Examining the Teaching of Science, and Technology and Engineering Content and Practices: An Instrument Modification Study

Science.gov (United States)

Love, Tyler S.; Wells, John G.; Parkes, Kelly A.

2017-01-01

A modified Reformed Teaching Observation Protocol (RTOP) (Piburn & Sawada, 2000) instrument was used to separately examine eight technology and engineering (T&E) educators' teaching of science, and T&E content and practices, as called for by the "Standards for Technological Literacy: Content for the Study of Technology"…

Technological Literacy Reconsidered: A Model for Enactment

Science.gov (United States)

Ingerman, Ake; Collier-Reed, Brandon

2011-01-01

This paper presents a model to describe technological literacy as enacted by individuals in the course of shaping their lives and the world around them. The model has two interrelated facets--the "potential" for and "enactment" of technological literacy--where enactment and potential mutually constitute each other. This "potential" is made up of…

Relationship between Pre-School Preservice Teachers' Environmental Literacy and Science and Technology Literacy Self Efficacy Beliefs

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Surmeli, Hikmet

2013-01-01

This study examined the relationship between preschool teachers' environmental literacy and their science and technology self efficacy beliefs. 120 preschool teachers from teacher education programme at one university participated in this study. Data were collected by using Environmental Literacy Scale and Science and Technology Literacy Self…

Education, Technology and Health Literacy

DEFF Research Database (Denmark)

Lindgren, Kurt; Sølling, Ina Koldkjær; Carøe, Per

The purpose of this study is to develop an interdisciplinary learning environment between education in technology, business, and nursing. This collaboration contributes to the creation of a natural interest and motivation for welfare technology. The aim of establishing an interaction between the 3...... as a theoretical and practical learning center. The mission of the Student Academy is to support and facilitate education in order to maintain and upgrade knowledge and skills in information technology and information management in relation to e-health and Health Literacy. The Student Academy inspires students...... areas of expertise is to create an understanding for each other's skills and cultural differences. Futhermore enabling future talents to gain knowledge and skills to improve Health Literacy among senior citizens. Based on a holistic view on welfare technology a Student Academy was created...

Education, Technology and Health Literacy

DEFF Research Database (Denmark)

Lindgren, Kurt; Sølling, Ina Koldkjær; Carøe, Per

2016-01-01

Abstract The purpose of this study is to develop an interdisciplinary learning environment between education in technology, business, and nursing. This collaboration contributes to the creation of a natural interest and motivation for welfare technology. The aim of establishing an interaction...... as a theoretical and practical learning center. The mission of the Student Academy is to support and facilitate education in order to maintain and upgrade knowledge and skills in information technology and information management in relation to e-health and Health Literacy. The Student Academy inspires students...... between the 3 areas of expertise is to create an understanding for each other's skills and cultural differences. Futhermore enabling future talents to gain knowledge and skills to improve Health Literacy among senior citizens. Based on a holistic view on welfare technology a Student Academy was created...

Literacy for Real: Reading, Thinking, and Learning in the Content Areas. Language & Literacy Practitioners Bookshelf

Science.gov (United States)

Lent, ReLeah Cossett

2009-01-01

Written for the busy practitioner by an experienced professional development consultant, writer, and speaker, "Literacy for Real" is a hands-on guide to meaningful reading across the content areas of math, science, and social studies in grades 6-12. It presents key information that addresses all types of 21st century literacy--visual, digital, and…

Technological Literacy for All: A Course Designed to Raise the Technological Literacy of College Students

Science.gov (United States)

Baskette, Kimberly G.; Fantz, Todd D.

2013-01-01

Understanding what technology is, and is not, is the first step in becoming technologically literate. One should also understand how technology is created, how it works, how it shapes society, and how society shapes technology. This study was designed to gauge the ability of a single-semester course to raise students' technological literacy as…

Teen Culture, Technology and Literacy Instruction: Urban Adolescent Students’ Perspectives

Directory of Open Access Journals (Sweden)

Jia Li

2015-10-01

Full Text Available Modern teens have pervasively integrated new technologies into their lives, and technology has become an important component of teen popular culture. Educators have pointed out the promise of exploiting technology to enhance students’ language and literacy skills and general academic success. However, there is no consensus on the effect of technology on teens, and scant literature is available that incorporates the perspective of urban and linguistically diverse students on the feasibility of applying new technologies in teaching and learning literacy in intact classrooms. This paper reports urban adolescents’ perspectives on the use of technology within teen culture, for learning in general and for literacy instruction in particular. Focus group interviews were conducted among linguistically diverse urban students in grades 6, 7 and 8 in a lower income neighborhood in the Northeastern region of the United States. The major findings of the study were that 1 urban teens primarily and almost exclusively used social media and technology devices for peer socializing, 2 they were interested in using technology to improve their literacy skills, but did not appear to voluntarily or independently integrate technology into learning, and 3 8th graders were considerably more sophisticated in their use of technology and their suggestions for application of technology to literacy learning than 6th and 7th graders. These findings lead to suggestions for developing effective literacy instruction using new technologies.

Approaches to Assessing Technological Literacy

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Pearson, Greg

2006-01-01

It is the conclusion of the Committee on Assessing Technological Literacy, a study panel appointed by the National Academy of Engineering and the National Research Council, that very little is known about what children or adults know, can do, and believe about technology. This is because the state of assessment related to technology--or, …

A Path Model of Factors Affecting Secondary School Students' Technological Literacy

Science.gov (United States)

Avsec, Stanislav; Jamšek, Janez

2018-01-01

Technological literacy defines a competitive vision for technology education. Working together with competitive supremacy, technological literacy shapes the actions of technology educators. Rationalised by the dictates of industry, technological literacy was constructed as a product of the marketplace. There are many models that visualise…

Education, Technology and Health Literacy.

Science.gov (United States)

Lindgren, Kurt; Koldkjær Sølling, Ina; Carøe, Per; Siggaard Mathiesen, Kirsten

2015-01-01

The purpose of this study is to develop an interdisciplinary learning environment between education in technology, business, and nursing. This collaboration creates natural interest and motivation for welfare technology. The aim of establishing an interaction between these three areas of expertise is to create an understanding of skills and cultural differences in each area. Futhermore, the aim is to enable future talents to gain knowledge and skills to improve health literacy among senior citizens. Based on a holistic view of welfare technology, a Student Academy was created as a theoretically- and practically-oriented learning center. The mission of the Student Academy is to support and facilitate education in order to maintain and upgrade knowledge and skills in information technology and information management related to e-health and health literacy. The Student Academy inspires students, stakeholders, politicians, DanAge Association members, companies, and professionals to participate in training, projects, workshops, and company visits.

Hidden Disruptions: Technology and Technological Literacy as Influences on Professional Writing Student Teams

Science.gov (United States)

McGrady, Lisa

2010-01-01

This article reports on a study designed to explore whether and in what ways individual students' technological literacies might impact collaborative teams. For the collaborative team discussed in this article, technological literacy--specifically, limited repertoires for solving technical problems, clashes between document management strategies,…

Technological Literacy Education and Technological and Vocational Education in Taiwan

Science.gov (United States)

Lee, Lung-Sheng Steven

2010-01-01

Technology education in Taiwan is categorized into the following two types: (1) technological literacy education (TLE)--the education for all people to become technological literates; and (2) technological specialty education (TSE)--the education for specific people to become technicians and professionals for technology-related jobs. This paper…

Technological literacy of fifth and sixth grade pupils of primary school

OpenAIRE

Keše, Jaka

2016-01-01

The first part of this thesis contains a theoretical description of the importance of technology and technological literacy. It introduces the dimensions and standards of technological literacy for pupils aged 9 to 12, followed by a comparative analysis of the Slovenian curriculums of technical subjects (natural science, technical studies, engineering and technology). The thesis has two goals. The first is to evaluate the technological literacy rates among students in the 5th and 6th grade of...

Adolescent literacy: learning and understanding content.

