction for what should be taught, and identify preferred methods for delivery of a comprehensive training program centered on Faculty needs.
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Antybura, Yuliia. "Mediacontent in History Lessons in Ukrainian Secondary Schools: Perspectives and Risks of Use." Ukrainian Journal of Educational Studies and Information Technology 5, no. 4 (December 29, 2017): 78–88. http://dx.doi.org/10.32919/uesit.2017.04.07.
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The article contains the analysis of educational and upbringing opportunities of modern Media Content on the History lessons. It is noted that in modern information society the school is no longer the only source of information for pupils. Therefore, on the basis of this understanding, development of pupils’ media literacy is the main task for the teachers. According to the new version of «A History Education Curriculum» for grades 5-11 of general education schools, the main purpose of History teaching is growth of a pupil as a person, who can oriented in the surrounding information environment freely. Media education serves that purpose. The issue of media education and information – communicative technologies is considered in the works of modern Ukrainian scientists. The pages of periodicals cover the potential of using multimedia, multimedia presentations, virtual learning, network technologies, the Internet resources, educational opportunities of video hosting on the History lessons in general education schools. The number of publications with specific recommendations for the use of modern media content on the History lessons is not enough. This determines the relevance of the study. The author presents the number of definitions of the basic concepts on the indicated problems, such as «information society», «mass communication», «information-digital competence», «media content», «media literacy», «media education». The main functions of media education are dwelt upon. These are: to prepare a new generation for living in modern information environment; to perceive various information; to teach a person to resist the psychological pressure; to communicate on the basis of verbal and non-verbal forms of communication through technical means. The author presents the parts of the lessons of the subject «The History of Ukraine» and «The World History» with the use of modern media content. It is advisable to use media content at the stage of perception and comprehension of educational material with obligatory reflection. The author is considers the expediency of using information and communication technologies in the curriculum of general education schools of Ukraine, the consistency of such use with state sanitary norms and rules for general educational institutions. Problems and risks associated with the uncontrolled flow of versatile information and the impact of information and communication technologies on the physical and mental health of children are singled out. In particular, there is a general decline in the level of culture and moral qualities, the memory and attention of students are worsened. The author raises the issue of the necessity of development of an information culture. Modern children should be able to resist media manipulations. The formation of media literacy and the development of critical thinking is the primary task of the modern school.
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Laxman, Kumar. "The Effectiveness of Electronic Information Search Practices of Secondary School Students in a Singapore Science Education Context." International Journal of Online Pedagogy and Course Design 2, no. 3 (July 2012): 67–84. http://dx.doi.org/10.4018/ijopcd.2012070105.
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The Internet is a complex repository containing a huge maze of information from a variety of sources. It has become a common fixture in school nowadays. Whether to use technologies such as the Internet to advance teaching in schools is not the issue since technology is already pervasively in use. Rather it is how to effectively capitalize upon technology and harness fully the new opportunities created for learning with the Internet to facilitate greater learning gains. Though in Singapore, Internet access is easily available and prevalent, be it in schools or at homes, this cannot be assumed to mean that effective use of the learning affordances of the Internet is being accomplished. This study attempted to investigate the Internet information search literacy skills of secondary school students in Singapore. The general information search techniques and strategies that were adopted by students during their information seeking interactions with the Internet were examined. It was found that students generally lacked robust Internet information searching skills and require instructional mediation in enhancing these critical skills essential for the electronic information-rich age that is now prevalent.
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Boronenko, Т. A., and V. S. Fedotova. "SCHOOL COURSE OF INFORMATICS IN THE ERA OF DIGITAL TRANSFORMATIONS: THE PRIORITY DIRECTION IS THE DEVELOPMENT OF DIGITAL LITERACY." Informatics in school, no. 4 (June 26, 2021): 3–15. http://dx.doi.org/10.32517/2221-1993-2021-20-4-3-15.
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The purpose of the article is to identify possible directions for the development of the content of the school informatics course in the era of digital transformations for the formation of digital literacy of students. The study is based on the results of the analysis of approximate basic educational programs of secondary general education in the aspect of the planned personal, metasubject and subject learning outcomes, including in the study of informatics, a review of the content of school textbooks on informatics, scientific developments in the field of teaching informatics by domestic and foreign authors, generalization existing pedagogical experience in teaching informatics in different countries. The authors define digital literacy as an interdisciplinary educational result and substantiate the leading role of informatics in its development. The authors indicate the directions for the development of informatics in schools in various areas of digital literacy (hardware and software fundamentals, information literacy, digital content creation, security, problem solving, career competencies). The authors talk about a new section of school informatics, "Fundamentals of digital literacy and cybersecurity". which consistently and systematically demonstrates to students the changes caused by digital innovation. The authors indicate the possible content of this section. This is a new, valuable and practically significant material for domestic and foreign school education. A detailed description of digital reality in a school informatics course allows us to model the development of students' digital literacy and establish criteria and indicators for its assessment in various situations: from motivation to mastering digital literacy, acquiring digital skills with a general way of performing educational actions and on the subject content of a school informatics course to meaningful and the systematic practical use of digital skills.
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Jain, Priti. "Delivery of library and information science curriculum." Library Review 66, no. 6/7 (September 5, 2017): 482–504. http://dx.doi.org/10.1108/lr-12-2016-0109.
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Purpose Advancement in Information and communication technologies (ICTs) has revolutionised Library and Information Science (LIS) education and libraries. Both theory and practice have been transformed completely. LIS education programmes have become highly competitive and must be market-driven and technology-oriented. At the same time, academic libraries have been transformed and have become dynamic. Fostering a close collaboration between LIS educators and practitioners can multiply their strength and abilities by sharing educational resources and theoretical and practical knowledge. This paper aims to present the findings of a study carried out to investigate the current status of collaboration among LIS educators and library practitioners at the University of Botswana. Design/methodology/approach Data were collected using self-administered structured questionnaires from both LIS educators at the Department of Library and Information Studies (DLIS) and practicing librarians working at the University of Botswana Library (UBL). To follow-up some of the issues, an interview was carried out with a subject librarian and a focus group discussion method was used to discuss some of the challenges from the findings. Findings The major collaborative activities from the DLIS staff were identified as the following: creating awareness of library resources and promoting library usage among students, facilitating library material selection and inviting librarians as guest lecturers to teach in the classroom. The main collaborative activities from practicing librarians were found to be the following: delivering information literacy instruction, providing professional/practical experience to students and information sharing with the DLIS teaching staff. The major challenges were identified as the following: different cultures of educators and librarians, lack of need to collaborate and lack of formal policy at the department and the university level. Research limitations/implications The UBL has 51 library staff members. All the librarians were not included in this research study, only senior librarians and library management were involved in the study. No theoretical framework was used to carry out the study. The questionnaire was designed based on the general literature in the field of professional collaboration among faculty and educators in the information profession. The follow-up interview and focus group discussion were conducted to address the collaborative activities and challenges that were acknowledged by at least 50 per cent of the participants. Issues with less than 50 per cent responses were considered insignificant to follow-up. Follow-up interview was conducted only with one subject librarian. As all subject librarians have the same job profile and undertake the similar activities, it was assumed that one subject librarian can represent others. Originality/value This research paper contributes to the body of literature. It may be useful for other LIS schools and libraries that work in similar environments, and it also opens up avenues for further research on this topical issue.
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Manoharan, C., and S. Birundha. "Attitude of Higher Secondary Students to Flipped Classroom." Shanlax International Journal of Education 8, no. 1 (December 1, 2019): 43–47. http://dx.doi.org/10.34293/education.v8i1.1252.
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Educational Technology is an applied study which aims at maximizing learning by making use of the scientific and technological method and concepts developed in other social service. “Educational technology is the application of scientific knowledge about learning and conditions learning to improve the effectiveness and efficiency of teaching and learning.”Four Pillars of Flipped Learning Flipped Learning Consists Of Four Pillars: Flexible Environment, learning the culture, intentional content, and Professional educators. Flipped Learning F-L-I-PFlexible Environment Learning Culture Intentional Content Professional Educators. Flipping a classroom is one of the recent methods which requires teachers’ recording the lesson and students’ watching the recordings before coming to the classroom to spend the class time with the activities. As teachers do not deliver the lecture in the class, more time can be allocated to active learning activities. The flipped classroom is “a teaching method that delivers lecture content to students at home through electronic means and uses class time for practical application activities, may be useful for information literacy instruction.” That means that there is much more use of technology for Flipped Learning. The objectives of the study were: to study the effectiveness of Flipped classroom instruction upon the teaching of Chemistry at the Higher secondary level. Findings: The means of pre-test scores and post-test scores of experimental groups differ significantly (0.01 level) with the post-test mean being higher than the pretest mean. The implication of that is that the level of acquiring of the basic skills in Chemistry has not increased due to the traditional method in the Control group and the Flipped classroomInstructional Method in Experimental group. The post-test scores of the control and experimental group differ significantly. The means score of the experimental group is greater than of the control group.
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Gómez-Trigueros, Isabel María, Mónica Ruiz-Bañuls, and Delfín Ortega-Sánchez. "Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies)." Education Sciences 9, no. 4 (November 14, 2019): 274. http://dx.doi.org/10.3390/educsci9040274.
