共查询到20条相似文献，搜索用时 80 毫秒
1.
Joshua C. Roberts 《European Journal of Engineering Education》2007,32(3):243-251
As information professionals, engineering librarians have the primary responsibilities of providing access to engineering information resources and giving instruction in how to use these resources. In the case of undergraduate engineering students, this extends to building their information literacy skills, an important component in helping them become lifelong learners; to be curious and independent, and to take greater responsibility for their own learning. The challenge in building information literacy in engineering students is to acquaint the students with the array of library resources available to them and to help them intelligently navigate the systems that contain the information. Too often, information literacy instruction is presented as a set of procedures for locating a hypothetical resource in the library. However, students are not interested in finding some resource randomly chosen as an example; they want to find resources that they perceive as being important and useful. During the 2005–2006 academic year, the engineering librarians at Drexel University took this into consideration and employed a new methodology for information literacy instruction: combining an online tutorial covering basic library skills with face-to-face consultations between student design teams and the engineering librarians. By utilizing varied instruction techniques aimed at different learning styles, with a strong active learning component delivered at the student's point of need—when they have a concrete, perceived information need—information literacy instruction can be improved so that engineering students retain more and develop lifelong learning skills. 相似文献
2.
Kavin Ming 《Clearing house (Menasha, Wis.)》2013,86(6):213-220
Content-area literacy involves the use of research-based learning strategies that help students effectively and efficiently gain content knowledge. Its use is fundamental to all content areas, not just to those that rely heavily on printed materials. One of the major goals of content-area instruction is to produce critical thinkers and problem solvers, and content-area literacy is a tool that teachers use to help students achieve this goal. Through this author's teaching experiences, she (Ming) learned about literacy strategies that are useful in art, mathematics, music, and physical education. Thus, in this article, she discusses the importance of using literacy in content-area instruction. Specifically, she talks about how literacy strengthens students’ language arts skills, shares 10 content-area literacy strategies that can be integrated into the four content areas, and provides specific examples of what they would look like in each area. 相似文献
3.
Constance C. Beecher Mary I. Abbott Sarah Petersen Charles R. Greenwood 《Early Childhood Education Journal》2017,45(5):595-602
Despite much progress in improving the quality of preschool programs, there is still an uneven quality of instruction in early childhood settings. Providing support and professional development (PD) for teachers that is practical, systematic and sustainable is one potential avenue to increase classroom quality in preschool, including quality of literacy instruction. Preschool educators who want to focus on increasing the quality of literacy instruction need simple-to-use tools that can be implemented quickly and provide a means to assess progress towards the goal of improving literacy instruction. The Quality of Literacy Implementation checklist measures how well the teaching staff include intentional, instruction in literacy/oral language. Rather than focusing on a specific curriculum or intervention, quality of implementation focuses on the teacher’s delivery of key procedural features of evidence-based instruction. As is the case with fidelity of implementation, a quality of implementation checklist not only measures implementation but also provides a roadmap about how instruction might be modified to ensure that critical and essential skills are emphasized across the preschool day. 相似文献
4.
In recent years, educators in the USA have emphasized disciplinary literacy as an essential path forward in cultivating adolescents’ understanding of subject matter in tandem with literacy practices. Yet, this agenda poses challenges to teachers who have been tasked with its implementation. Here, we examine two expert US history teachers’ efforts to implement curriculum that integrates reading, writing and thinking in history with academically diverse eighth graders. We conduct qualitative analyses of teacher observations and interviews as well as student work. This analysis provides insight into several issues that emerge in efforts to teach disciplinary literacy in history classrooms: the nuances of teachers’ use of curriculum materials created by people other than themselves, teachers’ appropriation and adaptation of curriculum materials and teachers’ understanding of curriculum materials and disciplinary literacy goals. We find that teachers’ knowledge of the discipline and attention to students’ ideas allowed them to skillfully adapt the curriculum to better meet students’ needs and push students’ thinking. Orienting teachers toward disciplinary learning, ensuring a foundational understanding of their discipline and providing teachers with tools to teach disciplinary literacy are important steps to help students meet the demands of the disciplinary literacy agenda. 相似文献
5.
