OER evaluation as a means of teaching information literacy in individual and small group settings     

Sarah Evelyn  John Kromer 《The Reference Librarian》2018,59(1):1-9

ABSTRACT

Open education resources represent a great opportunity to reduce textbook costs, but many of them have not been evaluated for quality. Librarians and former students in an introduction to engineering course collected and evaluated open education resources to supplement the course textbook in future semesters. Both searching for and evaluating these resources created opportunities for the librarians to evaluate information literacy skills of these students and to provide instruction to improve these skills.  相似文献   

Is There a Future for Journalism?     

Guy Berger 《Journalism Practice》2018,12(8):939-953

A functionalist perspective on the future of journalism would posit that because human society needs journalism, we will find ways to support this communications practice. Yet such a perspective, however consoling, assumes a teleology that is far from guaranteed. What will happen is far from easy to predict; nevertheless, this paper pinpoints several key issues that impact on the future of journalism. It also advances some general propositions and a broad periodisation around UNESCO’s historical role in relation to these issues. The analysis gives particular attention to political and economic matters, the safety of journalists and internet governance. Each of these dimensions entails existential threats to journalism, but some opportunities are also noted. Four paradoxes are also identified, with tensions that may lead to change in one direction or another.  相似文献   

Bibliometric approximation of a scientific specialty by combining key sources,title words,authors and references     

Nadine Rons 《Journal of Informetrics》2018,12(1):113-132

Bibliometric methods for the analysis of highly specialized subjects are increasingly investigated and debated. Information and assessments well-focused at the specialty level can help make important decisions in research and innovation policy. This paper presents a novel method to approximate the specialty to which a given publication record belongs. The method partially combines sets of key values for four publication data fields: source, title, authors and references. The approach is founded in concepts defining research disciplines and scholarly communication, and in empirically observed regularities in publication data. The resulting specialty approximation consists of publications associated to the investigated publication record via key values for at least three of the four data fields. This paper describes the method and illustrates it with an application to publication records of individual scientists. The illustration also successfully tests the focus of the specialty approximation in terms of its ability to connect and help identify peers. Potential tracks for further investigation include analyses involving other kinds of specialized publication records, studies for a broader range of specialties, and exploration of the potential for diverse applications in research and research policy context.  相似文献   

面向新生的“微视频+代入式体验”信息素养教育研究     

洪跃 《图书情报工作》2019,63(20):88-95

[目的/意义]基于建构主义学习理论，借鉴翻转课堂先进理念，以提高个人信息素养能力的初学者为主要教育研究对象，调研分析其个性特征、信息行为和教育方式偏好。[方法/过程]通过调研分析，总结教育方式与学生需求之间的矛盾成因，提出面向新生的"微视频+代入式体验"信息素养教育创新模式，着重分析模式特点、构建策略和实施方案，并提出可行性组织策略。[结果/结论]"微视频+代入式体验"信息素养教育新模式，综合运用微视频所特有的视觉冲击力，克服教师语言抽象化的不足，同时通过代入式情境体验，完成知识吸收内化、高层次思维认知，有效提升学生的信息素养综合能力。  相似文献   

Libraries and Spatial Literacy: Toward Next-Generation Education     

Benjamin D. Branch 《College & Undergraduate Libraries》2014,21(1):109-114

The role of the library is to assist citizens in skills development critical to national interest and empowerment as literacy ambassadors, in general. Specifically, the work by the Federal Geographic Data Committee (1994) indicates that spatial literacy is for every citizen and not just a set of workforce specialists. Hence, the use of maps in decision making and problem solving will become fundamental to all professions, including library professionals. Thus, a spatial literacy awareness and rationale for such as standard job ability is discussed as a future librarian workforce proficiency and knowledge transfer medium.  相似文献   

Part 1. If We Frame It,They Will Respond: Undergraduate Student Responses to the Framework for Information Literacy for Higher Education     