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This study is based on the need to work on the digital literacy of our Infant Education degree, Primary Education degree and Master in Secondary Education students so that, as future teachers, they are able to make the necessary transition from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies) Through a mixed methodology, knowledge and perceptions of basic technological concepts and tools of our trainee teachers are identified. The instrument used has been a Likert scale questionnaire, adapted and validated by experts from the participating universities. Its internal consistency demonstrates its worth and functionality for the proposed analysis (α = 0.958). The first results show a clear lack of knowledge of certain technological concepts essential for their future teaching work and, in turn, show significant differences regarding the knowledge of ICTs according to the age of the participants.
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Dorji, Tshewang. "Content Analysis of Entrepreneurship Education in Primary and Secondary School Textbooks." Research in Educational Policy and Management 3, no. 1 (May 27, 2021): 42–59. http://dx.doi.org/10.46303/repam.2021.3.
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Textbooks are the main source of teaching-learning materials used in primary and secondary schools. This study was carried out in Bhutan to examine if the existing textbooks in primary and secondary schools contain sufficient knowledge and skills in entrepreneurship education. This descriptive study collected 96 textbooks used by students and teachers in classes Pre-Primary (PP) to XII. The reviewers identified descriptions about entrepreneurship if any in the content and the pedagogical aspects. The content included the meaning of entrepreneurship, characteristics, student activity and images on entrepreneurship. The study revealed that entrepreneurship education is not thoroughly integrated into primary and secondary school textbooks. Three (3.1%) out of 96 textbooks contained descriptions about entrepreneurship. The study, therefore, recommends existing textbook contents and images on entrepreneurship education to be improved and experiential learning opportunities be included. Ministry of Education and the Royal Education Council needs to review and revise classes PP-XII existing school textbooks at various levels. Integrate entrepreneurship education-related topics in the existing textbooks of primary and secondary schools based on the current labour market needs. However, Media Information Literacy, Environmental Science, and Agriculture for Food Security textbooks were not analyzed since many schools did not offer these elective subjects due to no or poor ability rating for higher education admission in Bhutan.
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Booth, Char, M. Sara Lowe, Natalie Tagge, and Sean M. Stone. "Degrees of Impact: Analyzing the Effects of Progressive Librarian Course Collaborations on Student Performance." College & Research Libraries 76, no. 5 (July 1, 2015): 623–51. http://dx.doi.org/10.5860/crl.76.5.623.
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The Claremont Colleges Library conducted direct rubric assessment of Pitzer College First-Year Seminar research papers to analyze the impact of diverse levels of librarian course collaborations on information literacy (IL) performance in student writing. Findings indicate that progressive degrees of librarian engagement in IL-related course instruction and/or syllabus and assignment design had an increasingly positive impact on student performance. A secondary indirect analysis of librarian teaching evaluations and self-perceived learning gains by students and faculty showed no correlation to rubric IL scores, suggesting the importance of “authentic” assessment in determining actual learning outcomes. This mixed-methods study presents findings in each area and examines their implications for effective IL course collaborations.
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Lo, Patrick, and Dickson K. W. Chiu. "Enhanced and changing roles of school librarians under the digital age." New Library World 116, no. 11/12 (November 9, 2015): 696–710. http://dx.doi.org/10.1108/nlw-05-2015-0037.
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Purpose – The purpose of this paper is to explore the recent viewpoint of classroom teachers and school administration about the role of school librarians, which is lacking adequate studies. The current trend of fast-evolving information and communication technologies (ICT) and the emphasis on enquiry-based learning has increasing impacts on school curriculum and the required library support. Design/methodology/approach – This paper is based on a qualitative analysis of interviews on three practicing secondary school librarians in Hong Kong on three separate occasions to explore a different, richer type of data, in particular new requirements and issues that a questionnaire survey could provide. Findings – The new roles of the school librarians improving teaching and learning effectiveness under this environment include: being information literacy specialists, leading library improvement projects and providing classroom teaching collaboration and support. Originality/value – This is one of the very few qualitative studies reporting professional practices and changing roles amongst school librarians in Hong Kong. The results of this study are of practical interest to education policymakers, school administrators, practicing school librarians and educators with a vested interest capitalizing on the school library’s potentials to positively affect students’ achievements.
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Tanudjaya, Citra Putriarum, and Michiel Doorman. "EXAMINING HIGHER ORDER THINKING IN INDONESIAN LOWER SECONDARY MATHEMATICS CLASSROOMS." Journal on Mathematics Education 11, no. 2 (April 2, 2020): 277–300. http://dx.doi.org/10.22342/jme.11.2.11000.277-300.
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Indonesian students’ poor performance in the mathematics test of PISA 2015 prompted the decision by the Ministry of Education of Indonesia to pay more attention to the integration of higher-order thinking (HOT) in the curricula starting in 2018. This new regulation emphasizes the need to have a shared understanding of HOT in mathematics on many levels, such as curriculum, pedagogy, and assessment, and among students, teachers and policy makers. This study aims to examine HOT in Indonesian lower secondary mathematics classrooms by assessing students’ ability to demonstrate HOT skills through an open-ended mathematics problem, and by exploring teachers’ views of HOT skills through semi-structured interviews. It involved 372 ninth-grade students and six mathematics teachers from six lower secondary schools in Jakarta and Palembang. The findings show that most students could construct the mathematical model but experienced difficulty in transferring knowledge into new contexts, in applying creative thinking, and with information literacy skills. Besides, some of the teachers were familiar with the concept of HOT, but some viewed HOT as skills for talented students, or HOT problems having a high level of difficulty and long storylines. The knowledge of existing teaching strategies, familiarity with HOT problems, and colleague-support are needed to improve the development of HOT skills in the mathematics classroom.
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Desnenko, Svetlana, Tatyana Pakhomova, Svetlana Starostina, and Julia Tokareva. "Gamification in the formation of digital skills of future teachers." E3S Web of Conferences 273 (2021): 12118. http://dx.doi.org/10.1051/e3sconf/202127312118.
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Global digitalization requires changes in all spheres of human life, including education. Modern trends lead to the introduction of various innovative technologies into the educational process, including gamification, which provokes changes in approaches in order to train a new type of teacher. The stability of society and its future development largely depend on the quality of its preparation. In the context of the general digitalization of education, a future teacher must have certain digital skills that underlie digital literacy for successful professional activity. The purpose of this study is to describe an effective experience in the formation of digital skills by the classification of three groups and three levels when using the elements of gamification in teaching future teachers. In the work, general scientific methods were used: analysis of theoretical sources, collection of information, comparison, generalization, questionnaires, and the study of the products of educational activities of students. The study confirmed the effectiveness of the identified conditions for the successful formation of three groups of digital skills among students of educational institutions of higher and secondary vocational education, which showed an increase in their academic performance in the process of studying the disciplines under consideration and the level of their digital literacy.
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Szilvay, András, Orsolya Somogyi, Attiláné Meskó, Kata Szűcs-Polonkai, Romána Zelkó, and Balázs Hankó. "Establishment of a communication environment supporting low-health literacy in the Hungarian community pharmacies: the introduction of a methodological recommendation: a before–after study." BMJ Open 10, no. 12 (December 2020): e039603. http://dx.doi.org/10.1136/bmjopen-2020-039603.
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ObjectivesThe research aimed to support the effectiveness and necessity of the communication training and methodology introduced in the postgraduate pharmacy training and community pharmacy practice in Hungary.DesignTwo cross-sectional questionnaire surveys before and after the introduction of a methodological recommendation.Setting69 Hungarian community pharmacies.ParticipantsThe study included 333 pharmacists and pharmacy technicians from community pharmacies, 890 and 847 patients (over 18 who bought their prescribed medication) at the beginning and the end of the project, respectively.InterventionsA 3-day postgraduate health literacy-focused communication training followed by the ‘Train the trainer’ teaching method at pharmacies, then the introduction of the learnt methodology using uniform information materials and a communication checklist.Primary and secondary outcome measuresPrimary: total score of the staff and patient questionnaires and the change in score due to the intervention, total and for each question. Secondary: the differences between sexes, age groups, marital statuses, educational attainments and types of settlement.ResultsThe mean score of the preintervention patient group was 64.07% which increased to 72.72% by the end of the project (p<0.001). For staff, the mean score of the initial questionnaires was 74.47%, and that of the final questionnaires was 85.21% (p<0.001). According to both groups, professionals made the most progress in encouraging patients to ask questions.ConclusionsIt can be stated that the presented methodology can be used to develop the communication skills of a large number of professionals in a short time, using a small number of instructors, so it is worthwhile to introduce this methodology as part of compulsory postgraduate training.
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Adhikari, Janak, Anuradha Mathrani, and Chris Scogings. "Bring Your Own Devices classroom." Interactive Technology and Smart Education 13, no. 4 (November 21, 2016): 323–43. http://dx.doi.org/10.1108/itse-04-2016-0007.