Kelly L. Heider 《Early Childhood Education Journal》2009,36(6):513-518
The rapid growth of information over the last 30 or 40 years has made it impossible for educators to prepare students for
the future without teaching them how to be effective information managers. The American Library Association refers to those
students who manage information effectively as information literate. Information literacy instruction has been a priority in many secondary schools since the American Association of School
Libraries published the Information Literacy Standards for Student Learning in 1998. Although these standards were written for grades K-12, information literacy is still not the focus in many early
childhood classrooms. This article discusses the importance of information literacy instruction in early childhood education.
Research suggests that early information literacy instruction, using informational texts and collaborative, teacher–librarian
curriculum planning, promotes critical thinking and increases the ability to problem-solve—two skills necessary for survival
in today’s Information Age. 相似文献
6.
ELAINE GABER-KATZ 《Gender and education》1996,8(1):49-60
Story-telling and story-writing as pedagogical practices hold a pre-eminent place within critical literacy practices. In Toronto, Canada's largest city, progressive community-based literacy programmes begin the educational process by assisting adult literacy students to learn to read and write by using the language experience method. The educational process is furthered when the programmes publish the autobiographical accounts that these learners have created. They publish these accounts as a way of generating relevant educational reading texts for adult new readers, and more significantly as a form of cultural expression for people marginalised by poverty. Elaine Gaber-Katz, a feminist educator literacy practitioner, explores how critical literacy programmes purposefully seek out the voices of those who have been silenced. She also explores the ways in which these programmes create the spaces for these voices to be heard. Focusing on the use of story, the author assesses the value of publishing these kinds of learners' stories and confronts some of its inherent limitations. 相似文献
7.
Michele S. Moses Amy N. Farley 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3):260-279
The "information era" has brought up new literacies, although most of them are still not part of the K–12 curriculum or the teacher education curriculum. One of these new literacies is critical media literacy. The purpose of this article is to document the urgency for including this new literacy in school and teacher education curricula given the crucial role of media as they touch every issue impacting human life in society. Critical media literacy as understood here includes three dimensions: (1) develop a critical understanding of how corporate for-profit media work, driven by their political and economic vested interests; (2) search for and support alternative, nonprofit media; and (3) characterize the role of teachers in helping students and their parents to become media-literate users and supporters of alternative media. Critical media literacy is founded on the legitimate role of media to serve the public's right to be truly informed, and thereby serve democracy. However, currently we are witnessing an unprecedented concentration of for-profit media into conglomerates, in alliance with the government and especially with the federal regulating agency—Federal Communications Commission—and other powerful institutions and corporations. Starting with this big picture, we examine and document specific cases that illustrate how these conglomerates and their allies work to keep and to expand their power, by means of filtering information, manufacturing consent, and controlling what the public watch, listen to, read, think, believe, taste, dress, look like, speak, and how they perceive themselves. The propaganda behind the banning of bilingual education in California is a clear example in the educational arena of the role of media in helping powerful people to manufacture voters' consent through fabricated stories, misleading ballot question, biased polls, etc. The second dimension of critical media literacy refers to the active involvement of every person, including school children, to support and advocate for alternative, nonprofit, public service-driven media. Given the reasons and the evidence presented, the authors consider that there is an urgency for including critical media literacy in the K–12 school curricula, and therefore in the teacher education core curriculum. 相似文献
8.
9.
Clark A. Chinn Susan A. Yoon Huma Hussain-Abidi Kyle Hunkar Noora F. Noushad Amanda M. Cottone Thomas Richman 《European Journal of Education》2023,58(3):407-421
An important goal of science education is promoting scientific literacy—the competence to interact with science as laypeople to solve problems and make decisions in their personal and community lives. This is made more challenging in an age of increasing science denialism. In this article, we discuss how to design learning environments for science education that can help students attain scientific literacy. We argue that science curricula should encompass lessons with two distinguishable foci. One focus engages students in understanding the reliability of science. The second focus engages students as laypeople interacting with science in the public sphere. We discuss these two curricular foci, presenting examples from our own work on designing and implementing instruction with the first focus. 相似文献
10.
11.
David Vincent 《Interchange》2003,34(2-3):341-357
The paper argues that the term ‘literacy’ has become attached to too many disparate practices, and that renewed attention needs to be paid to how the acquisition and use of skills of written communication are conditioned by the core structures of the home, the classroom, and the state. It reviews the current usages of literacy and examines the agenda for further research in the central areas of reading and particularly writing. Attention is drawn to the contemporary engagement with literacy as a basic skill, and to the recent implementation in England of the “National Literacy Strategy.” The close parallels between the 19th and early 21st century literacy strategies are noted. If historians wish to apply their research to an interrogation of contemporary ideology and practice, greater attention should be paid to domestic instruction and to the role of government over time. 相似文献
12.
