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This paper discusses the representation of information literacy and media literacy in the Singapore education discourse as part of its twenty-first century competencies framework. Through examining the conceptual definitions, purposes/aims, and means of these two significant twenty-first century competencies in the global context and the Singapore education policy, the authors argue that despite both information literacy and media literacy have been widely recognized as crucial skills in the knowledge-based economy, they are perceived as separate concepts, given differentiated emphasis, and implemented using similar approaches by various governmental and educational agencies in Singapore. To facilitate the acquisition of these critical competencies, this paper argues that an overarching framework featuring the seamless integration of information and media literacy in school curricula and public education needs to be in place to clarify conceptual concerns and guide its practical implementation. 相似文献
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Lilia Halim Sharifah Intan Sharina Syed Abdullah T. Subahan Mohd Meerah 《Journal of Science Education and Technology》2014,23(2):227-237
Pedagogical content knowledge (PCK) is a type of teacher knowledge to be developed by a teacher. PCK is said to contribute to effective teaching. Most studies investigated the development of PCK and its influence on students’ learning from the teachers’ perspectives. Only a limited number of studies have investigated the components of science teachers’ PCK that helped students’ learning from the perspective of students. Thus, it is the aim of this study to investigate the level of science teachers’ PCK from students’ perspective, in particular whether or not students of different achieving ability had different views of teachers’ PCK in assisting their learning and understanding. Based on the PCK research literature, six components of PCK have been identified, which were as follows: (1) subject matter knowledge, (2) knowledge of teaching strategies, (3) knowledge of concept representation, (4) knowledge of teaching context, (5) knowledge of students, and (6) knowledge of assessment in learning science. A questionnaire consisting of 56 items on a five-point Likert-type scale were used for data collection from 316 Form Four students (16 years old). One-way analysis of variance revealed that the differences in science teachers’ PCK identified by students of different achieving abilities were statistically significant. Overall, students of various academic achieving abilities considered all the components of PCK as important. The low-achieving students viewed all the components of PCK as being less important compared to the high and moderate achievers. In particular, low-achieving students do not view ‘knowledge of concept representation’ as important for effective teaching. They valued the fact that teachers should be alert to their needs, such as being sensitive to students’ reactions and preparing additional learning materials. This study has revealed that PCK of science teachers should be different for high and low-achieving students and knowledge of students’ understanding plays a critical role in shaping teachers PCK. 相似文献
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Shaheen Majid Schubert Foo Brendan Luyt Xue Zhang Yin-Leng Theng Yun-Ke Chang Intan A Mokhtar 《Journal of the Medical Library Association》2011,99(3):229-236
Objective:
Evidence-based practice (EBP) provides nurses with a method to use critically appraised and scientifically proven evidence for delivering quality health care to a specific population. The objective of this study was to explore nurses'' awareness of, knowledge of, and attitude toward EBP and factors likely to encourage or create barriers to adoption. In addition, information sources used by nurses and their literature searching skills were also investigated.Method:
A total of 2,100 copies of the questionnaire were distributed to registered nurses in 2 public hospitals in Singapore, and 1,486 completed forms were returned, resulting in a response rate of 70.8%.Results:
More than 64% of the nurses expressed a positive attitude toward EBP. However, they pointed out that due to heavy workload, they cannot keep up to date with new evidence. Regarding self-efficacy of EBP-related abilities, the nurses perceived themselves to possess moderate levels of skills. The nurses also felt that EBP training, time availability, and mentoring by nurses with EBP experience would encourage them to implement EBP. The top three barriers to adopting EBP were lack of time, inability to understand statistical terms, and inadequate understanding of the jargon used in research articles. For literature searching, nurses were using basic search features and less than one-quarter of them were familiar with Boolean and proximity operators.Conclusion:
Although nurses showed a positive attitude toward EBP, certain barriers were hindering their smooth adoption. It is, therefore, desirable that hospital management in Southeast Asia, particularly in Singapore, develop a comprehensive strategy for building EBP competencies through proper training. Moreover, hospital libraries should also play an active role in developing adequate information literacy skills among the nurses.Highlights
- Nurses in Singapore, as in other countries, support the idea of evidence-based practice (EBP) but have limited skills in the area of literature searching and understanding evidence, which limits their use of evidence-based practice.
- Only a small number of nurses were able to pick an appropriate search strategy for a given topic, indicating a lack of basic literature searching skills.
- Sufficient literature searching knowledge is essential to retrieve current, relevant, and accurate evidence. However, a majority of nurses do not know how to properly use Boolean and proximity operators, indexing, truncation, or limits.