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Purpose Over the past few years, technology-mediated learning has established itself as a valuable pathway towards learners’ academic and social development. However, within the adoption stages of information and communications technology-enabled education, further questions have been raised in terms of equity of information literacy and learning outcomes. For the past three years, the authors have been working with one of the earliest secondary schools in New Zealand to introduce a Bring Your Own Device (BYOD) policy. In this paper, the authors present the findings of a longitudinal investigation into the BYOD project, which offers new insights into the digital divide issues in the context of evolving teaching and learning practices across three levels, namely, digital access, digital capability and digital outcome. Design/methodology/approach This study is an empirically grounded longitudinal case research conducted over a three-year period in one secondary school in New Zealand. This research has included a number of methods, including surveys, interviews and classroom observations, to gather qualitative data from various stakeholders (teachers, students and parents). Findings The findings from the study of the BYOD project inform of digital divide issues in the context of evolving teaching and learning practices across formal and informal spaces. The authors explored how the BYOD policy has influenced existing divides in the learning process across three levels, namely, digital access, digital capability and digital outcome. The result sheds light on key issues affecting the learning process to contextualise factors in the three-level digital divide for the BYOD technology adoption process in classroom settings. Research limitations/implications The study presents findings from an ongoing investigation of one secondary school, an early adopter of the BYOD policy. While the authors have followed the school for three years, more in-depth studies on how teaching and learning practices are evolving across formal and informal spaces will be further qualified in the next stages of data collection. Originality/value The study contributes to new knowledge on how digital inclusion can be supported beyond mere access to meaningful use of technology to reinforce student learning and their overall skill development.
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Tsortanidou, Xanthippi, Thanasis Daradoumis, and Elena Barberá. "Connecting moments of creativity, computational thinking, collaboration and new media literacy skills." Information and Learning Sciences 120, no. 11/12 (November 11, 2019): 704–22. http://dx.doi.org/10.1108/ils-05-2019-0042.
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Purpose This paper aims to present a novel pedagogical model that aims at bridging creativity with computational thinking (CT) and new media literacy skills at low-technology, information-rich learning environments. As creativity, problem solving and collaboration are among the targeted skills in twenty-first century, this model promotes the acquisition of these skills towards a holistic development of students in primary and secondary school settings. In this direction, teaching students to think like a computer scientist, an economist, a physicist or an artist can be achieved through CT practices, as well as media arts practices. The interface between these practices is imagination, a fundamental concept in the model. Imaginative teaching methods, computer science unplugged approach and low-technology prototyping method are used to develop creativity, CT, collaboration and new media literacy skills in students. Furthermore, cognitive, emotional, physical and social abilities are fostered. Principles and guidelines for the implementation of the model in classrooms are provided by following the design thinking process as a methodological tool, and a real example implemented in a primary school classroom is described. The added value of this paper is that it proposes a pedagogical model that can serve as a pool of pedagogical approaches implemented in various disciplines and grades, as CT curriculum frameworks for K-6 are still in their infancy. Further research is needed to define the point at which unplugged approach should be replaced or even combined with plugged-in approach and how this proposed model can be enriched. Design/methodology/approach This paper presents a pedagogical model that aims at bridging creativity with CT, collaboration and new media literacy skills. Findings The proposed model follows a pedagogy-driven approach rather a technology-driven one as the authors suggest its implementation in low-tech, information-rich learning environments without computers. The added value of this paper is that it proposes a novel pedagogical model that can serve as a pool of pedagogical approaches and as a framework implemented in various disciplines and grades. A CT curriculum framework for K-6 is an area of research that is still in its infancy (Angeli et al., 2016), so this model is intended to provide a holistic perspective over this area by focusing how to approach the convergence among CT, collaboration and creativity skills in practice rather than what to teach. Based on literature, the authors explained how multiple moments impact on CT, creativity and collaboration development and presented the linkages among them. Successful implementation of CT requires not only computer science and mathematics but also imaginative capacities involving innovation and curiosity (The College Board, 2012). It is necessary to understand the CT implications for teaching and learning beyond the traditional applications on computer science and mathematics (Kotsopoulos et al., 2017) and start paying more attention to CT implications on social sciences and non-cognitive skills. Though the presented example (case study) seems to exploit the proposed multiple moments model at optimal level, empirical evidence is needed to show its practical applicability in a variety of contexts and not only in primary school settings. Future studies can extend, enrich or even alter some of its elements through experimental applications on how all these macro/micromoments work in practice in terms of easiness in implementation, flexibility, social orientation and skills improvement. Originality/value The added value of this paper is that it joins learning theories, pedagogical methods and necessary skills acquisition in an integrated manner by proposing a pedagogical model that can orient activities and educational scenarios by giving principles and guidelines for teaching practice.
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Iordăchescu, Grigore-Dan. "Ambigapathy Pandian, Thomas Chow Voon Foo, and Shaik Abdul Malik Mohamed Ismail, (Eds.) Curriculum Development, Materials Design and Methodologies: Trends and issues. Pulau Pinang: Penerbit Universiti Sains Malaysia, 2011. Pp. 1-342. ISBN 978-983-861-493-1 (Print). e-ISBN 978-967-461-089-0." JOURNAL OF LINGUISTIC AND INTERCULTURAL EDUCATION 12, no. 1 (April 30, 2019): 169–71. http://dx.doi.org/10.29302/jolie.2019.12.1.13.
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The book titled Curriculum Development, Materials Design and Methodologies: Trends and Issues, brings together contributions that offer an insight into innovative strategies, noteworthy ideas and stimulating methods of teaching English used by teachers in their ESL Classrooms. The main objective of this book is to provoke the reader to bring in his or her own expertise and expand the learning possibilities in language teaching methods. It invites to self-reflection, and ultimately to self-improvement and development in order to achieve successful teaching and learning. It is structured into six major sections, dealing with various topics, as follows: I. Innovative teaching strategies (Chapters 1-5), II. Teaching strategies and language learning issues (Chapters 6-9), III. A review of past language teaching methodology – principles and practices (Chapters 10-15), IV. Using multimedia in English language teaching (Chapters 16-18), V. Curriculum design in the ELT/EFL context (Chapters 19-25) and VI. Teachers’ involvement in the creation, adaptation and selection of teaching materials (Chapters 26-29). Sarjit Kaur and Malini Ganapathy’s contribution, Innovative Ideas to Promote Creative Literacy Practices, tackles the concept of multiliteracy and its association with ICT’s and multimedia that underpin culturally-specific forms of literacy in pluralistic societies. Shobha Shinde, in Innovative Strategies in English Teaching – Learning in the Rural Context deals with strategies that teachers can adopt in a rural learning environment, where students are little exposed to authentic English language. The Use of Adapted Movies from Novels (The Kite Runner and The Namesake) as a Way to Stimulate Reading for Malaysian Students by Saabdev Kumar Sabapathy and Swagata Sinha Roy investigates the benefits of classroom reading practice, through watching a movie. Siti Rafizah Fatimah Osman and Mohamad Jafre Zainol Abidin’s contribution, Role-Play: Taking the Line of Least Resistance presents the way in which experiential learning, through role-play, contributes to the development of learner autonomy. The fifth chapter, A New Horizon in Writing Classes: Increasing Learners’ Autonomy, by Leily Ziglary and Rouzbeh Khalili explores the importance of collocations in language teaching. Language Learning Strategies: Current Issues, by Nafiseh Salehi and Rahim Kaviani examines learning strategies that are conducive to learner autonomy and empowerment. Mariah Ibrahim and Mohamad Jafre Zainol Abidin discuss in their chapter, Pedagogy of the Heart: Understanding Resistance in the English Language Classroom, the way in which students’ skills, behaviours, attitudes and interests are affected by what students actually bring from outside the classroom. The eighth chapter, Students’ and Teachers’ Preferences of ESL Classroom Activities, by Punitha Vayaravasamy and Anna Christina Abdullah brings forth the results of research into how teachers’ teaching is being received by Malaysian rural secondary school students. Innovative Ways of Teaching English and Foreign Languages by Peggy Tan Pek Tao looks into how drama and games improve students’ confidence and communicative skills. Collin Jerome’s contribution, titled What Do They Really Need? Developing Reading Activities to Explore the Elements in Literary Texts investigates the attitudes and opinions of undergraduate TESL and ESL students currently taking a specialised literature course. Chapter 11, The Teaching of Writing: Looking at the Real Classroom Scenes, by Mohd. Saat Abbas, Suzihana Shaharan and Yahya Che Lah discusses the efficiency of teaching methods for the development of writing skills in the case of rural secondary school students. Feedback in Process Genre-Based Approach to Teaching Technical Writing, by Shahrina Md Nordin, Norhisham Mohammad and Ena Bhattacharyya examines the role feedback plays in boosting students’ motivation for further study. Sohel Ahmed Chowdhury’s chapter, Lesson Plan and Its Importance in English Language Classroom, analyses the importance of planning, especially in schools with limited resources and teaching aids. Chapter 14, Unteaching Strategies: An Approach Based on Error Analysis, Learners’ Learning Strategies and Task-Based Instruction, by Ma’ssoumeh Bemani Naeini and