2017版高中化学课程标准提出了“发展学生化学学科核心素养”的要求。因此,在化学课堂教学中,教师应全面贯彻“化学学科核心素养”的课程理念。通过化学学科核心素养理念下“钠与水的反应”这节课的教学设计与实施,尝试在一节课的教学中如何贯彻培养学生5个方面化学学科核心素养的思想。具体教学用“金属引发的爆炸”为真实情景引入,通过准确表达钠与水反应的宏观现象,解释此反应的微观本质,进一步理解“结构决定性质”的化学观念,用化学方程式将化学反应准确书写下来,并让学生用所学知识解决生活中的实际问题,从而达到培养学生化学学科核心素养的目的。 相似文献
13.
Mathematics teachers often resist generic literacy strategies because they do not seem relevant to math learning. Discipline-specific literacy practices that emerge directly from the math content and processes under study are more likely to be embraced by math teachers. Furthermore, national and state-level mathematics standards as well as Common Core standards provide frameworks for situating literacy practices squarely within the disciplines. A disciplinary literacy approach to writing in math requires teachers to develop innovative strategies and practices that link writing to particular mathematical processes and tasks. An example is shared of a math writing approach developed by a middle school teacher used to prompt her students' critical thinking and problem solving processes during the study of algebra. She designed a template that when completed can serve as a reflective tool for her students and provide the teacher useful feedback on their learning. The example of teaching with the template as a guide for working through steps to solve a story problem demonstrates what disciplinary writing can look like in a typical middle school classroom. 相似文献
14.
Jay Beck Rasmussen 《European Journal of Education》2003,38(4):427-443
This qualitative study explored reading literacy performance of Norwegian students (Grades 1–10). Semistandardised interviews were conducted with 36 academics, school administrators, and teachers to investigate reading literacy development, factors associated with literacy performance, and recommendations for improvement. Reading literacy lessons were also observed in 10 classrooms to determine how reading literacy is developed. Data from the International Association for the Evaluation of Educational Achievement study ( Elley, 1994 ) and the Programme for International Student Achievement study ( OECD, 2001 ) were analysed to enrich understanding of the Norwegian literacy situation. Recommendations include greater reading education for teachers, communication and collaboration between stakeholders, engagement and interest in reading, balanced reading instruction, development of linguistic awareness, use of early intervention programmes, explicit strategy instruction, and use of bilingual education. 相似文献
15.
Katherine Landau Wright Amanda D. Franks Li-Jen Kuo Erin M. McTigue Jiniva Serrano 《International Journal of Science and Mathematics Education》2016,14(7):1275-1292
Many journal articles detail recommendations to naturally integrate literacy instruction into content-area classes, particularly science, claiming that such instructional practices will support both literacy and content-knowledge acquisition. This begs the question, are the literacy strategies recommended for content-area instruction founded in established educational theories? The purpose of the current study is to examine the implicit and explicit theories driving science disciplinary literacy instruction. Theories assist in organizing and advancing research in a systematic manner. Information on the status of theory is essential to both practitioners (who are implementing strategies) and researchers (who are making recommendations for classroom instruction). Our study revealed that in science literacy, vocabulary instructional practices are frequently supported with Schema and Dual-Coding theories. Articles also frequently used theories grounded in social dynamics, including social constructionism and sociocultural perspective, to support literacy instruction. However, recommendations for other aspects of instructional practices in science literacy are generally not well-grounded in major reading theories. 相似文献
16.
In this article, we demonstrate ways in which teachers, working within the context of rapidly changing demographics in our country, can create inclusive classroom environments that promote the development of engineering literacies and identities, particularly among bilingual students. We draw on our experience working with two projects funded by the U.S. Department of Education’s Minority Science and Engineering Improvement Program (MSEIP) at a large public university on the U.S.-Mexico border to show how educators can create educational spaces that encourage bilingual students to use their full communicative repertoires in developing engineering discourses and identities. In so doing, we highlight the relationship between bilingualism and disciplinary literacy development; describe how hybrid language practices such as translanguaging can contribute to engineering learning; and highlight the role of identities in disciplinary discourses. The practices illustrated in this article have implications not only for college instructors, but also for teachers at the secondary level. 相似文献
17.