Rachel E. Scott 《The Reference Librarian》2017,58(1):1-18

There remains significant confusion surrounding the purpose, audience, and proposed application of the Framework for Information Literacy for Higher Education. This exploratory study addresses the question of whether undergraduate students can understand the language and concepts in this document. By presenting student responses to pretest questions recorded at the beginning of a semester-long research methods course, this article shows that students can, even on first impression, begin to make sense of the complexity and richness found in the Framework for Information Literacy for Higher Education.  相似文献   

Spontaneous spatial strategy use in learning from scientific text     

《Contemporary educational psychology》2017

Two studies explored the role of the spontaneous use of spatial note-taking strategies (i.e., creating maps and drawings) and spatial ability in learning from a scientific passage. In Study 1, college students read and took notes by hand on a 10-paragraph scientific passage about the human respiratory system. Students tended to use verbal strategies such as lists (on 48% of the paragraphs), outlines (29%) and running text (15%), but also used spatial strategies such as maps (28%) and drawings (11%). Regression analyses indicated that spatial ability and the use of spatial strategies (maps or drawings) significantly predicted learning outcomes, with spatial strategy use explaining additional variance beyond spatial ability. In Study 2, students read the same scientific passage and took notes either by hand on paper (paper group), by hand on a large whiteboard (whiteboard group), or on a laptop computer (computer group). A similar general pattern as Study 1 was found for the paper group, but this pattern was not found for the computer or whiteboard groups, suggesting that the relationships found in Study 1 might depend on the note-taking medium. Results also indicated that students in the paper and whiteboard groups spontaneously used more spatial strategies, whereas the computer group tended to use verbal strategies (i.e., words only), suggesting that different note-taking contexts encourage different strategies.  相似文献   

How can children with mild literacy difficulties be supported at the transition to secondary school? A small‐scale quasi‐experimental study     

Caroline Bark  Greg Brooks 《British Journal of Special Education》2016,43(4):373-393

There is evidence that pupils with weak literacy skills struggle on transition to secondary school. Many experience a drop in attainment in the summer break between the two. A British government‐funded programme of rigorously designed research on boosting literacy at transition had (by 2015) found only four of 15 interventions evaluated had positive effects. This small‐scale quasi‐experimental study investigated the effectiveness of support for pupils with mild literacy difficulties on transition to secondary school. Thirty‐two pupils in three schools were involved; half received the programme. Pairs were matched on reading, spelling, age and gender. Intervention was designed around the individual needs of each pupil, focusing variously on language skills, writing, reading and spelling. The group receiving the programme made modest gains in spelling, reading efficiency and single word reading. The comparison group lost ground, relatively, in all three areas. The results suggest a promising line for more rigorous investigation.  相似文献   

Children's responses to the interactivity of storybook apps in family shared reading events involving the iPad          下载免费PDF全文

《Literacy》2017,51(1):44-52

This paper reports on some data on the effects of screen‐based interactivity on children's engagement with storybook apps during family shared book reading that were gathered in a 2‐year, small‐scale ethnographic case study in Spain. Data analysis focuses on the complex interplay between the storybook app's interactive features and the children's responses to them. Our findings show that interactive elements increase the child's autonomy, as they tend to promote the importance of the reader, positioning him or her as a collaborator, storyteller, an author or an internal character in the fiction; something that can materialise in exciting narrative strategies that can trigger powerful responses to digital literary texts in emergent readers, including playing, creating new fictions or engaging emotionally with the story. Finally, we argue that the Reader Response models that have been used over recent decades to understand children's reading experiences with storybooks need to be revised to better understand their current experiences with interactive texts.  相似文献   

"学教并重"网络教学结构中教师网络素养浅谈     

倪玉兴 《江苏广播电视大学学报》2006,17(6):17-19

“学教并重”的网络教学结构既重视学生的学习主体地位,又强调教师的教学主导作用,能较好地适应网络教学模式的需要。网络教学环境的特殊性,要求教师具备全方位的网络素养以正确实施这种网络教学结构所需的教学行为。教师网络素养主要由网络意识、技术、信息、交往和教学素养等内涵构成。  相似文献