Ambigapathy Pandian Su-Hie Ting and Mahanita Mahadhir’s contribution, Letting Communicative Purpose Direct Teaching of Grammar: Using the Text-Based Approach, introduces the idea of using the mother tongue in order to achieve the success of their tasks. Annotations in Multimedia On-Screen Text in Comparison to the Printed Text in Enhancing Learners’ of Process-Based Expository Text in Malaysia, by Saraswathy Thurairaj assesses whether the annotations identified in a multimedia on-screen text enable and enhance learners’ comprehension ability. Chapter 17, by Sarjit Kaur and Wong Chiew Lee, titled Transforming ESL Teaching by Embedding Information and Web Literacies into the Classroom, aims at identifying a what a computer-literate student’s skills are and how computer literacy should be integrated within the ESL classroom. Inranee R. Liew’s text, Scary Spiders and Beautiful Butterflies: A Creative Multimedia Approach to Develop Information Literacy Skills in the Integrated Science and English Classroom reinforces the importance of developing and using information literacy skills for lifelong learning. Chapter 19, The ESL Curriculum as an Additional Resource for Making Meaning, by Amy B.M. Tsui provides methodological guidelines as to teaching through story-writing. Mohamed Abu Bakar discusses the importance of teaching presentation skills in his chapter titled Speaking in the Language Curriculum: The Challenges of Presenting. In Chapter 21, GOLDEN RICE: Using Simulations in EAP Classes, Shashi Naidu tackles the issue of adapting simulations for Malaysian EAP classrooms at tertiary level. Are the Teaching Practices of Preschool Teachers in Accordance with the Principles and Learning Components of the National Preschool Curriculum? by Lily Law presents the result of a study aiming at assessing activities meant to meet the requirements of the National Preschool Curriculum. Mohammad Alshehab discusses in his chapter, The Contribution of Language Planning on Military Terminology provides practical suggestions as to the development of military students’ specialised lexicon. Chapter 24, The EFL Constructivist Classroom, by Hosna Hosseini, provides useful information for syllabus designers in organizing the curriculum based on “constructivist epistemology”. Zhang Xiaohong’s contribution, The Role of EFL Teachers’ Knowledge in Current EFL Curriculum Reform: An Understanding from a Reconstructionist Perspective tackles the importance of reconstructionist philosophy for teacher continuous education. Chapter 26, Using Materials Development to Bridge the Gap Between Theory and Practice, by Brian Tomlinson advocates the process of materials development in boosting teacher’s confidence and students’ involvement. Ting Su Hie and Diana Carol discuss in Teething Problems in Materials Development for Teaching Social Interaction Skills in English an experience of adopting a genre-based approach to creating a set of materials aimed at both students and teachers for the teaching of social interaction skills in English. In the chapter Principles to Follow When Adopting and Adapting Textbooks and Materials Earl D. Wyman brings forth a matrix for selecting, adopting or adapting teaching materials. Norhisham Mohamed and Alauyah Johari investigate in Politeness Strategies as an Incorporated Component in Material Development politeness strategies considered as such in a Malay academic setting. All in all, the book is an interesting source of information about the Malaysian educational settings.
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Bosse, Ingo, Gregor Renner, and Leevke Wilkens. "Social Media and Internet Use Patterns by Adolescents With Complex Communication Needs." Language, Speech, and Hearing Services in Schools 51, no. 4 (October 2, 2020): 1024–36. http://dx.doi.org/10.1044/2020_lshss-19-00072.
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Purpose Nearly all students use Internet-based social media to communicate and network. For those with complex communication needs who may benefit from augmentative and alternative communication, social media offer specific opportunities to participate. However, do students make use of them—or do they face new barriers? The aim of the study was to collect data on the types, frequency, and duration of Internet and social media use among students with complex communication needs, along with the barriers to and facilitators of use, and to compare their use with peers without disabilities. Method Twenty-four German secondary school students with complex communication needs and motor difficulties were surveyed by a questionnaire based on an Australian study. Results A majority (75%) of the participants used the Internet, with most using daily and on more than one device. Use for school activities played only a minor role. Instead, the Internet was most often used for recreational activities (e.g., listening to music, watching videos), followed by communication by e-mail or chat, and lastly for seeking information. Greater Internet use was desired by 88% of the participants. The data show technical and social difficulties in Internet access and use and indicate that literacy skills and motor skills influence the Internet use. Conclusion School education should address the desire for greater Internet use. The teaching of media literacy and the provision of appropriate assistive and/or mainstream technology are therefore needed. More research is required on how persons with complex communication needs can potentially and actually benefit from the use of social media and on how teaching how to use social media can lead to further digital and social participation.
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Anafo, P., S. Akpah, and Y. Ofori. "The Information and Communication Technology Infrastructure on University of Mines and Technology Campus and Its Impact on Library e-Resource Accessibility." Ghana Mining Journal 20, no. 1 (July 7, 2020): 75–83. http://dx.doi.org/10.4314/gm.v20i1.9.
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Abstract
The University of Mines and Technology (UMaT), Tarkwa, Ghana has a Local Area Network (LAN) infrastructure whose primary purpose is to facilitate research; teaching and learning; and information dissemination. The LAN infrastructure spans a maximum distance of 1.39 square-kilometers with an upload and download speed of 115 Mb/s and interconnects the administration block, faculties, library and halls of residence with high-speed ethernet links operating over a dedicated fiber optic backbone. The LAN infrastructure with connectivity to the internet impact operations in various sections of the University, notably, the University Library. The main purpose of the library is to interact with different information networks to make available e-resource materials to students, academic and non-academic staff. This can only be achieved over a dedicated LAN infrastructure. The introduction of Library Management Systems (Koha), Online Public Access Catalogue (OPAC) and the UMaT Space has improved library services such as document delivery, circulation and borrowing, amongst others. However, there exist a major challenge associated with library e-resources accessibility. This paper sought to investigate the factors hindering library e-resource accessibility for the purposes of improving research. Questionnaire was administered to respondents to solicit primary information while secondary information was obtained from published literature. 537 out of 855 participants responded to the questionnaire administered. 351 (65.36%) represented undergraduate students, 73 (13.60%) represented postgraduate students, 87 (16.20%), 21 (3.91%), 5 (0.93%) represented teaching, non-teaching and library staff respectively. The responses were analysed using simple tables and pie charts. Results from the study showed inadequate access points to enable users access these e-resource materials and lack of knowledge about the existence of these resources. The investigation further revealed the need for the library to embark on an information literacy drive for both students and academic staff. Various ways of improving e-resource accessibility was suggested.
Keywords: Local Area Network, ICT Infrastructure, Online Public Access Catalogue (OPAC), E-Resources
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Medaille, Ann. "Librarians View Instruction as Integral to Their Professional Identities." Evidence Based Library and Information Practice 6, no. 4 (December 15, 2011): 120. http://dx.doi.org/10.18438/b8rk6q.
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Objective – To explore the ways that professional and non-professional library staff experience and relate to their instructional roles.
Design – Online survey.
Setting – All types of Canadian libraries, including public, school, post-secondary, medical, special, and other libraries.
Subjects – A total of 788 library staff persons with instructional responsibilities.
Methods – In 2009, the authors constructed a 20-minute anonymous survey that contained questions about the nature of librarians’ instructional work, their preparation for doing instruction, and their experiences as instructors. Subjects were recruited via several electronic mail lists. The authors used SPSS to analyze the quantitative data and NVivo to analyze the qualitative data.
Main Results – The study found that the majority of subjects believed instruction to be integral to their professional identities, although some viewed it as an imposition. The nature of instructional work varied greatly, but included short presentations; a series of sessions; semester-length courses; and one-on-one instruction. Subjects prepared for instruction through on-the-job training; reading professional literature; attending workshops and conferences; taking a formal course in instruction; and other methods. On the whole, training helped library staff to feel more prepared for teaching and to embrace instructional work as integral to their professional identities. Study participants derived enjoyment from instruction in the form of satisfaction with facilitating student learning; relationship building; personal development; task variety; and appreciation of the heightened profile of library staff. Subjects also described several barriers to teaching, including administrative, technological, and logistical barriers; client and faculty interactions; and interpersonal challenges such as nervousness or lack of preparation. Finally, subjects described the ways that instruction has changed with the impact of new technologies, increased expectations, and changing pedagogical practices.
Conclusion – Library administrators should support the teaching duties of librarians and library staff by helping to provide them with adequate preparation time, resources, emotional support, and training. In addition, formal preparation for instruction should be integrated into professional library training programs, including MLIS programs, to better prepare librarians and other library staff to participate in information literacy instruction.
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Park, Jason H., Lawrence Mwananyanda, Maria Servidone, Jean Sichone, Susan E. Coffin, and Davidson H. Hamer. "Hygiene practices of mothers of hospitalized neonates at a tertiary care neonatal intensive care unit in Zambia." Journal of Water, Sanitation and Hygiene for Development 9, no. 4 (October 3, 2019): 662–70. http://dx.doi.org/10.2166/washdev.2019.140.