Science.gov (United States)

Goldman, Susan R

2012-01-01

Learning to read--amazing as it is to small children and their parents--is one thing. Reading to learn, explains Susan Goldman of the University of Illinois at Chicago, is quite another. Are today's students able to use reading and writing to acquire knowledge, solve problems, and make decisions in academic, personal, and professional arenas? Do they have the literacy skills necessary to meet the demands of the twenty-first century? To answer these questions, Goldman describes the increasingly complex comprehension, reasoning skills, and knowledge that students need as they progress through school and surveys what researchers and educators know about how to teach those skills. Successfully reading to learn requires the ability to analyze, synthesize, and evaluate information from multiple sources, Goldman writes. Effective readers must be able to apply different knowledge, reading, and reasoning processes to different types of content, from fiction to history and science, to news accounts and user manuals. They must assess sources of information for relevance, reliability, impartiality, and completeness. And they must connect information across multiple sources. In short, successful readers must not only use general reading skills but also pay close attention to discipline-specific processes. Goldman reviews the evidence on three different instructional approaches to reading to learn: general comprehension strategies, classroom discussion, and disciplinary content instruction. She argues that building the literacy skills necessary for U.S. students to read comprehensively and critically and to learn content in a variety of disciplines should be a primary responsibility for all of the nation's teachers. But outside of English, few subject-area teachers are aware of the need to teach subject-area reading comprehension skills, nor have they had opportunities to learn them themselves. Building the capacity of all teachers to meet the literacy needs of today's students

Measuring the Influences That Affect Technological Literacy in Rhode Island High Schools

Science.gov (United States)

Walach, Michael

2015-01-01

This study sampled the current state of technological literacy in Rhode Island high schools using a new instrument, the Technological Literacy Assessment, which was developed for this study. Gender inequalities in technological literacy were discovered, and possible causes and solutions are presented. This study suggests possible next steps for…

A Proactive Approach to Technological Literacy

Science.gov (United States)

Weber, Katherine

2005-01-01

With the increasing complexity of technology, it is important for each citizen to be able to make informed decisions about the technology that he or she uses. This article suggests that a proactive approach to advocating technological literacy is important in changing the greater public's misconceptions of what it means to be technologically…

Transfronterizo Literacies and Content in a Dual Language Classroom

Science.gov (United States)

de la Piedra, Maria Teresa; Araujo, Blanca

2012-01-01

The purpose of this article is to discuss the ways in which young transfronterizo students who live between the two worlds of El Paso (USA) and Ciudad Juarez (Mexico) bring their literacy practices and content to the classroom. Drawing on the data gathered during a 3-year ethnographic study, we illustrate how transfronterizo texts and content are…

Design of Contents for ICT Literacy In-Service Training of Teachers in Korea

Science.gov (United States)

Kim, Jong Hye; Jung, Soon Young; Lee, Won Gyu

2008-01-01

The importance of ICT literacy education for students and teachers in the information society cannot be overemphasized. The Korean government had developed an ICT literacy curriculum for students and teachers since 2000. It announced the ICT literacy curriculum for students in 2000 and the ISST for teachers in 2002. Most contents of the ICT…

Enhancing students' science literacy using solar cell learning multimedia containing science and nano technology

Science.gov (United States)

Eliyawati, Sunarya, Yayan; Mudzakir, Ahmad

2017-05-01

This research attempts to enhance students' science literacy in the aspects of students' science content, application context, process, and students' attitude using solar cell learning multimedia containing science and nano technology. The quasi-experimental method with pre-post test design was used to achieve these objectives. Seventy-two students of class XII at a high school were employed as research's subject. Thirty-six students were in control class and another thirty-six were in experiment class. Variance test (t-test) was performed on the average level of 95% to identify the differences of students' science literacy in both classes. As the result, there were significant different of learning outcomes between experiment class and control class. Almost half of students (41.67%) in experiment class are categorized as high. Therefore, the learning using solar cell learning multimedia can improve students' science literacy, especially in the students' science content, application context, and process aspects with n-gain(%) 59.19 (medium), 63.04 (medium), and 52.98 (medium). This study can be used to develop learning multimedia in other science context.

Information Literacy Education on College of Technology at Kyushu Area

Science.gov (United States)

Kozono, Kazutake; Ikeda, Naomitsu; Irie, Hiroki; Fujimoto, Yoichi; Oshima, Shunsuke; Murayama, Koichi; Taguchi, Hirotsugu

Recently, the importance of an engineering education increases by the development of the information technology (IT) . Development of the information literacy education is important to deal with new IT in the education on college of technology. Our group investigated the current state of information literacy education on college of technology at Kyushu area and the secondary education. In addition, we investigated about the talent whom the industrial world requested. From these investigation results, this paper proposed cooperation with the elementary and secondary education, enhancement of intellectual property education, introduction of information ethics education, introduction of career education and enhancement of PBL to information literacy education on college of technology.

Symposium Promotes Technological Literacy through STEM

Science.gov (United States)

Havice, Bill; Marshall, Jerry

2009-01-01

This article describes a symposium which promotes technological literacy through science, technology, engineering, and mathematics (STEM). The three-day symposium titled, "The Anderson, Oconee, Pickens Symposium on Teaching and Learning STEM Standards for the 21st Century," was held August 4-6, 2008 at the Tri-County Technical College…

Literacy and Technological Development in Nigeria: A Philosophical ...

African Journals Online (AJOL)

Literacy and Technological Development in Nigeria: A Philosophical ... Many challenges have occurred in society as a result of advances in sciences and technology. ... historical and cultural factors determine if and how, a technology is used.

Using Communication Technology to Facilitate Scientific Literacy: A Framework for Engaged Learning

Science.gov (United States)

VanBuskirk, Shireen Adele

The purpose of this research project is to describe how existing communication technologies are used to foster scientific literacy for secondary students. This study develops a new framework as an analytic tool to categorize the activities of teachers and students involved in scientific literacy to describe what elements of scientific literacy are facilitated by such technologies. Four case studies are analyzed using the framework to describe the scientific literacy initiatives. Data collection at each site included interviews with the teacher, student focus groups, student surveys, and classroom observations. Qualitative analysis of the data provided insight into the learning activities and student experiences in the four cases. This study intentionally provides a platform for student voice. Very few previous empirical studies in the area of scientific literacy include the student experience. This represents a significant gap in the current literature on scientific literacy. An interpretation of scientific literacy that promotes student engagement, interaction, and initiative corresponds to a need to listen to students' perspectives on these experiences. Findings of the study indicated that the classroom activities depended on the teacher's philosophy regarding scientific literacy. Communication technology was ubiquitous; where the teacher did not initiate the use of social media in the classroom, the students did. The goal of supporting scientific literacy in students is an objective that extends beyond the boundaries of classroom walls, and it can be facilitated by technologies that seem both abundant and underutilized. Technology-enhanced pedagogy altered the classroom practices and resulted in more student participation and engagement.

Adolescent Literacy and Content Area Reading. ERIC Digest.

Science.gov (United States)

Grady, Karen

Noting a renewed interest in and dedication to the rights and needs of adolescent readers, this digest addresses the development of content area reading, discusses recent reconceptualizations of the field, and offers a new model for classroom practice. It begins with a brief description of the historical context of literacy development in the…

Magic or Mayhem? New Texts and New Literacies in Technological Times.

Science.gov (United States)

Beavis, Catherine

Questions about the implications of the new technologies for literacy, literacy teaching, and literacy practices provoke diverse and contradictory responses in the media, in policy documents, in state and national assessment surveys, and among teachers themselves. On one hand, the need for literacy to be reconceptualized and redefined in the face…

Middle school special education teachers' perceptions and use of assistive technology in literacy instruction.

Science.gov (United States)

Flanagan, Sara; Bouck, Emily C; Richardson, Jennifer

2013-01-01

In this research the authors examined middle school special education teachers' perceptions of assistive technology during literacy instruction with students with high incidence disabilities. A survey explored the use, effectiveness, and factors impacting use or effectiveness of assistive technology for literacy teaching and learning. Results suggested teachers' perceived assistive technology to be an effective tool for literacy, but use it minimally. When assistive technology was used, teachers indicated it was an effective literacy support. Teachers also reported barriers to using assistive technology in literacy including cost, usability, and lack of training/experience. However, factors such as previous successful experiences with assistive technology and assistive technology supporting students' learning encouraged assistive technology use. The consistency of teachers' reports of needing more experience and knowledge in assistive technology to fully use it suggests implications for preservice preparation such as providing additional experiences and information on assistive technology.

Information and Communications Technology Literacy

Directory of Open Access Journals (Sweden)

Syarifuddin Syarifuddin

2014-12-01

Full Text Available Development of information and communication technology (ICT has brought changes for the people of Indonesia. With ICT, community can easily access a variety of information and support jobs. But the problem that arises is the uneven penetration of ICT in all parts of Indonesia, including in South Sulawesi. Giving rise to the digital divide as well as the weakness of ICT literacy. Therefore, this study aims to determine the ICT literacy community in South Sulawesi. The method used in this study is a survey with a quantitative approach. The results show that ICT (computer, mobile phone, and internet has been used by communities in South Sulawesi. Among the three media, mobile phone has the highest number of penetration followed by computer and the internet. The majority of respondents have also entered into 5 levels of ICT literacy mobile phones and computers as an integral part of daily activities. While the internet was still in level 3 where they have been used but not significantly.