Betsy M. DelleBovi 《Assessing Writing》2012,17(4):271-292
This action research demonstrates the answer to this question: How can literacy professors provide effective training in evaluating writing to preservice graduate education students? The study examines writing assessment instruction in the context of a literacy course required of preservice teachers seeking secondary (7–12) certification in content area instruction. Approximately half of the course is devoted to instruction in 3 areas of writing assessment: (1) theory and practice in aspects of holistic writing assessment analysis, (2) methods for designing teachable rubrics, and (3) approaches to creating and sharing written feedback. Student-participants’ written responses to protocols demonstrate learning outcomes in these 3 areas along with their attitudes and the effects of their practice with an authentic set of high school students’ essays. The study demonstrates the effectiveness of this assessment instruction as a part of overall effectiveness in teacher preparation programs at the graduate level. 相似文献
18.
基于现代阅读认知理论,国际学生评估项目(PISA)以读者、 文本和任务为核心要素构建阅读素养框架,PISA2018的最新修订更是充分彰显了其促进学生未来发展的主旨,顺应数字信息化时代的努力以及强调在真实场景下对学生运用阅读认知策略解决实际问题能力的考查等导向特征.以其为鉴,我国阅读教学需拓展国际视野,实现从关注"阅读技... 相似文献
19.
Though discipline-specific approaches to literacy instruction can support adolescents' academic literacy and identity development, scant attention has been paid to ways of targeting such instruction to address individual student needs. Dialogic writing assessment is an approach to conducting writing conferences that foregrounds students' composing process so that teachers can assess and support that process with instructional feedback. Because such feedback is immediate, teachers can observe how students take it up. While dialogic assessment has shown promise as an approach to revealing and supporting students' writing processes in English Language Arts classrooms, it remains to be explored how this approach can support developing writers in other subject areas. This paper offers an analytic narrative account of how a high school social studies teacher used this method to support the writing process of one student, exploring what the method revealed about the challenges the student faced in writing about history, the gaps and misconceptions in their understanding of history and the intersection between the two. We discuss how certain ‘mediational moves’ the teacher employed enabled the student to compose collaboratively with the teacher, and in this collaborative composing, to capture ideas that she later used in her independent writing. 相似文献
20.
Robert J. Anthony Christine D. Tippett Larry D. Yore 《Research in Science Education》2010,40(1):45-64
Science literacy leading to fuller and informed participation in the public debate about science, technology, society, and
environmental (STSE) issues that produce justified decisions and sustainable actions is the shared and central goal of the
Pacific CRYSTAL Project. There is broad agreement by science education researchers that learners need to be able to construct
and interpret specific scientific discourses and texts to be literate in science. We view these capabilities as components
in the fundamental sense of science literacy and as interactive and synergetic to the derived sense of science literacy, which
refers to having general knowledge about concepts, principles, and methods of science. This article reports on preliminary
findings from Years 1, 2, and 3 of the 5-year Pacific CRYSTAL project that aims to identify, develop, and embed explicit literacy
instruction in science programs to achieve both senses of science literacy. A community-based, opportunistic, engineering
research and development approach has been utilized to identify problems and concerns and to design instructional solutions
for teaching middle school (Grades 6, 7, and 8) science. Initial data indicate (a) opportunities in programs for embedding
literacy instruction and tasks; (b) difficulties generalist teachers have with new science curricula; (c) difficulties specialist
science teachers have with literacy activities, strategies, genre, and writing-to-learn science tasks; and (d) potential literacy
activities (vocabulary, reading comprehension, visual literacy, genre, and writing tasks) for middle school science. Preinstruction
student assessments indicate a range of challenges in achieving effective learning in science and the need for extensive teacher
support to achieve the project’s goals. Postinstructional assessments indicate positive changes in students’ ability to perform
target reading and writing tasks. Qualitative data indicate teachers’ desire for external direction and the need for researchers
to expand the literacy framework to include oral discourse. A case study of teachers’ use of a specific literacy task and
its influence on students revealed indications of robustness and effectiveness. Experiences revealed procedural difficulties
and insights regarding community-based research and development approaches. 相似文献