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Abstract Risk of neonatal mortality secondary to infections such as pneumonia and diarrhoeal diseases can be influenced by maternal hygiene, but little information is known about current maternal hygiene practices in low- and middle-income countries. This study aimed to assess the hygiene practices of mothers of neonatal intensive care unit (NICU) patients in Lusaka, Zambia and associated epidemiological factors. A cross-sectional survey of the mothers of hospitalized neonates at the University Teaching Hospital (UTH) in Lusaka was conducted. Study nurses orally administered questionnaires to mothers in their local languages about their hygiene practices related to newborn care. Of the 201 mothers surveyed, self-reported hygiene practice was associated with literacy (p = 0.013) and income (p < 0.0001). In contrast, adherence to recommended hygienic newborn care was less common, with only 36% of mothers practising recommended cord care practices. Forgetfulness (32%) and lack of hygiene resources (13%) were the major barriers to hygienic behaviours. Surveyed Zambian women who delivered babies requiring NICU care self-reported adequate hygienic practices and apparently faced difficulty practising them due to forgetfulness and a lack of hygiene resources. Future efforts should focus on improving cord care education, reinforcement of the importance of hygienic behaviours, and the supply of affordable antiseptic tools.
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Siti Syarah, Erie, Ilza Mayuni, and Nurbiana Dhieni. "Understanding Teacher's Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 201–14. http://dx.doi.org/10.21009/jpud.142.01.
Full textAbstract:
Teacher's abilities to understand the benefits and use of media literacy play an important role in dealing with children as digital natives. Media literacy education can be an instrument through the use of blended-learning websites to address the challenges of education in the 21st century and learning solutions during and after the Covid-19 pandemic. This study aims to figure the teacher's perspective in understanding media literacy as an instrument for implementing blended-learning in early-childhood classes. Using a qualitative approach, this study combines two types of data. Data collection involved kindergarten teachers, six people as informants who attended the interviews and twenty-six participants who filled out questionnaires. Typological data analysis was used for qualitative data as well as simple statistical analysis to calculate the percentage of teacher perspectives on questionnaires collected the pandemic. The findings show five categories from the teacher's perspective. First, about the ability to carry out website-based blended-learning and the use of technology in classrooms and distance learning is still low. It must be transformed into more creative and innovative one. Encouraging teacher awareness of the importance of media literacy education for teachers as a more effective integrated learning approach, especially in rural or remote areas, to be the second finding. Third, national action is needed to change from traditional to blended-learning culture. Fourth, the high need for strong environmental support, such as related-party policies and competency training is the most important finding in this study. Finally, the need for an increase in the ease of access to technology use from all related parties, because the biggest impact of the Covid-19 pandemic is on ECE, which is closely related to the perspective of teachers on technology. The research implication demands increase in technology systems and connections between educators, parents, institutional managers, and education policy holders, for ECE services in urban areas for disadvantaged children, and all children in rural or remote areas.
Keywords: Blended Learning, Early Childhood Classroom, Media Literacy Education
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Lê, Mê-Linh. "Higher Education Librarians Are Comfortable and Confident With their Teaching Responsibilities and Pedagogical Knowledge." Evidence Based Library and Information Practice 6, no. 2 (June 24, 2011): 72. http://dx.doi.org/10.18438/b8cs50.
Full textAbstract:
Objective – The primary objective of this study was to gather quantitative information on the need, development, acquisition, and application of pedagogical knowledge by academic librarians with teaching responsibilities.
Design – Online survey questionnaire.
Setting – Higher-education (HE) institutions (i.e., post-secondary institutions such as colleges and universities) in the United Kingdom.
Subjects – Subject librarians from 82 HE libraries (one from each).
Methods – Of the 191 HE institutions in the United Kingdom (determined via a now-unavailable directory), 137 supplied an online staff directory with contact information. One subject librarian from each HE institution was contacted; librarians were selected from the online directory by taking a name systematically from a different point in each listing (i.e., first, second, third, etc). Each librarian was sent an email that contained an introductory message as well as a link to the questionnaire. The online questionnaire was created using Survey Monkey and piloted before and after input. It employed mostly multiple-choice tick boxes as well as open-ended questions and comment boxes. The 35-question survey questionnaire was developed in part through email interviews with two leading researchers in the field (identified via the literature). Responses were received from 82 librarians (60%). The answers were analyzed and cross-tabulated using SPSS. Komogorov-Smirnov tests were done to determine the significance of some results. Open-ended questions and comment boxes were placed into categories using Microsoft Excel to identify patters and themes.
Main Results – The 82 librarians who responded to the survey came from a wide variety of backgrounds: the majority were subject librarians from Arts & Humanities (31%), had spent more than ten years in their position (38%), worked full-time (71%), were members of pre-1992 HE institutions (59%), and went by the job title of Subject Librarian (30%) (or a slight variation thereof).
Respondents indicated a significant amount of variation in terms of the number of hours spent preparing and teaching each week, ranging from 0 to 25 hours per week (FT staff) and 0 to 12 hours (PT staff). Eleven librarians spent 40% or more of their time teaching. Due to the high standard deviation (5.71), however, and the fact that many librarians indicated difficulty providing precise figures, these percentages should only be used as general estimates.
The study found that librarians were involved in a variety of teaching settings, including on-the-spot support, writing materials, teaching small groups, conducting one-on-one instruction, and teaching large groups. Evaluation was not indicated as a regular practice. With regard to pedagogical development, most training was of an informal nature learned on the job (75%) or through trial and error (61%). Other training methods included short courses or training programs, conferences, peer-support groups, and committee work. The most valuable lessons librarians took from their training were awareness of different learning styles (37%), the use of new techniques (29%), and contribution of planning and preparing (27%).
A Kolmogorov-Smirnov test was performed on the correlation between involvement in formal training and knowledge of designing learning activities or teaching and learning theories (97.4% and 100% likelihood of a significant impact, relatively). While the authors state in the article that a Chi-square test was done, the original thesis upon which the article is based (available via http://dagda.shef.ac.uk/dissertations/2006-07/External/Cox_Laura_MALib.pdf), notes that the test was not completed as more than 20% of the expected counts were less than five (a frequent limiting constraint of the test).
The vast majority felt their work was either important or very important; that they were sufficiently qualified and knowledgeable; and that they were confident providing the sessions. Responses were mixed when it came to determining whether additional training would improve their confidence or aid them in their teaching role. The majority of respondents also felt they had reasonable or extensive knowledge of topics related to their teaching roles (e.g., delivering sessions and information literacy). Indeed, when questioned as to what could improve the effectiveness of their teaching only 36 (44%) responses were given: subject knowledge and e-learning/new technologies were indicated as the most helpful.
Librarians indicated that their preferred delivery methods when learning new skills were (in order of popularity): formal sessions, on-the-job development; short courses; and other options (e.g., increased library school training). The majority of respondents noted there were enough opportunities available for them to develop their teaching skills. When asked at the end for additional comments on teaching knowledge and development in general, responses were varied, although many offered suggestions for ways of improving the development and provision of teaching skills within the library profession as a whole.
Conclusion – The authors posit that information literacy instruction has become a major component of the job requirement of a subject librarian. Survey results indicate that subject librarians recognize the value of pedagogical knowledge but question the importance of the theoretical aspects; spend a significant amount of time on various types of instruction; learn on-the-job; feel they are sufficiently knowledgeable in their role and feel confident providing instruction; and favour short-courses or formalized programs for continued learning. Future studies would benefit from interviews, additional tools to track instruction details, and perhaps a larger scale.
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Mohamed Shuhidan, Shamila, Mayasari Abdul Majid, Shuhaida Mohamed Shuhidan, Norizan Anwar, and Azma Asnawishah Abd Hakim. "School Resource Center and Students’ Civilization in Digital Age." Asian Journal of University Education 16, no. 4 (January 24, 2021): 190. http://dx.doi.org/10.24191/ajue.v16i4.11953.
Full textAbstract:
In the 21st century, the School Resource Centre (SRC) is essential as an innovative educational practice that supports teaching-learning in the digital age. Previous studies have highlighted the beneficial roles of an SRC in terms of collections, SRC programs, and the provision of a conducive learning environment to school communities. However, due to the meaningful impact of technology, SRCs need to transform their traditional roles to more modern roles in the digital age in order to bring knowledge that is alive, interesting and relevant to meet users’ needs and demands, especially the millennials. The millennial generation is comprised of digital immigrants who are very competent in using technology devices but still lack information literacy skills and are marked by uncertainty because they face information overload due to the high dependency on the Internet and inability to solve real-life problems. In this study, the millennial generation was narrowed to secondary students aged between 13-17 years old. This paper aims to determine the type of activities held in SRCs that give impact on students’ civilization and support them in developing life-long learning habits which will enable them to be knowledgeable and responsible citizens in a civilized society. A survey was distributed to secondary students, and findings show that there is a positive indication with a 4.21 mean value (with Likert scale ranging between 1 to 5) on civilization for the use of SRCs. Education itself is evolving through changes in the curricula and use of enhanced technology which have changed the way students access information and interact with others in the civilized society. It is hoped that other than becoming information literate and knowledgeable persons, students can also show evidence of moral and intellectual advancement by being humane, ethical and reasonable as well as have the capabilities of leading an improved life and social wellbeing.