LA ALFABETIZACIÓN TECNOLÓGICA THE TECHNOLOGICAL LITERACY

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Isabel Ortega Sánchez

2010-12-01

Full Text Available La incorporación a la sociedad del conocimiento es posible mediante la alfabetización tecnológica. Para poder conseguir una educación de calidad a través del uso de las tecnologías es necesario una alfabetización tecnológica entendida como la capacitación no solo instrumental, sino la adquisición de las competencias necesarias para la utilización didáctica de las tecnologías y poder acceder al conocimiento. A través de la alfabetización tecnológica se democratizan los procesos de formación y se consigue la inclusión social, laboral y una mejora en la calidad de vida.The incorporation to the society of the knowledge is possible through the technological literacy. In order to achieve a quality education through the use of the technologies is necessary a technological literacy understood as the training not only instrument, but the acquisition of the necessary powers for the didactic use of technologies and to be able to access to the knowledge. Through the technological literacy are democratized formation processes and is achieved the social, work inclusion and an improvement in the quality of life.

Economic Literacy Indicators at the Department of Computer Education & Instructional Technologies

Directory of Open Access Journals (Sweden)

Sevgi GEREK

2010-06-01

Full Text Available Developments in technology and communication in the 21st century have led to increased expectations from individuals. One of these expectation areas is literacy. As a requirement of the information age, it can be said that the economic literacy is one of the most important areas of literacy. Economic literacy can be defined in terms of ability to revise the alternatives for interpreting economic problems and finding solutions to these problems, to define the cost and profits, to investigate the effects of changes in economic conditions and in public policies, to gather and organize economy-related data and to balance the profits and costs. One of the tools that affect the life can be said economic literacy but it is a neglected area in most higher education programs. In this study, Computer Education and Instructional Technology program courses were examined within the framework of economic literacy indicators

Do Teacher Attitudes Impact Literacy Strategy Implementation in Content Area Classrooms?

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McCoss-Yergian, Tanya; Krepps, Loddie

2010-01-01

The purpose of this study was to identify beliefs about content area literacy commonly held by teachers and to evaluate whether or not these collective professional convictions and suppositions affect disciplinary instructors' implementation of content area reading strategies in their classrooms. A mixed methodology was applied to gather both…

The Readability of Information Literacy Content on Academic Library Web Sites

Science.gov (United States)

Lim, Adriene

2010-01-01

This article reports on a study addressing the readability of content on academic libraries' Web sites, specifically content intended to improve users' information literacy skills. Results call for recognition of readability as an evaluative component of text in order to better meet the needs of diverse user populations. (Contains 8 tables.)

Making Use of the New Student Assessment Standards To Enhance Technological Literacy.

Science.gov (United States)

Russell, Jill

2003-01-01

Describes the student assessment standards outlined in "Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards," a companion to the "Standards for Technological Literacy." Discusses how the standards apply to everyday teaching practices. (JOW)

The Literacy Practices of Vocational Training in Carpentry and Automotive Technology

Science.gov (United States)

Parkinson, Jean; Mackay, James

2016-01-01

Prior studies indicate that vocational students' literacy practices are more demanding than is generally recognised. Employing a view of literacy acquisition as socialisation, we investigated the literacy practices of trades training in Carpentry and Automotive Technology, by interviewing tutors and examined course books and student writing. A…

An evaluation of telehealth websites for design, literacy, information and content.

Science.gov (United States)

Whitten, Pamela; Holtz, Bree; Cornacchione, Jennifer; Wirth, Christina

2011-01-01

We examined 62 telehealth websites using four assessment criteria: design, literacy, information and telehealth content. The websites came from the member list of the American Telemedicine Association and the Office for the Advancement of Telehealth and partner sites, and were included if they were currently active and at least three clicks deep. Approximately 130 variables were examined for each website by two independent researchers. The websites reviewed contained most of the design variables (mean 74%, SD 6), but fewer of those relating to literacy (mean 26%, SD 6), website information (mean 35%, SD 16) and telehealth content (mean 37%, SD 18). Only 29% of websites encouraged users to ask about telehealth, and 19% contained information on overcoming telehealth barriers. Nonetheless, 84% promoted awareness of telehealth. All evaluation assessments were significantly correlated with each other except for literacy and information. The present study identified various matters that should be addressed when developing telehealth websites. Although much of this represents simple common sense in website design, our evaluation demonstrates that there is still much room for improvement.

Teaching Embedded System Concepts for Technological Literacy

Science.gov (United States)

Winzker, M.; Schwandt, A.

2011-01-01

A basic understanding of technology is recognized as important knowledge even for students not connected with engineering and computer science. This paper shows that embedded system concepts can be taught in a technological literacy course. An embedded system teaching block that has been used in an electronics module for non-engineers is…

Social Capital and Technological Literacy in Taiwan

OpenAIRE

Yang, Hsieh-Hua; Huang, Fen Fen; Lai, Yi-Horng; Yang, Hung-Jen; Yu, Jui-Chen

2012-01-01

The burgeoning interest in social capital within the technology community represents a welcome move towards a concern for the social elements of technological adaptation and capacity. Since technology plays an ever larger role in our daily life, it is necessary to articulate social capital and its relationship to technological literacy. A nationwide data was collected by area sampling, and position generator was used to measure social capital. Regression model was constructed for technologica...

Preparation of Teachers for Computer and Multimedia-Based Instruction in Literacy.

Science.gov (United States)

Balajthy, Ernest

Recent developments in computer and multimedia technologies bring about the need to reconsider the education of today's teachers and future teachers and to update the technology-related content of literacy education coursework. "Application" software receives the most attention from researchers and theorists in literacy education. Use of…

Emerging Technologies in Adult Literacy and Language Education

Science.gov (United States)

Warschauer, Mark; Liaw, Meei-Ling

2010-01-01

Although information and communication technologies have become an integral part of life in the United States, they have not yet been adequately integrated into adult language and literacy programs. This raises concerns because of the potential value of technology for enhancing learning and because of the vital role of technological proficiency as…

A Content Analysis of Nine Literacy Journals, 2009-2014

Science.gov (United States)

Parsons, Seth A.; Gallagher, Melissa A.

2016-01-01

The purpose of this study was to determine the topics being studied, theoretical perspectives being used, and methods being implemented in current literacy research. A research team completed a content analysis of nine journals from 2009 to 2014 to gather data. In the 1,238 articles analyzed, the topics, theoretical perspectives, research designs,…

'New’ literacies: technologies and values

Directory of Open Access Journals (Sweden)

Colin Lankshear

2012-12-01

Full Text Available It is too easy to make light of ‘new literacies’ by saying things like: “Well, there are always newer ones coming along”. Such remarks suggest new literacies have a similar kind of life trajectory to an automobile: new in 2009, semi-new in 2010, and old hat by 2011. Against this kind of “that’s so yesterday” perspective, we suggest in this article that ‘new literacies’ are best understood in terms of an historical period of social, cultural, institutional, economic, and intellectual change that is likely to span many decades – some of which are already behind us. We associate new literacies with an historical conjuncture and an ascending social paradigm. From this perspective we suggest that the kinds of practices we currently identify as new literacies will cease to be ‘new’ once the social ways characterizing the ascending paradigm have become sufficiently establised and grounded to be regarded as conventional. Furthermore we suggest that at the heart of the idea of new ethos stuff is the idea of technological change aligning with a range of increasingly popular values.

Literacy Instruction in the Brave New World of Technology

Science.gov (United States)

McKenna, Michael C.

2014-01-01

Technology integration into language arts instruction has been slow and tentative, even as information technologies have evolved with frightening speed. Today's teachers need to be aware of several extant and unchanging realities: Technology is now indispensable to literacy development; reading with technology requires new skills and…

A multimedia adult literacy program: Combining NASA technology, instructional design theory, and authentic literacy concepts

Science.gov (United States)

Willis, Jerry W.

1993-01-01

For a number of years, the Software Technology Branch of the Information Systems Directorate has been involved in the application of cutting edge hardware and software technologies to instructional tasks related to NASA projects. The branch has developed intelligent computer aided training shells, instructional applications of virtual reality and multimedia, and computer-based instructional packages that use fuzzy logic for both instructional and diagnostic decision making. One outcome of the work on space-related technology-supported instruction has been the creation of a significant pool of human talent in the branch with current expertise on the cutting edges of instructional technologies. When the human talent is combined with advanced technologies for graphics, sound, video, CD-ROM, and high speed computing, the result is a powerful research and development group that both contributes to the applied foundations of instructional technology and creates effective instructional packages that take advantage of a range of advanced technologies. Several branch projects are currently underway that combine NASA-developed expertise to significant instructional problems in public education. The branch, for example, has developed intelligent computer aided software to help high school students learn physics and staff are currently working on a project to produce educational software for young children with language deficits. This report deals with another project, the adult literacy tutor. Unfortunately, while there are a number of computer-based instructional packages available for adult literacy instruction, most of them are based on the same instructional models that failed these students when they were in school. The teacher-centered, discrete skill and drill-oriented, instructional strategies, even when they are supported by color computer graphics and animation, that form the foundation for most of the computer-based literacy packages currently on the market may not

Inquiring into Pre-Service Content Area Teachers' Development of Literacy Practices and Pedagogical Content Knowledge

Science.gov (United States)

Mitton Kukner, Jennifer; Murray Orr, Anne

2015-01-01

The focus of this qualitative multi-year case study is on preservice teachers' experiences related to the development of their literacy practices in teaching high school science, math, social studies and other content area courses during their final field placement in a teacher education program. Results indicate tangible indicators of overall…

Influence of Health Literacy on Outcomes Using Telehomecare Technology: A Systematic Review

Science.gov (United States)

Emtekaer Haesum, Lisa Korsbakke; Ehlers, Lars; Hejlesen, Ole K.

