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1.
ABSTRACTThe Internet has become a pivotal source of information among university students. However, studies routinely show that many students lack digital information literacy skills (i.e. skills needed to find and evaluate information online). In this paper, we report results from an experimental study testing the effect of a workshop for third-year students of a German university. The workshop was designed to teach relevant information literacy skills in a computer lab. Afterwards, students were given academic search tasks and their search behavior was recorded with a tracking device. We find that, compared with the control group, workshop participants significantly increased their use of academic databases and cited more articles from scholarly journals. On the other hand, we find no effect on the relevance of the content students found online. Teaching digital information literacy is essential and feasible, but it is no panacea for increasing the academic quality of students’ work. 相似文献
2.
ABSTRACTBackground: In Slovakia, no relevant information is available about the scientific literacy levels achieved by secondary school students. Purpose: The objective of the research was to identify the levels of scientific literacy among students in the last year of grammar school and examine to what extent this determined the subject chosen for a school-leaving exam, which is related to a student’s personal preferences, as well as to the student’s profile and preparation for university education. Sample: The research sample consisted of 221 students from 17 grammar schools located in various regions of Slovakia. Design and methods: To identify the level of scientific literacy, we applied the Test of Scientific Literacy Skills. Results: The students achieved the lowest success rate in the skill focused on the identification of the research design elements and its strengths and weaknesses. A comparably low success rate was also observed in the skill focused on the justification of the conclusions based on quantitative data. Other difficulties were identified in the field of understanding the basics of statistics, thus indicating an insufficient level of mathematical literacy of the students in the abovementioned field. By contrast, the highest success rate was achieved in the skill focused on the correct application of the scientific results for social purposes. Conclusions: At the end of secondary school studies, the scientific literacy among Slovak students is at the average level. No differences were observed in terms of gender. In terms of the subjects chosen by the students for their school-leaving exams, we observed that those students who took a school-leaving exam in Biology or Chemistry achieved significantly better results in the test. By contrast, the students who reported on Geography and Civics as the subject of their school-leaving exam achieved significantly worse results in the test. 相似文献
3.
Formative assessment, bilingualism, and argumentation when combined can enrich bilingual scientific literacy. However, argumentation receives little attention in the practice of bilingual science education. This article describes the effect of a formative assessment-based pedagogical strategy in promoting university students’ argumentation. It examines the written and oral arguments produced by 54 undergraduates (28 females and 26 males, 16–21 years old) in Colombia during a university bilingual (Spanish-English) science course. The data used in this analysis was derived from students’ written responses, and audio and video recordings. The first goal of this study was to determine how this teaching strategy could help students increase the use of English as a means of communication in argumentation in science. The second goal was to establish the potential of the strategy to engage students in argumentative classroom interactions as an essential part of formative assessment. The findings show that the strategy provided participants with opportunities to write their argumentation in Spanish, in English and in a hybrid version using code-switching. Educational implications for higher education are discussed. 相似文献
4.
This study is a comparative analysis of 15-year-old students’ scientific literacy, and its association with the instructional strategies that students experience, across six OECD countries that participated in PISA 2015. Across the six countries, the study investigates the efficacy of inquiry-based instruction in science in contrast with two other instructional approaches to teaching secondary science: adaptive and teacher-directed teaching. The analysis shows that students who reported experiencing high frequencies of inquiry strategies in their classrooms consistently evidenced lower levels of scientific literacy across the six countries. Benchmark analysis also showed, common to all six countries, a strongly positive association between the frequency of teacher-directed and adaptive teaching strategies and students’ scientific literacy. Additionally, the study disaggregates PISA’s composite variable representing inquiry-based instruction and shows that different components of inquiry are differentially associated with students’ scientific literacy. We discuss the implications of these analyses for science teacher educators, science teachers, and educational policy makers. In doing so, we add nuance to our understanding of the efficacy of inquiry-based instruction in science, suggesting that some components, as conceptualised and assessed in PISA, seem to suggest greater attention and use, and others more moderated use. 相似文献
5.