Keywords: School Resource Centre, Student, Civilization, Digital, Knowledge
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Schulte, Stephanie. "Teachers in the UK Prefer Research Evidence that is Synthesized, Practical, and Locally Available." Evidence Based Library and Information Practice 3, no. 4 (December 3, 2008): 72. http://dx.doi.org/10.18438/b8r62d.
Full textAbstract:
A Review of:
Williams, Dorothy and Louisa Coles. “Evidence-Based Practice in Teaching: An Information Perspective.” Journal of Documentation 63.6 (2007): 812-35.
Objective – The objective of the study was to explore how teachers in the United Kingdom use research literature to inform their practice. Special emphasis was given to the effect of the teachers’ information literacy and their level of ready access to research information.
Design – This study was primarily a qualitative study utilizing mixed methods, including individual interviews, focus groups (“literature review groups”), and an online discussion forum. Qualitative data was supplemented by a questionnaire survey.
Setting – The qualitative portions of the study took place in the United Kingdom across five education authorities; however, it is unclear where these authorities were geographically. The survey was distributed across Scotland, England, and Wales. The study was conducted during 2002 to 2003.
Subjects – Nursery, primary, and secondary teachers, school librarians, school library systems, and education authority advisors (EA) in the United Kingdom.
Methods – The 28 interviews (54% primary teachers, 39% secondary teachers, 7% special education) and four focus groups (each with three to five participants; 15 participants in total, including teachers at various levels from primary, secondary, and nursery schools) were conducted with volunteers from a random sample across five education authorities. Recruitment was done by sending written materials to schools. Those interviewed represented five authorities. Focus groups were conducted in just four authorities. It is not clear when the individual and group interviews were conducted (time of day and year). Volunteers were given the option to receive funding for a substitute teacher in order to participate, though none took advantage of this offer.
The interview process used a vignette technique to elicit teachers’ attitudes to a situation in a non-threatening way. Interviewees were asked to comment on two situations that might make them seek information. One was adding a new subject or new aspect of an existing subject into the classroom. The second dealt with a “new pedagogical challenge.” Though the topics of the vignettes were provided, the exact way the topics were presented was not. They were asked how they would advise another teacher in these situations then relate their thoughts to a real situation they had faced. Interviews were about one hour in length. Twenty-five of the 28 interviews were taped and transcribed verbatim. Extensive notes were made for the other three. Transcripts and notes were analyzed using QSR N4 Classic content analysis software. Themes related to information literacy and information seeking, including barriers, were noted.
Four literature response groups were given examples of research information (journal articles, reports, etc) related to information computer technology (ICT) and class size. Each topic had information from various evidence levels and included both print and electronic format. Again, the discussion topics were provided in the article, but the exact way the topics were presented was not. Over 2 to 2.5 hours, teachers read the materials, made notes, and discussed the information as a group. For the ICT information, groups were asked to discuss presentation of the information. For the class size information, groups were asked to discuss content of the materials. Discussions were transcribed verbatim and analyzed with the content analysis software.
A total of 3899 questionnaire surveys were distributed to teachers (3000), head teachers (500), school librarians (250), education authority advisors (100), and school library systems (49). Response rate was exceptionally low in the teacher and head teacher categories, with only 10.9% of teachers and 15.6% of head teachers responding. Response rates in other categories ranged from 31.2% to 55%, with the highest response rates from education authorities and school library systems. The survey served to gain an understanding of attitudes about using research in practice across a broad spectrum of stakeholders. The survey instrument itself, which was not provided in the article, was piloted prior to the study, but there is no mention of reliability or validity analysis.
To supplement study data, participants who had stated they would be interested in participating in an online discussion were sent preliminary findings and asked to comment on themes using the online discussion forum. Only 21 posts were gathered using this method.
Overall, the methods used in this study are appropriate for the questions that were posed in the article. Qualitative studies are useful for gathering data where little is known and where more data would help identify possibly hypotheses for further study.
Main Results – Teachers in this study relied on a small set of resources and preferred what was readily available at their own school. These teachers most frequently used colleagues, in-service events, the Internet, newspapers, and reports typically found in schools as sources of information. Sources that information professionals would consider quality evidence were rarely mentioned. These teachers also tended to prefer sources that present information in a practical context. Not surprisingly, time was identified as a major barrier to accessing research information in addition to limited access to resources. The Internet was identified as the preferred point of access, citing ease of use, speed, and convenience as the reasons for this preference. Comments suggested a preference for synthesized information sources.
Teachers indicated they felt the responsibility for disseminating research information fell on head teachers and EA. They also noted that access to information from their own school library was a problem. They felt librarians and libraries in schools were meant for students, not for teachers, and also expressed that school libraries typically did not provide access to research. Comments suggested that the structure of teaching in a classroom itself does not allow teachers to use information as is needed for evidence-based practice. There were concerns expressed about lack of school library funding available to supply research evidence needed by teachers.
School librarians and school library services respondents did indicate that they provide a broad range of services aimed at teachers, such as alerts to literature, information skills training, and advice on resources. However, their sources of research for teachers were limited in nature. Librarians indicated that teachers did not ask for research information, but if demand were there, they could respond accordingly. Teacher comments suggest that librarians might want to consider being more proactive in distributing information.
Though teachers expressed high confidence in their abilities to find information, comments about search habits and practices contradicted this. Most remarks suggested searching techniques that were not sophisticated or showing higher levels of information literacy competency. The respondents were concerned with evaluating the quality of information sources but found this appraisal to be more difficult if the authors did not explain the impact or change in practice that should come from the findings.
The participants in this study were likely biased toward using research information more than other teachers. This is an important limitation that the authors do address. Additionally, the response rate for the survey was quite low for the teacher subset. Despite this limitation, data from the questionnaire was used appropriately to confirm and clarify data from the qualitative portions of the study.
Conclusion – In order for teachers to appreciate the value of quality research evidence enough to regularly seek it out and place it into practice, a culture of evidence based practice must be embraced and supported by their school authorities. This study indicates significant potential for school librarians and systems to support this culture through proactive dissemination of research, provision of local access to materials, and education related to information literacy. School librarians must evolve from their typical student-centric role to accomplish this.
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Smyrnova-Trybulska, Eugenia, Nataliia Morze, Piet Kommers, Wojciech Zuziak, and Mariia Gladun. "Selected aspects and conditions of the use of robots in STEM education for young learners as viewed by teachers and students." Interactive Technology and Smart Education 14, no. 4 (November 20, 2017): 296–312. http://dx.doi.org/10.1108/itse-04-2017-0024.
Full textAbstract:
Purpose This paper aims to discuss issues related to science, technology, engineering and mathematics (STEM) education. It is emphasized that the need to prepare students with twenty-first-century skills through STEM-related teaching is strong, especially at the elementary level. The authors present selected previous experiences, publications, research into the study topic, and review examples of primary school robotics and programming curricula, as well as associated educational activities. The authors stress that workshops, using kits to build and programme robots, are a modern form of interdisciplinary education of children and youth. Design/methodology/approach The rationale for conducting such activities in schools is found in the European reference framework in the context of training of key competences. Classes in robotics – if properly taught – will have an impact on the development of mathematical literacy and scientific–technical information and social competences. At the same time, competence is understood to mean a combination of knowledge, skills and attitudes appropriate to the situation. Besides, an analysis is presented of basic legal regulations in this matter as well as results of a survey, conducted in Poland and Ukraine among in-service teachers and prospective teachers. Findings The study was carried out with the participation of 91 primary school teachers and future teachers in the province of Silesia and at the University of Silesia in Poland, and in Ukraine, at Borys Grinchenko Kyiv University. The survey contained 15 questions about the pedagogical research “Robotics and children”. The study was carried out to determine the needs of modern education to introduce the basics of robotics in the educational process of primary school. Originality/value It can be expected that the findings from the prior Polish and Ukrainian surveys can be extrapolated into curricula for secondary schools and vocational education and training (VET) in the coming years.
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Preddie, Martha Ingrid. "Canadian Public Library Users are Unaware of Their Information Literacy Deficiencies as Related to Internet Use and Public Libraries are Challenged to Address These Needs." Evidence Based Library and Information Practice 4, no. 4 (December 14, 2009): 58. http://dx.doi.org/10.18438/b8sp7f.
Full textAbstract:
A Review of:
Julien, Heidi and Cameron Hoffman. “Information Literacy Training in Canada’s Public Libraries.” Library Quarterly 78.1 (2008): 19-41.
Objective – To examine the role of Canada’s public libraries in information literacy skills training, and to ascertain the perspectives of public library Internet users with regard to their experiences of information literacy.
Design – Qualitative research using semi-structured interviews and observations.
Setting – Five public libraries in Canada.
Subjects – Twenty-eight public library staff members and twenty-five customers.
Methods – This study constituted the second phase of a detailed examination of information literacy (IL) training in Canadian public libraries. Five public libraries located throughout Canada were selected for participation. These comprised a large central branch of a public library located in a town with a population of approximately two million, a main branch of a public library in an urban city of about one million people, a public library in a town with a population of about 75,000, a library in a town of 900 people and a public library located in the community center of a Canadian First Nations reserve that housed a population of less than 100 persons. After notifying customers via signage posted in the vicinity of computers and Internet access areas, the researchers observed each patron as they accessed the Internet via library computers. Observations focused on the general physical environment of the Internet access stations, customer activities and use of the Internet, as well as the nature and degree of customer interactions with each other and with staff. Photographs were also taken and observations were recorded via field notes. The former were analyzed via qualitative content analysis while quantitative analysis was applied to the observations.