2016-01-01

Objective: To conduct a systematic review of the literature describing the interaction between the use of telehomecare technology and level of health literacy among chronic patients. The aim of the review was both to explore whether and how level of health literacy affects the ability to use telehomecare technology and, additionally, whether and…

Examining the Extent to Which Select Teacher Preparation Experiences Inform Technology and Engineering Educators’ Teaching of Science Content and Practices

OpenAIRE

Love, Tyler Scott

2015-01-01

With the recent release of the Next Generation Science Standards (NGSS) (NGSS Lead States, 2014b) science educators were expected to teach engineering content and practices within their curricula. However, technology and engineering (T&E) educators have been expected to teach content and practices from engineering and other disciplines since the release of the Standards for Technological Literacy (ITEA/ITEEA, 2000/2002/2007). Requisite to the preparation of globally competitive...

The role of service-learning in college students' environmental literacy: Content knowledge, attitudes, and behaviors

Science.gov (United States)

Singletary, Joanna Lynn Bush

This study evaluated the relationship of environmental service-learning on environmental literacy in undergraduates. The subjects were 36 undergraduates at a small liberal arts university enrolled in an environmental biology course. To determine the role of environmental service-learning on college students' environmental knowledge, attitudes, behaviors, and environmental literacy, this study utilized concurrent mixed methods approach for qualitative and quantitative analysis. A quasi-experimental repeated measures approach was the design of the quantitative component of the study. Data were collected on attitude, behavior, and content knowledge aspects of environmental literacy as measured by the Environmental Literacy Survey (Kibert, 2000). Hypotheses were tested by independent samples ttests and repeated measures ANOVA. Repeated measures ANOVA conducted on participants' three subscales scores for the Environmental Literacy Survey (attitude, behavior, and knowledge) indicated that students who participated in environmental service-learning scored statistically significantly higher than those that did not initially participate in service-learning. Qualitative data collected in the form of journal reflections and portfolios were evaluated for themes of environmental attitudes or affective statements, environmentally positive behaviors and skills, and ecological content. Quantitative and qualitative data support the positive role of environmental service-learning in the development of environmental literacy in undergraduate students.

Deconstructing Technological Literacy: Opening a Window to Problem Solving

Science.gov (United States)

Ward, Brandt

2015-01-01

In an environment of rapid and unpredictable change determined and directed by technologies that are constantly changing, the assumption that being technologically literate is the key to being a sustained, contributing life-long learner is well founded. However, technological literacy is seldom referred to or considered in academic arguments as a…

Climate Literacy Ambassadors

Science.gov (United States)

Ackerman, S. A.; Mooney, M. E.

2011-12-01

The Climate Literacy Ambassadors program is a collaborative effort to advance climate literacy led by the Cooperative Institute of Meteorological Satellite Studies (CIMSS) at the University of Wisconsin-Madison. With support from NASA, CIMSS is coordinating a three-tiered program to train G6-12 teachers to be Ambassadors of Climate Literacy in their schools and communities. The complete training involves participation at a teacher workshop combined with web-based professional development content around Global and Regional Climate Change. The on-line course utilizes e-learning technology to clarify graphs and concepts from the 2007 Intergovernmental Panel on Climate Change Summary for Policy Makers with content intricately linked to the Climate Literacy: The Essential Principles of Climate Science. Educators who take the course for credit can develop lesson plans or opt for a project of their choosing. This session will showcase select lesson plans and projects, ranging from a district-wide action plan that engaged dozens of teachers to Ambassadors volunteering at the Aldo Leopold Climate Change Nature Center to a teacher who tested a GLOBE Student Climate Research Campaign (SCRC) learning project with plans to participate in the SCRC program. Along with sharing successes from the CIMSS Climate Literacy Ambassadors project, we will share lessons learned related to the challenges of sustaining on-line virtual educator communities.

Pedagogical Praxis Surrounding the Integration of Photography, Visual Literacy, Digital Literacy, and Educational Technology into Business Education Classrooms: A Focus Group Study

Science.gov (United States)

Schlosser, Peter Allen

2010-01-01

This paper reports on an investigation into how Marketing and Business Education Teachers utilize and integrate educational technology into curriculum through the use of photography. The ontology of this visual, technological, and language interface is explored with an eye toward visual literacy, digital literacy, and pedagogical praxis, focusing…

Technology and Current Reading/Literacy Assessment Strategies

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Balajthy, Ernest

2007-01-01

Computer-based technologies offer promise as a means to assess students and provide teachers with better understandings of their students' achievement. This article describes recent developments in computer-based and web-based reading and literacy assessment, focusing on assessment administration, information management, and report creation. In…

Implementation literacy strategies on health technology theme Learning to enhance Indonesian Junior High School Student's Physics Literacy

Science.gov (United States)

Feranie, Selly; Efendi, Ridwan; Karim, Saeful; Sasmita, Dedi

2016-08-01

The PISA results for Indonesian Students are lowest among Asian countries in the past two successive results. Therefore various Innovations in science learning process and its effectiveness enhancing student's science literacy is needed to enrich middle school science teachers. Literacy strategies have been implemented on health technologies theme learning to enhance Indonesian Junior high school Student's Physics literacy in three different health technologies e.g. Lasik surgery that associated with application of Light and Optics concepts, Ultra Sonographer (USG) associated with application of Sound wave concepts and Work out with stationary bike and walking associated with application of motion concepts. Science learning process involves at least teacher instruction, student learning and a science curriculum. We design two main part of literacy strategies in each theme based learning. First part is Integrated Reading Writing Task (IRWT) is given to the students before learning process, the second part is scientific investigation learning process design packed in Problem Based Learning. The first part is to enhance student's science knowledge and reading comprehension and the second part is to enhance student's science competencies. We design a transformation from complexity of physics language to Middle school physics language and from an expensive and complex science investigation to a local material and simply hands on activities. In this paper, we provide briefly how literacy strategies proposed by previous works is redesigned and applied in classroom science learning. Data were analysed using t- test. The increasing value of mean scores in each learning design (with a significance level of p = 0.01) shows that the implementation of this literacy strategy revealed a significant increase in students’ physics literacy achievement. Addition analysis of Avarage normalized gain show that each learning design is in medium-g courses effectiveness category

Designing Technology: An Exploration of the Relationship between Technological Literacy and Design Capability

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Hope, Gill

2013-01-01

The aim of this article is to contribute to the debate on the nature of technology education. This is especially pertinent at times of curriculum change and uncertainty, such as currently exist in relation to the Primary school curriculum in England and Wales. Two phrases ("technological literacy" and "design capability") have…

Embedding Literacy Strategies in Social Studies for Eighth-Grade Students

Directory of Open Access Journals (Sweden)

Alishia Gaston

2016-05-01

Full Text Available This action research study evaluated the effects of literacy strategies on academic achievement, motivation, and engagement of eighth-grade social studies students. Incorporating literacy strategies included teaching students to construct meaning, think critically, and build content knowledge, while stimulating their interests, using multiple texts and technology, and providing collaborative opportunities and high engagement during instructional activities. Students were divided into a literacy group and a direct instruction group with each class being taught the same content. Literacy strategies were incorporated in one class, and direct instruction activities were used in the other class. Results were determined using pre and posttest scores, a student motivation questionnaire, and a student engagement checklist. Results indicated significantly higher student achievement and engagement when literacy strategies were a part of the social studies instruction. Motivation also increased when literacy strategies were used. Literacy instruction was a beneficial strategy to improve student achievement, motivation, and engagement.

Effect of Physical Education Teachers' Computer Literacy on Technology Use in Physical Education

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Kretschmann, Rolf

2015-01-01

Teachers' computer literacy has been identified as a factor that determines their technology use in class. The aim of this study was to investigate the relationship between physical education (PE) teachers' computer literacy and their technology use in PE. The study group consisted of 57 high school level in-service PE teachers. A survey was used…

Media Literacy and Information Behavior in Cyberspace

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Seyed Ali Akbar Famil Rouhany

2017-10-01

Full Text Available The aim of this study was to investigate media literacy and information behavior in cyberspace. This was a review and library research based study. With the advent of the digital age and the increasing spread of the World Wide Web, popularity and general acceptance of virtual social networks in the world today, the need to examine media literacy and information behavior in human life is important. Approach to media literacy which is the subset of information literacy in cyberspace has become necessary and obvious. As an individual, higher level of literacy can lead to choosing better content and search for information to find useful content. By assessing the theoretical basis and different approaches in a virtual environment, it can be concluded that having literacy skills and information behavior, the period of time spent in cyberspace and the number of readers have increased, leading to the ability to criticize and interpret the social, political and economic information and identify useful information. Consequently, by acquiring new technologies and increasing the adaptability in viewpoints and improving skills within researchers, the context for developing new ideas will be provided.