The transition through the first year of university study is challenging for the majority of students. For students from Culturally and Linguistically Diverse (CALD) backgrounds, commencing studies in an English-Medium Instruction (EMI) university program presents a number of specific challenges. These students are faced with meeting both language demands as well as learning expectations of the institution, which often differ markedly from their previous formal learning experiences. Developing CALD students’ digital literacy practices has been shown to lead to improved academic performance, success and retention in some higher education settings. This paper focuses on the digital literacy practices of undergraduates at a national public university in a Gulf State. Results from a survey and focus groups are analysed to identify the students’ access to and use of digital technologies, in order to better understand how their academic success can be enhanced through digital literacy development. The study identifies a disconnect between students’ perceptions of their digital capabilities and the institutional requirements for study. The research recommends that providing integrated, institution-wide digital literacy development focused on accessing, assessing and incorporating online resources in their work, will help improve transitioning CALD students’ preparedness for undergraduate study in this and other EMI universities. 相似文献
6.
AbstractThis article analyses literacy narratives of first-year students at a South African university. It uses excerpts from the literacy narratives to explain how this writing genre serves as an outlet for reconstructing experiences of social injustice and agency. The article discusses how students’ experiences of social injustice and their sense of agency intersect to influence their literacy development from primary school to university. The article contends that, although literacy narratives give lecturers access to students’ pre-university learning experiences and their discomforts with university literacy expectations, they also capture aspects of societal injustices and their responses to these injustices. 相似文献
7.
This article explores an urban partnership and service-learning project deliberately created to improve literacy and strengthen learning communities in an urban, Latino neighborhood of Chicago. The project aligns activities and objectives with resources and needs of university participants, a Latino community organization, and local public schools. The needs addressed include (a) improving literacy achievement in Latino students, (b) improving literacy instruction, (c) expanding students’ awareness and engagement with social injustices, and (d) exploring barriers to literacy access in students’ homes and community. This project serves as a model for developing partnerships and outreach between higher education institutions and the community. 相似文献
8.
In discussions about information literacy and required research assignments, several high school teachers lamented that student research papers had regressed to the point that the completed work represented nothing more than “point and click” exercises. Similarly, Asselin and Lee (2002, 10) began their article on the need for library instruction for teacher education candidates by quoting a student who stated, “I wish someone had taught me how to develop my library information literacy skills through resource-based learning … in school [pre–K—12]. I might not have had such a horrendous time of it when I came to the university.” The problem is apparent; students on university campuses lack basic research and information literacy skills, and do not have a clear understanding of how to use the resources of their campus library. Students also lack the ability to synthesize knowledge gained from the academic classroom, the library, and information technology for the betterment of academic scholarship. Collaboration between teacher education faculty members and academic librarians for the advancement of academic research and the development of transferable information literacy skills is necessary. These two distinctive, yet interdependent, parts of higher education organizations represent the greatest potential for the development of stronger programs in the fields of research and information literacy by incorporating computer technology and traditional research methods into coursework in a collaborative environment. 相似文献
9.
This article focuses on the effect of the Covid-19 crisis on education systems in Indonesia. It describes and illuminates various curricular responses, from nation-based actions to policies by the office of the Ministry of Education and Culture of the Republic of Indonesia. The article asks: How does the Covid-19 crisis affect education systems, activities, policies, and practices in the Indonesia archipelago? How has the central government responded to the Covid-19 crisis within educational institutions? What do these institutions’ curricular responses look like? What are some of the guiding curricular principles of schooling, teaching, and learning emerging and circulating during the Covid-19 crisis and within educational institutions’ efforts to revive educational life, possibilities, and continuance? It is hoped that this article on the case of Indonesia will promote and contribute to new sharing of the global understanding of curriculum responsiveness, teaching, learning, policy, and practice during the current Covid-19 crisis. 相似文献
10.