Additionally, each observed participant was interviewed immediately following Internet use. Interview questions focused on a range of issues including the reasons why customers used the Internet in public libraries, customers’ perceptions about their level of information literacy and their feelings with regard to being information literate, the nature of their exposure to IL training, the benefits they derived from such training, and their desire for further training. Public service librarians and other staff were also interviewed in a similar manner. These questions sought to ascertain staff views on the role of the public library with regard to IL training; perceptions of the need for and expected outcomes of such training; as well as the current situation pertinent to the provision of IL skills training in their respective libraries in terms of staff competencies, resource allocation, and the forms of training and evaluation. Interviews were recorded and transcribed. Data were interpreted via qualitative content analysis through the use of NVivo software.
Main Results – Men were more frequent users of public library computers than women, outnumbering them by a ratio ranging from 2:1 to 3.4:1. Customers appeared to be mostly under the age of 30 and of diverse ethnicities. The average income of interviewed customers was less than the Canadian average.
The site observations revealed that customers were seen using the Internet mainly for the purposes of communication (e.g., e-mail, instant messaging, online dating services). Such use was observed 78 times in four of the libraries. Entertainment accounted for 43 observations in all five sites and comprised activities such as online games, music videos, and movie listings. Twenty-eight observations involved business/financial uses (e.g., online shopping, exploration of investment sites, online banking). The use of search engines (25 observations), news information (23), foreign language and forum websites (21), and word processing were less frequently observed. Notably, there were only 20 observed library-specific uses (e.g., searching online catalogues, online database and library websites). Customers reported that they used the Internet mainly for general web searching and for e-mail.
It was also observed that in general the physical environment was not conducive to computer use due to uncomfortable or absent seating and a lack of privacy. Additionally, only two sites had areas specifically designated for IL instruction.
Of the 25 respondents, 19 reported at least five years experience with the Internet, 9 of whom cited experience of 10 years or more. Self-reported confidence with the Internet was high: 16 individuals claimed to be very confident, 7 somewhat confident, and only 2 lacking in confidence. There was a weak positive correlation between years of use and individuals’ reported levels of confidence.
Customers reported interest in improving computer literacy (e.g., keyboarding ability) and IL skills (ability to use more sources of information). Some expressed a desire “to improve certain personal attitudes” (30), such as patience when conducting Internet searches. When presented with the Association of College and Research Libraries’ definition of IL, 13 (52%) of those interviewed claimed to be information literate, 8 were ambivalent, and 4 admitted to being information illiterate. Those who professed to be information literate had no particular feeling about this state of being, however 10 interviewees admitted feeling positive about being able to use the Internet to retrieve information. Most of those interviewed (15) disagreed that a paucity of IL skills is a deterrent to “accessing online information efficiently and effectively” (30). Eleven reported development of information skills through self teaching, while 8 cited secondary schools or tertiary educational institutions. However, such training was more in terms of computer technology education than IL. Eleven of the participants expressed a desire for additional IL training, 5 of whom indicated a preference for the public library to supply such training. Customers identified face-to-face, rather than online, as the ideal training format. Four interviewees identified time as the main barrier to Internet use and online access.
As regards library staff, 22 (78.6%) of those interviewed posited IL training as an important role for public libraries. Many stated that customers had been asking for formal IL sessions with interest in training related to use of the catalogue, databases, and productivity software, as well as searching the web. Two roles were identified in the context of the public librarian as a provider of IL: “library staff as teachers/agents of empowerment and library staff as ‘public parents’” (32). The former was defined as supporting independent, lifelong learning through the provision of IL skills, and the latter encompassing assistance, guidance, problem solving, and filtering of unsuitable content.
Staff identified challenges to IL training as societal challenges (e.g., need for customers to be able to evaluate information provided by the media, the public library’s role in reducing the digital divide), institutional (e.g., marketing of IL programs, staff constraints, lack of budget for IL training), infrastructural (e.g., limited space, poor Internet access in library buildings) and pedagogical challenges, such as differing views pertinent to the philosophy of IL, as well as the low levels of IL training to which Canadian students at all levels had been previously exposed.
Despite these challenges library staff acknowledged positive outcomes resulting from IL training in terms of customers achieving a higher level of computer literacy, becoming more skillful at searching, and being able to use a variety of information sources. Affective benefits were also apparent such as increased independence and willingness to learn. Library staff also identified life expanding outcomes, such as the use of IL skills to procure employment.
In contrast to customer self-perception, library staff expressed that customers’ IL skills were low, and that this resulted in their avoidance of “higher-level online research” and the inability to “determine appropriate information sources” (36). Several librarians highlighted customers’ incapacity to perform simple activities such as opening an email account. Library staff also alluded to customer’s reluctance to ask them for help.
Libraries in the study offered a wide range of training. All provided informal, personalized training as needed. Formal IL sessions on searching the catalogue, online searching, and basic computer skills were conducted by the three bigger libraries. A mix of librarians and paraprofessional staff provided the training in these libraries. However, due to a lack of professional staff, the two smaller libraries offered periodic workshops facilitated by regional librarians.
All the libraries lacked a defined training budget. Nonetheless, the largest urban library was well-positioned to offer IL training as it had a training coordinator, a training of trainers program, as well as technologically-equipped training spaces. The other libraries in this study provided no training of trainers programs and varied in terms of the adequacy of spaces allocated for the purpose of training. The libraries also varied in terms of the importance placed on the evaluation of IL training. At the largest library evaluation forms were used to improve training initiatives, while at the small town library “evaluations were done anecdotally” (38).
Conclusion – While Internet access is available and utilized by a wide cross section of the population, IL skills are being developed informally and not through formal training offered by public libraries. Canadian public libraries need to work to improve information literacy skills by offering and promoting formal IL training programs.
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Hainey, Thomas, Gavin Baxter, and Amanda Ford. "An evaluation of the introduction of games-based construction learning in upper primary education using a developed game codification scheme for scratch." Journal of Applied Research in Higher Education 12, no. 3 (June 10, 2019): 377–402. http://dx.doi.org/10.1108/jarhe-02-2018-0031.
Full textAbstract:
Purpose Rudimentary programming is an essential, transferrable, problem solving skill in many higher education (HE) programmes in academic institutions including Software Engineering, Business Information Technology, Computer Games Development, Design and Technology. The purpose of this paper is to address some of the problematic issues associated with teaching programming by the utilisation of a new novel teaching approach called games-based construction learning (GBCL) to attempt to increase motivation, engagement and learning effectiveness. An international and national trend is to introduce coding at earlier education levels resulting in upper primary education (PE) being the focus of this paper to ascertain if GBCL using Scratch to teach programming concepts is more effective at different levels of upper PE. Design/methodology/approach A large-scale empirical study introducing GBCL to teach programming concepts into 16 classes between levels 4 and 7 in PE utilising 384 children. A detailed implementation framework for GBCL using Scratch in PE was utilised to address all incorporation issues and the games constructed by the children scored utilising a game codification scheme specifically designed to address programming and design as a quantification rubric. The experiment utilised eight 1- h lessons on GBCL using Scratch. Findings The resulted in 178 games of varying levels of complexity developed. The results indicated that GBCL was an effective mechanism to teach programming concepts using Scratch at all levels of upper PE. Primary seven students scored higher in relation to the design metric of the quantification codification rubric. Research limitations/implications Under the Curriculum for Excellence (CfE) in Scotland non-traditional teaching approaches are encouraged and development of digital literacy skill is highly advocated. This has resulted in a new approach, novel approach called GBCL where children create their own games utilising an engine such as Scratch is gaining significant attention in terms of being a novel approach. Despite a plethora of similar studies associated with GBCL, it is still not as developed as games-based learning and requires further empirical studies to support the validity of the approach and resolve identified issues. Practical implications Computer programming itself can lead to a highly rewarding career in a number of sectors from games development to banking, such as cybersecurity and systems development. In the last decade, in particular due to the ubiquitous nature of technology there is an increasing international and national trend associated with teaching rudimentary programming concepts at a far younger age including secondary education and the upper PE level. Introducing programming at an earlier level is now being considered essential as the path to transfer from novice to expert programmer level in time is considered nearly a decade approximately. The introduction of GBCL interventions may yield positive results in a supplementary learning capacity in accordance with the CfE and increase the educational effectiveness of programming education in later levels of education. Originality/value This study presents a large-scale empirical evaluation of GBCL in upper PE utilising a compiled implementation framework for incorporation and a detailed game codification scheme to quantify the games produced highlighting coding constructs and design.
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Meilani, R. Sri Martini, and Yasmin Faradiba. "Development of Activity-Based Science Learning Models with Inquiry Approaches." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (April 30, 2019): 86–99. http://dx.doi.org/10.21009/10.21009/jpud.131.07.