Teen Culture, Technology and Literacy Instruction: Urban Adolescent Students' Perspectives

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Li, Jia; Snow, Catherine; White, Claire

2015-01-01

Modern teens have pervasively integrated new technologies into their lives, and technology has become an important component of teen popular culture. Educators have pointed out the promise of exploiting technology to enhance students' language and literacy skills and general academic success. However, there is no consensus on the effect of…

Endangered Literacies? Affordances of Paper-Based Literacy in Medical Practice and Its Persistence in the Transition to Digital Technology

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Sterponi, Laura; Zucchermaglio, Cristina; Alby, Francesca; Fatigante, Marilena

2017-01-01

Under the rapid advances of digital technology, traditional paper-based forms of reading and writing are steadily giving way to digital-based literacies, in theory as well as in application. Drawing on a study of literacy in a medical workplace context, this article examines critically the shift toward computer-mediated textual practices. While a…

The Journey towards Technological Literacy for All in the United States--Are We There Yet?

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Reed, Philip A.

2007-01-01

This article aims to examine if technology education is getting close to the destination of technological literacy for all in the United States. People now live at a point where all those interested in technological literacy must take a critical, unrelenting look at the profession's history, research base, and contemporary practice. Here, the…

"One hundred percent efficiency": Technology and the pursuit of scientific literacy

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King, Kenneth Paul

This dissertation examined the role of technology in science education during the twentieth century. A historical approach was taken to examine teacher practices in the use of technology. The three technologies considered in this study were the motion picture, the television, and the computer. As an organizing principle, historical definitions of "scientific literacy" were used to examine the goals of using technology within science education. The evolution of the concept of science literacy is traced from the early part of the twentieth century to the late 1990s. Documentation examined revealed the "best practices" associated with the use of technology. The use of the motion picture was traced from the silent film through film loops, videotape, videodisc and the advent of the digital video disc, and the means by which teachers used this technology were considered. The instructional use of television was examined from several different approaches: commercial broadcasts, educational and instructional programming, closed circuit approaches and the use of cable and satellite programming. The manner in which these approaches were used to achieve goals of scientific literacy was considered. The use of the computer was examined in terms of the purpose of the software involved. Teaching practice to achieve scientific literacy, using computers as a means of accessing information, as an analytical tool, as a creativity tool, and as a means of communication were addressed. In each of these technologies, similar implementation trends were present within each one. The literature supporting the use of the technology described first the focus on the hardware, followed by the development of appropriate pedagogy, and then by the proliferation of software supporting the use of the technology. Suggestions for additional study were offered as well as speculation as to future practices with technology in science teaching. Investigations using expectation-value theory suggest

Partnering and teamwork to create content for spherical display systems to enhance public literacy in earth system and ocean sciences

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Beaulieu, S. E.; Patterson, K.; Joyce, K.; Silva, T.; Madin, K.; Spargo, A.; Brickley, A.; Emery, M.

2013-12-01

Spherical display systems, also known as digital globes, are technologies that, in person or online, can be used to help visualize global datasets and earth system processes. Using the InterRidge Global Database of Active Submarine Hydrothermal Vent Fields and imagery from deep-sea vehicles, we are creating content for spherical display systems to educate and excite the public about dynamic geophysical and biological processes and exploration in the deep ocean. The 'Global Viewport for Virtual Exploration of Deep-Sea Hydrothermal Vents' is a collaboration between the Woods Hole Oceanographic Institution and the Ocean Explorium at New Bedford Seaport, hosting a Magic Planet and Science On a Sphere (SOS), respectively. The main activities in the first year of our project were geared towards team building and content development. Here we will highlight the partnering and teamwork involved in creating and testing the effectiveness of our new content. Our core team is composed of a lead scientist, educators at both institutions, graphic artists, and a professional evaluator. The new content addresses key principles of Earth Science Literacy and Ocean Literacy. We will share the collaborative, iterative process by which we developed two educational pieces, 'Life without sunlight' and 'Smoke and fire underwater' - each focusing on a different set of 3 literacy principles. We will share how we conducted our front-end and formative evaluations and how we focused on 2 NSF Informal Education Impact Categories for our evaluation questionnaire for the public. Each educational piece is being produced as a stand-alone movie and as an interactive, docent-led presentation integrating a number of other datasets available from NOAA's SOS Users Network. The proximity of our two institutions enables a unique evaluation of the learning attained with a stand-alone spherical display vs. live presentations with an SOS.

DIY Media in the Classroom: New Literacies Across Content Areas (Middle Through High School). Language & Literacy Series (Practitioner's Bookshelf)

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Guzzetti, Barbara; Elliot, Kate; Welsch, Diana

2010-01-01

This book shows teachers how to bring students' Do-It-Yourself media practices into the classroom (Grades 6-12). In one accessible resource, the authors explain DIY media, identify their appealing features for content area instruction, and describe the literacy skills and strategies they promote. Chapters address: Adolescents' DIY Media as New…

Marketing Technological Literacy for the Classroom: We Must All Serve as Ambassadors for the Vision of Technological Literacy for All

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Meade, Shelli D.

2004-01-01

This article provides some broad-based suggestions that may be applicable to marketing technological literacy as a necessary aspect of a well-rounded curriculum. These suggestions are intended to stimulate ideas that can be applied to individual resources and situations. The article concludes with an invitation for individuals to help with a…

Health Literacy and Health Information Technology Adoption: The Potential for a New Digital Divide.

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Mackert, Michael; Mabry-Flynn, Amanda; Champlin, Sara; Donovan, Erin E; Pounders, Kathrynn

2016-10-04

Approximately one-half of American adults exhibit low health literacy and thus struggle to find and use health information. Low health literacy is associated with negative outcomes including overall poorer health. Health information technology (HIT) makes health information available directly to patients through electronic tools including patient portals, wearable technology, and mobile apps. The direct availability of this information to patients, however, may be complicated by misunderstanding of HIT privacy and information sharing. The purpose of this study was to determine whether health literacy is associated with patients' use of four types of HIT tools: fitness and nutrition apps, activity trackers, and patient portals. Additionally, we sought to explore whether health literacy is associated with patients' perceived ease of use and usefulness of these HIT tools, as well as patients' perceptions of privacy offered by HIT tools and trust in government, media, technology companies, and health care. This study is the first wide-scale investigation of these interrelated concepts. Participants were 4974 American adults (n=2102, 42.26% male, n=3146, 63.25% white, average age 43.5, SD 16.7 years). Participants completed the Newest Vital Sign measure of health literacy and indicated their actual use of HIT tools, as well as the perceived ease of use and usefulness of these applications. Participants also answered questions regarding information privacy and institutional trust, as well as demographic items. Cross-tabulation analysis indicated that adequate versus less than adequate health literacy was significantly associated with use of fitness apps (P=.02), nutrition apps (Pliteracy was significantly associated with greater perceived ease of use and perceived usefulness across all HIT tools after controlling for demographics. Regarding privacy perceptions of HIT and institutional trust, patients with greater health literacy often demonstrated decreased privacy

Geographic Media Literacy

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Lukinbeal, Chris

2014-01-01

While the use of media permeates geographic research and pedagogic practice, the underlying literacies that link geography and media remain uncharted. This article argues that geographic media literacy incorporates visual literacy, information technology literacy, information literacy, and media literacy. Geographic media literacy is the ability…

Using Mobile Technology to Support Literacy Coaching Practices

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Bates, C. C.; Martin, Aqueasha

2013-01-01

This article examines literacy coaches' (n = 7) digital note-taking practices using mobile technology and their influence on reflective practice. The study, which employed a design-based approach, investigated the coaches' transition from note-taking by paper and pencil to the note-taking application Evernote. Data included interviews with the…

The Implementation of Web 2.0 Technology for Information Literacy Instruction in Thai University Libraries

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Sawetrattanasatian, Oranuch

2014-01-01

Web 2.0 technology has drawn much attention recently as a fascinating tool for Information Literacy Instruction (ILI), especially in academic libraries. This research was aimed to investigate the implementation of Web 2.0 technology for ILI in Thai university libraries, in terms of information literacy skills being taught, types of Web 2.0…

The Strategy of KPID West Java in Socializing Media Literacy

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Lucy Pujasari Supratman

2017-07-01

Full Text Available The socialization strategy of media literacy which has done by KPID West Java (Regional-Indonesia Broadcasting Commission aims to strengthen national integration, national identity, and educate the nation. This study focused on the strategies of KPID West Java as an independent institution of the state in disseminating a variety of media literacy programs that have been run by the West Java KPID period 2015-2018 to promote media literacy. The author used a descriptive case study method. In this study, a case to be analyzed is in how KPID West Java disseminated the media literacy. The essence of media literacy conducted by KPID West Java is to grow the wise society in gratification media and to encourage the broadcaster’s institution to produce quality broadcasting content. KPID West Java as a representative of the public continues to call for media literacy socialization which is harder to be censored if there is no public participation in reporting a content violation. This form of socialization by using new media approach encourage KPID West Java Period 2015-2018 to develop steps of innovative media literacy along with the technology development.