Implications
- Librarians need to be part of providing ongoing training for clinical nurses in searching the evidence, especially in hospitals promoting EBP or seeking Magnet status.
- Training is needed for clinical nurses to be able to achieve the use of EBP, and librarians can support this goal by teaching the search strategies portion of an EBP skills course.
- This study''s instrument could be used by librarians as a needs assessment tool to measure their own clinical nurses'' information literacy skills, if justification is needed locally.
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Ramadhan Arief Hidayanto Achmad Nizar Salsabila Ghina Almira Wulandari Intan Jaury Jessica Alexia Anjani Nadia Nabila 《Education and Information Technologies》2022,27(2):1489-1522
Education and Information Technologies - E-Learning has been massively used in higher education, one of which is in Universitas Indonesia. The e-learning system in Universitas Indonesia is called... 相似文献
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The aim of this research is to consider an analysis through case studies on how knowledge sharing may be successfully implemented. The study will clarify a conceptualisation that provides a new understanding of the relationship between unemployed graduates and the human capital concept. The cases adopted web documentation for the research technique, and an interpretive approach was used as the research paradigm. Two online recruitment agency sites were analysed through qualitative analysis. The connections show how knowledge sharing can be used as a medium to help unemployed graduates to get jobs through online recruitment agencies. High quality candidates must have good soft skills, problem-solving skills and employable value added skills to get the best jobs. The findings will be expressed as qualitative results from the two online recruitment agencies researched as the case studies for the paper. From these case studies, the findings will contribute to the ongoing study on how to implement knowledge sharing among undergraduates after they finished their studies. 相似文献
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Research has shown that mastering information literacy (IL) competencies helps students perform better academically or otherwise. However, there is limited evidence that indicates a relationship between IL teaching methods and IL competencies. This study investigates the impact of IL teaching that incorporates appropriate pedagogical approaches on students' applicability of IL competencies. The study was carried out in four secondary schools in Singapore. Students were organized into groups of five and were assigned a group project. Those in the experimental sub-clusters were exposed to various intervention approaches, while the control sub-clusters were left on their own to carry out the project. Three independent, neutral teacher-examiners evaluated the results of the group reports and projects. The results showed significant differences in the achievements of students in the experimental groups that underwent both interventions as compared to the control groups. 相似文献
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With the global information boom, and rapid developments in electronic media and the World Wide Web (Web) within the last
two decades, the Singapore government envisioned a need for Singapore to be Information Technology (IT) equipped and competent
in every industry, beginning most importantly with the education sector. Taking its cue, the Ministry of Education (MOE) implemented
rigorous plans for both school teachers and students to possess the necessary skills and knowledge. As a result, there ensued
a transformation in existing teaching practices and new expectations of teachers are inadvertently formed. Based on preliminary
interviews with practitioners and academics in the area of Education, this paper gives an insight into the changes that have
been taking place in the education system in Singapore with respect to the new policies on IT; an overview of the changing
roles that teachers have to assume; a brief discussion on how these changes can be expedited, and some possible future trends
in the teaching practices and roles of teachers. 相似文献
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Mark Howard Anshel Toto Sutarso Ridvan Ekmekci Intan W. Saraswati 《Journal of sports sciences》2013,31(2):116-128
AbstractPurpose of this study was to externally validate and test a conceptual transient model involving six paths that linked sources of acute stress to avoidance and approach coping styles among Turkish basketball referees. The sample consisted of 125 Turkish basketball referees ranging in age from 18 to 36 years (mean = 25.58. σ = 3.69). The path analysis tested the relationships simultaneously from stressors, in consecutive order, distractions, subpar performance and verbal abuse, to coping styles, first both avoidance-cognitive and approach-cognitive, and then approach-behaviour. Results indicated that the model achieved a good fit and that all paths tested simultaneously were significant. The distractions stressor was positively related to subpar performance, which, in turn, was positively related to verbal abuse. Verbal abuse was negatively associated with an avoidance-cognitive coping style and positively related to the approach-cognitive coping style. The results also supported a crossover effect of both avoidance-cognitive and approach-cognitive on approach-behaviour. One implication of this study is that coping should be studied in naturally occurring stages, a process-oriented approach. Another implication is that approach and avoidance coping styles, each sub-divided into cognitive and behavioural categories, provide a meaningful framework which provides sports officials a coherent structure for learning and improving ways to cope with acute stress experienced during the contest. 相似文献
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