高等师范院校培养师资的特性决定了其对师范类大学生信息素养内涵的特殊要求.通过对兰州城市学院大学生信息素养现状的分析,深入探讨提升大学生信息素养的策略,为西部师范院校的大学生信息素养的培养提供参考. 相似文献
11.
21世纪,信息素养已经成为互联网时代下公民的基本能力。从信息素养的五个构成部分（信息意识、信息知识、信息技能、信息道德、信息安全）对某校300名大学生进行调查研究。经调查发现：当前大学生的信息素养总体有待提高;文科大学生信息意识强于理科大学生;男生的信息知识、信息技能显著高于女生;生源地来自城市的大学生信息素养总体上普遍好于来自农村的大学生。 相似文献
12.
教育大数据的发展离不开信息与通信技术(ICT)的广泛应用。基于PISA 2015学生ICT问卷和科学素养得分,通过对基础教育阶段学生个体科学素养表现的综合测评,可以详细探究包含中国在内的10个发展中国家的学生ICT水平与其科学素养得分之间的潜在关系。研究发现,以上发展中国家的学生如果在6岁及以前第一次接触电脑从一定程度上将对学生的科学素养产生积极影响;学生在学校或校外使用网络的时间如果超过4个小时或继续增加,科学素养则会出现显著下降趋势;允许学生在可控的时间范围内(如1~2小时)高效合理地使用网络,能在一定程度上提高学生的科学素养。对于中国学生,家校首先应鼓励并倡导其在"6岁及以前"接触诸如电脑等ICT设备,从而促进学生科学素养的形塑与提升;其次,工作日期间,无论是校内还是校外,家校都应严格监督并限制学生ICT电子产品以及网络的使用;再者,周末期间,家校应倡导学生在可控的时间范围内高效合理使用网络,"一刀切"或者肆无忌惮的放纵都将产生难以估量的恶性影响。 相似文献
13.
世界各国都将师资建设作为推动教育改革、提高教育质量的一个重要方面。师范生是我国中小学教师的主要来源,提高师范生的信息素养水平是有效提高我国中小学教师整体信息素养水平的根本性和基础性的措施。文章通过对高师院校师范生信息素养的现状分析,来探讨如何加强师范生的信息素养培养问题。 相似文献
14.
大学生利用新媒体开展英语学习已成为常态,但其应用效果不完全一致。国内外关注英语学习者新媒体素养的研究较少,存在理论框架不完善、实证研究缺乏等问题。基于国际新媒体素养研究中最新的理论框架编制的大学生英文新媒体素养评价量表,包括功能性取用(取用技能、理解),功能性创用(创用技能、传播、生产),批判性取用(分析、整合、评价)和批判性创用(参与、反思、创造)4个一级维度和11个二级维度。经对486位大学生开展的实证研究显示:(1)改编后的大学生英文新媒体素养评价指标具有较好的信效度,有助于完善人们对新媒体素养内涵和结构的理解;(2)我国大学生的英文新媒体素养整体处于低阶水平,重功能性取用,轻批判性创用;(3)大学生英文新媒体素养与其英语自我效能感呈现高度相关,功能性媒体素养是英语自我效能感的重要预测因素。大学生在学习正确获取或应用网络资源的同时,应注重加强对新媒体来源信息的辨析采纳,提高批判性参与意识。高校应积极服务大学生多层次英文新媒体素养的提升,培养信息社会所需的高素质人才。 相似文献
15.
AbstractStudent difficulties with the transition to writing in higher education are well documented whether from a ‘study skills’, an ‘academic socialisation’ or an ‘academic literacies’ perspective. In order to more closely examine the challenges faced by students from widening participation backgrounds and diverse routes into undergraduate study, this project focuses on first-year undergraduate experiences of developing academic literacies on an Education Studies programme at one university in England. It highlights the impact of different support and guidance within and beyond their degree programme where attempts to embed academic literacy development are part of subject modules. The paper reports the findings generated using a mixed methods interpretive approach. Questionnaires were collected at the beginning (n = 48) and end of the students’ first year (n = 44), and interviews and visual data collection methods (n =19) were used at the mid-point of the academic year. Key findings highlight students’ expectations of achievement on entry to university and the influence of the emotional journey of students as they begin to make progress as academic writers. Identifying, selecting and applying academic reading were an enduring concern whilst some students struggled with the digital literacy implicit in undergraduate work. Importantly, some strategies developed to support student transition to academic writing in higher education may have unintended consequences as they progress through the first year. 相似文献
16.