Developing Argumentation Ability as a Way to Promote Technological Literacy

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Choresh, Cilla; Mevarech, Zemira R.; Frank, Moti

2009-01-01

The main purpose of this study is to investigate the effects of three instructional methods on students' technological literacy (TL) and argumentation ability. Participants were 285 seventh grade Israeli boys and girls (12-13-year-old) who studied in 18 technology classes in four junior high schools. The three teaching methods were: (a) teaching…

Development and validation of the computer technology literacy self-assessment scale for Taiwanese elementary school students.

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Chang, Chiung-Sui

2008-01-01

The purpose of this study was to describe the development and validation of an instrument to identify various dimensions of the computer technology literacy self-assessment scale (CTLS) for elementary school students. The instrument included five CTLS dimensions (subscales): the technology operation skills, the computer usages concepts, the attitudes toward computer technology, the learning with technology, and the Internet operation skills. Participants were 1,539 elementary school students in Taiwan. Data analysis indicated that the instrument developed in the study had satisfactory validity and reliability. Correlations analysis supported the legitimacy of using multiple dimensions in representing students' computer technology literacy. Significant differences were found between male and female students, and between grades on some CTLS dimensions. Suggestions are made for use of the instrument to examine complicated interplays between students' computer behaviors and their computer technology literacy.

Changing Technology = Empowering Students through Media Literacy Education

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De Abreu, Belinha

2010-01-01

Background: As the world is changing quickly due to the technological advances, educators are looking at ways in which to empower their students' learning with digital platforms. Media literacy education is key for how this can happen in the 21st century classroom which seeks to promote learning without censoring the learner. Considering how media…

Utilization of internet technology by low-income adults: the role of health literacy, health numeracy, and computer assistance.

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Jensen, Jakob D; King, Andy J; Davis, LaShara A; Guntzviller, Lisa M

2010-09-01

To examine whether low-income adults' utilization of Internet technology is predicted or mediated by health literacy, health numeracy, and computer assistance. Low-income adults (N = 131) from the midwestern United States were surveyed about their technology access and use. Individuals with low health literacy skills were less likely to use Internet technology (e.g., email, search engines, and online health information seeking), and those with low health numeracy skills were less likely to have access to Internet technology (e.g., computers and cell phones). Consistent with past research, males, older participants, and those with less education were less likely to search for health information online. The relationship between age and online health information seeking was mediated by participant literacy. The present study suggests that significant advances in technology access and use could be sparked by developing technology interfaces that are accessible to individuals with limited literacy skills.

Technological Learning after School: A Study of the Communication Dimensions of Technological Literacy in Three Informal Education Programs for Female and Minority Youth

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Cunningham, Carolyn Michelle

2009-01-01

This dissertation asks how the communication dimensions of technological literacy are understood in three informal education programs in Texas that aim to bridge the digital divide for female and low-income minority youth. Technological literacy is a prerequisite for economic, political, and cultural equality, yet different rationales for…

Physical literacy

OpenAIRE

Roučka, Ladislav

2013-01-01

Topic: Physical literacy Goals: The aproximation of physical literacy, collection and evaluation questionnaires of physical literacy knowledge and students anamnesis. Description of applicants progress in the specific movement skills. Method: Unified questionnaires was used for obtaining informations. We make video for movement analysis. Results: The results didn't obtain our expectation that students are able to express precisely the content of physical literacy by specific skills. However, ...

The New Zealand Curriculum's approach to technological literacy through the lens of the philosophy of technology

NARCIS (Netherlands)

Ghaemi Nia, M.M.; de Vries, M.J.

2016-01-01

New Zealand’s curriculum, in terms of its approach to technological literacy, attempts to deliver a sound, philosophy-­based understanding of the nature of technology. The curriculum’s main authors claim that it conforms well to Mitcham’s (2014) categorization of different aspects of

Information Literacy and technology to improve learning and education

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Mooij, Ton; Smeets, Ed

2011-01-01

Mooij, T., & Smeets, E. (2011, 13-16 September). Information Literacy and technology to improve learning and education. Presentation and discussion in a cross-network symposium of networks 16 and 12 at the ‘European Conference on Educational Research’ of the “European Educational Research

Educational content and health literacy issues in direct-to-consumer advertising of pharmaceuticals.

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Mackert, Michael; Love, Brad

2011-01-01

Direct-to-consumer (DTC) pharmaceutical advertisements have been analyzed in many ways, but richer conceptualizations of health literacy have been largely absent from this research. With approximately half of U.S. adults struggling to understand health information, it is important to consider consumers' health literacy when analyzing DTC advertisements. This project, framed by the health belief model, analyzed 82 advertisements. Advertisements provided some kinds of educational content (e.g., drugs' medical benefits) but typically failed to offer other useful information (e.g., other strategies for dealing with conditions). Issues likely to be barriers to low health literate consumers, such as nonstandard text formatting, are common.

Preparing Content Area Teachers for Disciplinary Literacy Instruction: The Role of Literacy Teacher Educators

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Fang, Zhihui

2014-01-01

The recent call for secondary reading instruction to move away from a focus on generic literacy strategies to discipline-specific language and literacy practices presents new challenges for secondary teacher preparation. This column identifies some of the roles literacy teacher educators can play in helping address these challenges.

New literacies, multiple literacies, unlimited literacies: what now, what next, where to? A response to blue listerine, parochialism and ASL literacy.

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Paul, Peter V

2006-01-01

This article is a response to Blue Listerine, Parochialism, and ASL Literacy (Czubek, 2006). The author presents his views on the concepts of literacy and the new and multiple literacies. In addition, the merits of print literacy and other types of literacies are discussed. Although the author agrees that there is an American Sign Language (ASL) literacy, he maintains that there should be a distinction between conversational "literacy" forms (speech and sign) and secondary literacy forms (reading and writing). It might be that cognitive skills associated with print literacy and, possibly, other captured literacy forms, are necessary for a technological, scientific-driven society such as that which exists in the United States.

Literacy disparities in patient access and health-related use of Internet and mobile technologies.

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Bailey, Stacy C; O'Conor, Rachel; Bojarski, Elizabeth A; Mullen, Rebecca; Patzer, Rachel E; Vicencio, Daniel; Jacobson, Kara L; Parker, Ruth M; Wolf, Michael S

2015-12-01

Age and race-related disparities in technology use have been well documented, but less is known about how health literacy influences technology access and use. To assess the association between patients' literacy skills and mobile phone ownership, use of text messaging, Internet access, and use of the Internet for health-related purposes. A secondary analysis utilizing data from 1077 primary care patients enrolled in two, multisite studies from 2011-2013. Patients were administered an in-person, structured interview. Patients with adequate health literacy were more likely to own a mobile phone or smartphone in comparison with patients having marginal or low literacy (mobile phone ownership: 96.8 vs. 95.2 vs. 90.1%, respectively, P Internet from their home (92.1 vs. 74.7 vs. 44.9%, P Internet for email (93.0 vs. 75.7 vs. 38.5%, P technology access and use are widespread, with lower literate patients being less likely to own smartphones or to access and use the Internet, particularly for health reasons. Future interventions should consider these disparities and ensure that health promotion activities do not further exacerbate disparities. © 2014 John Wiley & Sons Ltd.

To Move Forward, We Must Be Mobile: Practical Uses of Mobile Technology in Literacy Education Courses

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Husbye, Nicholas E.; Elsener, Anne A.

2013-01-01

Technology continues to shift the definition of what it means to be literate. As literacy educators in teacher preparation programs, we must consider how emerging and mobile technology may be used within coursework to not only create multiple ways to conceptualize teaching 21st century literacy, but also as a professional imperative. This article…

ICT Literacy

DEFF Research Database (Denmark)

Riis, Søren

2017-01-01

The entanglement of ethics and technology makes it necessary for us to understand and reflect upon our own practices and to question technological hypes. The information and communication technology (ICT) literacy required to navigate the twenty-first century has to do with recognizing our own...... human limitations, developing critical measures and acknowledging feelings of estrangement, puzzlement as well as sheer wonder of technology. ICT literacy is indeed all about visions of the good life and the art of living in the twenty-first century. The main focus of this paper is to explore...... sensitivity with regard to ICT in the ‘classic’ literacy context of the educational system....