Full textAbstract:
This study aims to develop an activity-based science learning model with an inquiry learning approach for early childhood that can be used to increase the sense of curiosity and scientific thinking in children aged 5-6 years. This research was conducted with research and development / R & D research methods. Data was collected through interviews, observations, questionnaires, pre-test and post-test for children. Data analysis using paired t-test. The results showed that children were interested and enthusiastic in the learning process by using a science-based learning model with the inquiry approach, Sig. (2-tailed) showing results of 0.000, so the value of 0.000 <0.05 was different from before and after the use of learning models. The results showed that: children can understand the material given by the teacher, the child is more confident and has the initiative to find answers to the teacher's questions about science material, the child's curiosity increases to examine the information provided by the teacher, the child's understanding of work processes and procedures from science learning with the inquiry approach getting better. It was concluded that an activity-based science learning model with an inquiry approach for children aged 5-6 years used an activity model with an inquiry learning approach based on children's interests and children's needs so that children's curiosity would emerge and continue to be optimally stimulated.
Keywords: Inquiry approach, Learning model, Science Learning
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Jorosi, Boemo N., and Goitsemang G. Isaac. "The teaching of information literacy skills in Botswana’s Community Secondary Schools." IASL Annual Conference Proceedings, February 28, 2021. http://dx.doi.org/10.29173/iasl7928.
Full textAbstract:
The study investigated the teaching of information literacy skills in select Junior Community Secondary Schools (CJSS) situated in the city of Gaborone, Botswana. Data were gathered from a sample of ten teacher librarians via face-to-face interviews with the aid of a five-question interview schedule. The key findings of the study were: (1) respondents had varying interpretations of. what constituted information literacy skills, (2) a variety of skills were taught under the rubric information literacy skills; (3) by and large, the teaching of information literacy skills was done by teacher-librarians and subject librarians, (4) the main approaches in teaching information literacy skills involved library orientation and the use of the English Language Period, and (5) respondents cited the three challenges, namely, the absence of an office dedicated to school libraries, an exam oriented curriculum and shrinking financial resources.
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Ketsitlile, Lone E., and Michelle Commeyras. "Reviewing published information on reading in Botswana secondary schools." Reading & Writing 5, no. 1 (December 15, 2014). http://dx.doi.org/10.4102/rw.v5i1.35.
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The main purpose of this review on published information on reading in Botswana schools is to seek ways of providing instruction and assessment that result in children becoming proficient readers. Botswana has made impressive progress in literacy growth since independence. However, a lot still needs to be done if literacy is to become all that it needs to be in the lives of the youth. One conclusion from this review is that there is an urgent need in Botswana to teach reading in ways that meet the needs of all students, especially those from Khoesan-speaking backgrounds. There is also a clear mismatch between policy and practice in the teaching of reading and this greatly disadvantages the students. Two important recommendations emanating from this review are, firstly, the teaching of reading should be linked more explicitly to that of writing; secondly, the Ministry of Education and concerned stakeholders need to encourage a marriage of policy and practice in the teaching of reading in Botswana.
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Mostafa, Asmaa Abdel-Moneim. "An Exploration of Teachers’ Integration of Visual Literacy in the Egyptian Secondary English Language Classrooms." African Journal of Teacher Education 1, no. 1 (October 10, 2011). http://dx.doi.org/10.21083/ajote.v1i1.1583.
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Recognizing the need for students to be literate in the more traditional areas of reading and writing, professional organizations such as the NCTE, IRA, and NCATE as well as NAQAAE, The National Authority for Quality Assurance and Accreditation of Education in Egypt, have put in place English language standards that address other literacies, including visual literacy. Yet, it has been unclear how secondary English language teachers feel about and understand what is expected of them in teaching non-print literacy, and if they indeed are teaching concepts related to comprehension and production of information in non-text format. This study attempts to discover teachers' attitudes toward, understanding of, and use of visual literacy concepts through a survey of the secondary English language teachers in Egypt. Based on the information from the responses to the survey, secondary English language teachers have received no formal training in teaching visual literacy and that their informal training consists mainly of discussions with colleagues and independent study; among others.
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Warning, Peter, Chun Ho Randolph Chan, Hing Yuk Bernie Ma, Samuel Kai Wah Chu, and Wendy Wai Yue Wu. "Educational Roles of Primary and Secondary School Teacher-Librarians in Hong Kong." IASL Annual Conference Proceedings, February 18, 2021. http://dx.doi.org/10.29173/iasl7838.
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This study explores the professional development and current work situation of Teacher-librarians (TLs) in primary and secondary schools in Hong Kong, and investigates and compares the educational roles of primary and secondary schools TLs in teaching subject courses, developing stakeholders’ information literacy, collaborating with teachers and cultivating students’ reading habits. Key findings include: relatively more secondary school TLs have professional qualifications; secondary school TLs spend on average more than one-quarter of their time teaching subject (non-library related) courses, compared to primary school TLs (15%), which they see as restricting their ability to provide library services; primary school TLs spend more time on the preparation and delivery of library lessons than secondary school TLs; both primary and secondary TLs spend less that 5% of their time collaborating with teachers; and that primary school TLs appear to have a more holistic approach to information literacy acquisition.
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Moore, Penny. "Primary School Children's Interaction with Library Media: Information Literacy in Practice." IASL Annual Conference Proceedings, March 26, 2021, 121–32. http://dx.doi.org/10.29173/iasl8164.
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In the context of a study of professional development in relation to information literacy, children at four primary schools were observed as they worked with a variety of media in various curriculum areas. The challenges they encountered are discussed against the bund of the teachers' understanding of information skills and resource-based learning.1
Educators and librarians have acknowledged that the skills that constitute information literacy are becoming crucial to everyday life. However, it is suggested by some that students in general are not being equipped to meet those demands in the 1 990s any better than they were in the 1980s. For example, since 1981, when Marland published Information skills in the secondary curriculum, there have been many initiatives to develop and promote the teaching of information skills in schools. Much of the widely disseminated research prompted by that report and reviewed by Rogers (1994), confirms that the original working party recommendations remain relevant today. Indeed, Rogers quotes extracts from British government reports which suggest the overall picture in schools has not changed significantly at all.
The fact is that library and study skills have been taught in schools for nearly a hundred years, but many students still cannot easily find and critically use information. In some schools, information literacy is enhancing teaching and learning, but the information age has yet to reach others. Information technology and pressures on library resources and services can, in this context, be seen as a catalyst for critically examining teaching techniques necessary for fostering information literacy.
Poor performance in finding and using information has in the past been attributed to a lack of explicit classroom attention to the cognitive aspects of the task (e.g. Irving, 1985; Kuhlthau, 1987). Yet the thinking underlying information literacy may be hidden from teachers and few studies illuminate process issues from the viewpoint of the students themselves. Further, whereas twenty years ago we focused on getting our most able students to think critically and do "research projects" at school, we now face the challenge of helping our least able students to solve information problems efficiently. Consequently three factors are of central concern in developing information literacy. One is the nature of information literacy itself, the second is teachers' understanding of that concept and the third relates to the conceptions of inexperienced information users.
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Mavezera Tinashe, F. "A DEMOGRAPHIC PERSPECTIVE ON UNIVERSITY LECTURERS’ USE OF INFORMATION COMMUNICATION TECHNOLOGIES IN TEACHING." European Journal of Social Sciences Studies 6, no. 3 (April 1, 2021). http://dx.doi.org/10.46827/ejsss.v6i3.1032.
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The study sought to establish the use of information technology in literacy instruction by university lecturers. The focus was on the main demographic factors which significantly impact on the use of Information Communication Technologies (ICTs) in literacy instruction. The following variables were of interest: age, gender, highest qualification attained, work experience, tenure and employment status. The research was carried out at Great Zimbabwe University (GZU), a university in Masvingo Town, Zimbabwe. A descriptive survey was used as research design. Interviews and questionnaires were used as data collection instruments to eighty (80) lecturers from the Robert Mugabe School of Education and Culture based at GZU. The current study rides on the knowledge gap that previous studies had a tendency to look at primary and secondary school practitioners’ use of ICT and yet the problem could be at institutions of higher learning. The research looked at GZU’s perspective or policy to the use of ICT, teaching /learning outcomes for both students and lecturers, impediments to the use of technology and uses of technology by both lecturers and students. Quite significant therefore, is the fact that the research empowers all stakeholders to redirect their efforts to address the use of technology to enhance literacy instruction in institutions of higher learning. The results of the study revealed that there is less use of ICTs by lecturers in teaching and learning at the Robert Mugabe School of Education and Culture, Great Zimbabwe University. Variables such as age and gender were seen to affect the use of ICTs. Educational and academic qualifications and use of ICTs had an inverse relationship whereby an increase in one’s educational/academic qualifications showed a decrease in the use of ICTs. It is recommended that the university has to come up with a clear policy to guide lecturers on the use of ICTs in research, lecture preparation and presentation and assessment. Members of staff (Lecturers) were to frequently attend refresher workshops and seminars on the use of ICTs in education. It is also envisaged that personal computers and laptops are availed to teaching members’ offices and computer laboratories. This would result in effective teaching and research.
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