小学阶段是学生信息素养启蒙与培育的关键时期,构建科学、合理的信息素养测评模型是小学生信息素养培育与提升的重要基础。研究以小学四、五年级学生为调研对象,从信息素养内涵界定入手,综合采用文献研究、专家咨询、数理验证等方法,构建了小学生信息素养测评模型,并利用该模型对我国西部N省开展小学生信息素养评估实践,发现小学生信息素养整体水平处于中等,但各维度发展并不均衡。不同类型学校学生的信息素养存在显著差异,乡村学校学生信息素养普遍较低。基于此,研究提出了进一步提升小学生信息素养水平的策略及建议。 相似文献
18.
信息化社会大学生信息素养的培养势在必行,通过对五所高校大学生信息素养现状的调查显示：大学生的信息素质状况不容乐观,大学生的网络修养意识和法律意识淡薄。应从开展信息素养教育、将信息素养培养纳入课程目标和评价体系和组织开展基于Internet的资源型自主学习等方面,提升大学生的信息素养。 相似文献
19.
The term scientific literacy is defined differently in different contexts. The term literacy simply refers to the ability for one to read and write, but recent studies in language literacy have extended this definition. New literacy research seeks a redefinition in terms of how skills are used rather than how they are learned. Contemporary perspectives on literacy as a transfer of learned skills into daily life practises capture the understanding of what it means to be scientifically literate. Scientific literacy requires students to be able to use their scientific knowledge independently in the everyday world. Some models for teaching towards scientific literacy have been suggested including inquiry‐based learning embedded in constructivist epistemologies. The inquiry‐based model is posited to be effective at bringing about in‐depth understanding of scientific concepts through engaging students’ preconceptions. In order to establish whether directly engaging students’ preconceptions can lead to in‐depth understanding of the science of HIV/AIDS, a case study was designed to elucidate students’ prior knowledge. From questionnaires and classroom observations, Ugandan Grade 11 students’ persistent preconceptions were explored in follow‐up focus group discussions. The inquiry process was used to engage students with their own perceptions of HIV/AIDS during the focus group discussions. Findings suggest that students need to dialogue with each other as they reflect on their beliefs about HIV/AIDS. Dialogue enabled students to challenge their beliefs while making connections between ‘school’ and ‘home’ knowledge. 相似文献
20.
This paper contributes a rich picture of how students from refugee backgrounds navigate their way into and through undergraduate studies in a regional Australian university, paying particular attention to their access to and use of different forms of support. We draw on the conceptualisation of ‘hot’ and ‘cold’ knowledge, offered by Ball and Vincent (1998. “‘I Heard it on the Grapevine’: ‘Hot’ Knowledge and School Choice.” British Journal of Sociology of Education 19 (3): 377–400), and the addition of ‘warm’ knowledge offered by Slack et al. (2014. “‘Hot’, ‘Cold’ and ‘Warm’ Information and Higher Education Decision Making.” British Journal of Sociology of Education 35 (2): 204–223), to develop an understanding of how students from refugee backgrounds make choices about how they locate, select and access support for their studies. The findings of this paper suggest that students from refugee backgrounds do not view the ‘cold’ (unfamiliar-formal) institutional support on offer as ‘for them’; instead they expressed a preference for the ‘warm’ (familiar-formal) support offered via ‘trusted’ people who act as literacy/sociocultural brokers or ‘hot’ (familiar-informal) support of their grapevine of other students (past and present) or experienced community members. 相似文献
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