Information Literacy and technology to improve learning and education

OpenAIRE

Mooij, Ton; Smeets, Ed

2011-01-01

Mooij, T., & Smeets, E. (2011, 13-16 September). Information Literacy and technology to improve learning and education. Presentation and discussion in a cross-network symposium of networks 16 and 12 at the ‘European Conference on Educational Research’ of the “European Educational Research Association” (EERA), Berlin, Germany.

‘Standards’ on the bench: Do Standards for technological literacy render an adequate image of technology?

Directory of Open Access Journals (Sweden)

Mahdi G. Nia

2016-03-01

Full Text Available The technological literacy of students has recently become one of the primary goals of education in countries such as the USA, England, New Zealand, Australia, and so forth. However the question here is whether these educations – their long-term policy documents as well as the standards they provide in particular – address sufficient learning about the nature of technology. This seems to be an important concern that through taking advantage of the philosophy of technology (the arena which affords a bountiful ground of various reflections on the nature of technology is intended to be discussed throughout this study. In the first place, the paper presents a relevant framework based upon Mitcham’s (1994 four-aspect account of technology, i.e., technology as objects, knowledge, activities, and volition. Then it categorizes the main relevant concepts and concerns put forward by many other philosophers of technology into this framework; this will yield a concrete model (tool to analyze any intended standard such as the above mentioned ones. Afterwards, to show how this model works, the well-known case of the USA – Standards for Technological Literacy (ITEA, 2007 – will be used as an example for inspection; the results will disclose the points where the current American case needs to be modified.

WikiHyperGlossary (WHG): an information literacy technology for chemistry documents.

Science.gov (United States)

Bauer, Michael A; Berleant, Daniel; Cornell, Andrew P; Belford, Robert E

2015-01-01

The WikiHyperGlossary is an information literacy technology that was created to enhance reading comprehension of documents by connecting them to socially generated multimedia definitions as well as semantically relevant data. The WikiHyperGlossary enhances reading comprehension by using the lexicon of a discipline to generate dynamic links in a document to external resources that can provide implicit information the document did not explicitly provide. Currently, the most common method to acquire additional information when reading a document is to access a search engine and browse the web. This may lead to skimming of multiple documents with the novice actually never returning to the original document of interest. The WikiHyperGlossary automatically brings information to the user within the current document they are reading, enhancing the potential for deeper document understanding. The WikiHyperGlossary allows users to submit a web URL or text to be processed against a chosen lexicon, returning the document with tagged terms. The selection of a tagged term results in the appearance of the WikiHyperGlossary Portlet containing a definition, and depending on the type of word, tabs to additional information and resources. Current types of content include multimedia enhanced definitions, ChemSpider query results, 3D molecular structures, and 2D editable structures connected to ChemSpider queries. Existing glossaries can be bulk uploaded, locked for editing and associated with multiple social generated definitions. The WikiHyperGlossary leverages both social and semantic web technologies to bring relevant information to a document. This can not only aid reading comprehension, but increases the users' ability to obtain additional information within the document. We have demonstrated a molecular editor enabled knowledge framework that can result in a semantic web inductive reasoning process, and integration of the WikiHyperGlossary into other software technologies, like

The Effect of Principals' Technological Leadership on Teachers' Technological Literacy and Teaching Effectiveness in Taiwanese Elementary Schools

Science.gov (United States)

Chang, I-Hua

2012-01-01

The purpose of this study is to investigate the relationships among principals' technological leadership, teachers' technological literacy, and teaching effectiveness. The survey target population consists of 1,000 teachers randomly selected from Taiwanese elementary schools. The survey asked teachers to measure the effectiveness of principals'…

Making the Invisible of Learning Visible: Pre-Service Teachers Identify Connections between the Use of Literacy Strategies and Their Content Area Assessment Practices

Science.gov (United States)

Mitton-Kukner, Jennifer; Orr, Anne Murray

2014-01-01

In this paper we describe four ways secondary pre-service teachers appeared to be developing assessment practices during field experience, after taking a content area literacy course. This paper arises from a multi-year study exploring pre-service and beginning content area teachers' use of literacy strategies in teaching mathematics, science, and…

Technological Literacy for Students Aged 6-18: A New Method for Holistic Measuring of Knowledge, Capabilities, Critical Thinking and Decision-Making

Science.gov (United States)

Avsec, Stanislav; Jamšek, Janez

2016-01-01

Technological literacy is identified as a vital achievement of technology- and engineering-intensive education. It guides the design of technology and technical components of educational systems and defines competitive employment in technological society. Existing methods for measuring technological literacy are incomplete or complicated,…

Information and Communication Technology Literacy among Student-Teachers in Universities in Nigeria

Directory of Open Access Journals (Sweden)

Florence Olutunu Daramola

2015-10-01

Full Text Available The use of Information and Communications Technology (ICT in the school system is becoming increasingly prominent. This study was conducted to find out the ICT literacy levels among student-teachers in the universities in North-Central Nigeria. The study involved a total of 638 student-teachers consisting of 360 males and 248 females. The instrument used for the study was a researcher-designed questionnaire with a reliability index of .74. The results indicated that student-teachers in North-central Nigeria have an average ICT literacy level. No significant difference was established in the level of ICT literacy between male and female student-teachers {t(636=1.672 >.05} and there was no significant difference in the level of ICT literacy by student-teachers in the Arts, Sciences, and Social Sciences {F(2,635 = 0.935 > 0.05}. It was recommended that universities make available more ICT equipment and facilitate the student-teachers in adopting the culture of integrating ICT into pedagogy and educational administration since they have an average ICT literacy level.

Ella-V and technology usage technology usage in an english language and literacy acquisition validation randomized controlled trial study

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Roisin P. Corcoran

2014-12-01

Full Text Available This paper describes the use of technology to provide virtual professional development (VPD for teachers and to conduct classroom observations in a study of English Language Learner (ELL instruction in grades K–3. The technology applications were part of a cluster randomized control trial (RCT design for a federally funded longitudinal validation study of a particular program, English Language and Literacy Acquisition-Validation, ELLA- V, to determine its degree of impact on English oral language/literacy, reading, and science across 63 randomly assigned urban, suburban, and rural schools (first year of implementation. ELLA-V also examines the impact of bimonthly VPD for treatment teachers compared to comparison group teachers on pedagogical skills, measured by sound observation instruments, and on student achievement, measured by state/national English language/literacy/reading tests and a national science test. This study features extensive technology use via virtual observations, bimonthly VPD, and randomly assigned treatment and control schools with students served in English as second language (ESL instructional time. The study design and methodology are discussed relativeto the specialized uses of technology and issues involving the evaluation of technology’s contribution to the intervention of interest and of the efficient, cost-effective execution of the study.

Tracing Academic Literacies across Contemporary Literacy Sponsorscapes: Mobilities, Ideologies, Identities, and Technologies

Science.gov (United States)

Wargo, Jon M.; De Costa, Peter I.

2017-01-01

Locating itself broadly within the "sociolinguistics of mobility" (Blommaert, 2014) and taking heed of Stornaiuolo and Hall's (2014) call to "trace resonance" in writing and literacies research, this article works to trace academic literacies across the emerging "literacy sponsorscapes" (Wargo, 2016a) of contemporary…

The Atrial Fibrillation Health Literacy Information Technology System: Pilot Assessment.

Science.gov (United States)

Magnani, Jared W; Schlusser, Courtney L; Kimani, Everlyne; Rollman, Bruce L; Paasche-Orlow, Michael K; Bickmore, Timothy W

2017-01-01

Atrial fibrillation (AF) is a highly prevalent heart rhythm condition that has significant associated morbidity and requires chronic treatment. Mobile health (mHealth) technologies have the potential to enhance multiple aspects of AF care, including education, monitoring of symptoms, and encouraging and tracking medication adherence. We have previously implemented and tested relational agents to improve outcomes in chronic disease and sought to develop a smartphone-based relational agent for improving patient-centered outcomes in AF. The objective of this study was to pilot a smartphone-based relational agent as preparation for a randomized clinical trial, the Atrial Fibrillation Health Literacy Information Technology Trial (AF-LITT). We developed the relational agent for use by a smartphone consistent with our prior approaches. We programmed the relational agent as a computer-animated agent to simulate a face-to-face conversation and to serve as a health counselor or coach specific to AF. Relational agent's dialogue content, informed by a review of literature, focused on patient-centered domains and qualitative interviews with patients with AF, encompassed AF education, common symptoms, adherence challenges, and patient activation. We established that the content was accessible to individuals with limited health or computer literacy. Relational agent content coordinated with use of the smartphone AliveCor Kardia heart rate and rhythm monitor. Participants (N=31) were recruited as a convenience cohort from ambulatory clinical sites and instructed to use the relational agent and Kardia for 30 days. We collected demographic, social, and clinical characteristics and conducted baseline and 30-day assessments of health-related quality of life (HRQoL) with the Atrial Fibrillation Effect on Quality of life (AFEQT) measure; self-reported medication adherence with the Morisky 8-item Medication Adherence Scale (MMAS-8); and patient activation with the Patient Activation

A Content Analysis of College Reading Association/Association of Literacy Educators and Researchers Teacher Education Publications: Past, Present, and Future

Science.gov (United States)

Schumm, Jeanne Shay; Lewis-Spector, Jill; Price, Debra; Doorn, Kristen

2014-01-01

The purpose of this investigation was to conduct a content analysis of the publications of the Association of Literacy Educators and Researchers (ALER), previously known as College Reading Association (CRA), in the area of preservice teacher education in literacy. As a service to the organization, 71 articles published in ALER's flagship…

Bridging Divides through Technology Use: Transnationalism and Digital Literacy Socialization

Science.gov (United States)

Nogueron, Silvia Cecilia

2011-01-01

In this study, I investigate the digital literacy practices of adult immigrants, and their relationship with transnational processes and practices. Specifically, I focus on their conditions of access to information and communication technologies (ICTs) in their life trajectories, their conditions of learning in a community center, and their…

Health literacy screening instruments for eHealth applications: a systematic review.

Science.gov (United States)

Collins, Sarah A; Currie, Leanne M; Bakken, Suzanne; Vawdrey, David K; Stone, Patricia W

2012-06-01

To systematically review current health literacy (HL) instruments for use in consumer-facing and mobile health information technology screening and evaluation tools. The databases, PubMed, OVID, Google Scholar, Cochrane Library and Science Citation Index, were searched for health literacy assessment instruments using the terms "health", "literacy", "computer-based," and "psychometrics". All instruments identified by this method were critically appraised according to their reported psychometric properties and clinical feasibility. Eleven different health literacy instruments were found. Screening questions, such as asking a patient about his/her need for assistance in navigating health information, were evaluated in seven different studies and are promising for use as a valid, reliable, and feasible computer-based approach to identify patients that struggle with low health literacy. However, there was a lack of consistency in the types of screening questions proposed. There is also a lack of information regarding the psychometric properties of computer-based health literacy instruments. Only English language health literacy assessment instruments were reviewed and analyzed. Current health literacy screening tools demonstrate varying benefits depending on the context of their use. In many cases, it seems that a single screening question may be a reliable, valid, and feasible means for establishing health literacy. A combination of screening questions that assess health literacy and technological literacy may enable tailoring eHealth applications to user needs. Further research should determine the best screening question(s) and the best synthesis of various instruments' content and methodologies for computer-based health literacy screening and assessment. Copyright © 2012 Elsevier Inc. All rights reserved.

Information Literacy

OpenAIRE

Basili, Carla

2015-01-01

Information literacy is a concept which is well established in theory while in practice it is only slowly breaking ground in accordance with the understanding of its significance and the possibilities of its realisation. Based on fundamental works, the characteristics of information literacy, its cognitive foundations and significance for individuals as well as for society, are argumented in the article. The analyzed content of this concept is connected with the content of a librarian’s knowl...

Retrospective Analysis of Technological Literacy of K-12 Students in the USA

Science.gov (United States)

Eisenkraft, Arthur

2010-01-01

Assessing technological literacy in the USA will require a large expenditure of resources. While these important initiatives are taking place, it is useful to analyze existing archival data to get a sense of students' understanding of technology. Such archival data exists from the entries submitted to the Toshiba/NSTA ExploraVisions competition…

Addressing scientific literacy through content area reading and processes of scientific inquiry: What teachers report

Science.gov (United States)

Cooper, Susan J.

The purpose of this study was to interpret the experiences of secondary science teachers in Florida as they address the scientific literacy of their students through teaching content reading strategies and student inquiry skills. Knowledge of the successful integration of content reading and inquiry skills by experienced classroom teachers would be useful to many educators as they plan instruction to achieve challenging state and national standards for reading as well as science. The problem was investigated using grounded theory methodology. Open-ended questions were asked in three focus groups and six individual interviews that included teachers from various Florida school districts. The constant comparative approach was used to analyze the data. Initial codes were collapsed into categories to determine the conceptual relationships among the data. From this, the five core categories were determined to be Influencers, Issues, Perceptions, Class Routines, and Future Needs. These relate to the central phenomenon, Instructional Modifications, because teachers often described pragmatic and philosophical changes in their teaching as they deliberated to meet state standards in both reading and science. Although Florida's secondary science teachers have been asked to incorporate content reading strategies into their science instruction for the past several years, there was limited evidence of using these strategies to further student understanding of scientific processes. Most teachers saw little connection between reading and inquiry, other than the fact that students must know how to read to follow directions in the lab. Scientific literacy, when it was addressed by teachers, was approached mainly through class discussions, not reading. Teachers realized that students cannot learn secondary science content unless they read science text with comprehension; therefore the focus of reading instruction was on learning science content, not scientific literacy or student

National Standards for Financial Literacy: Rationale and Content

Science.gov (United States)

Bosshardt, William; Walstad, William B.

2014-01-01

The "National Standards for Financial Literacy" describe the knowledge, understanding, and skills that are important for students to learn about personal finance. They are designed to guide teachers, school administrators, and other educators in developing curriculum and educational materials for teaching financial literacy. In this…

'Standards' on the bench : Do standards for technological literacy render an adequate image of technology?

NARCIS (Netherlands)

Ghaemi Nia, M.M.; de Vries, M.J.

2016-01-01

The technological literacy of students has recently become one of the primary goals of education in countries such as the USA, England, New Zealand, Australia, and so forth. However the question here is whether these educations - their long-term policy documents as well as the standards they

Digital Literacies in Higher Education: Exploring Textual and Technological Practice

Science.gov (United States)

Lea, Mary R.; Jones, Sylvia

2011-01-01

Concerns are frequently raised about undergraduates being so immersed in web-based technologies in their broader lives that they have difficulties engaging in more conventional study practices, such as academic reading and writing essays. The research reported on here examines this issue through a literacies lens. The project findings illustrate…

Relationship between Teacher Candidates’ Literacy of Science and Information Technology

OpenAIRE

Orhan Karamustafaoğlu; Recep Çakır; Mert Kaya

2013-01-01

This study aims to determine the science teacher candidates’ literacy levels of science and information technology and intends to find out the relationship between them. In the study, correlational research methodology was used in the scope of correlational screening model. Research sample consists of totally 264 teacher candidates who are in their 3rd and 4th years and studying at the Department of Science and Technology Education in Amasya University. As the data collection instruments, the...

Information and Communication Technology Literacy among Student-Teachers in Universities in Nigeria

Science.gov (United States)

Daramola, Florence Olutunu; Yusuf, Mudasiru Olalere; Oyelekan, Oloyede Solomon

2015-01-01

The use of information and communication technology (ICT) in the school system is becoming increasingly prominent. This study was conducted to find out the information and communication technology literacy levels among student-teachers in the universities in North-Central Nigeria. The study involved a total of 638 student-teachers out of which 360…

Health Literacy Screening Instruments for eHealth Applications: A Systematic Review

Science.gov (United States)

Collins, Sarah A.; Currie, Leanne M.; Bakken, Suzanne; Vawdrey, David K.; Stone, Patricia W.

2012-01-01

Objective To systematically review current health literacy (HL) instruments for use in consumer-facing and mobile health information technology screening and evaluation tools. Design The databases, PubMed, OVID, Google Scholar, Cochrane Library and Science Citation Index, were searched for health literacy assessment instruments using the terms “health”, “literacy”, “computer-based,” and “psychometrics”. All instruments identified by this method were critically appraised according to their reported psychometric properties and clinical feasibility. Results Eleven different health literacy instruments were found. Screening questions, such as asking a patient about his/her need for assistance in navigating health information, were evaluated in 7 different studies and are promising for use as a valid, reliable, and feasible computer-based approach to identify patients that struggle with low health literacy. However, there was a lack of consistency in the types of screening questions proposed. There is also a lack of information regarding the psychometric properties of computer-based health literacy instruments. Limitations Only English language health literacy assessment instruments were reviewed and analyzed. Conclusions Current health literacy screening tools demonstrate varying benefits depending on the context of their use. In many cases, it seems that a single screening question may be a reliable, valid, and feasible means for establishing health literacy. A combination of screening questions that assess health literacy and technological literacy may enable tailoring eHealth applications to user needs. Further research should determine the best screening question(s) and the best synthesis of various instruments’ content and methodologies for computer-based health literacy screening and assessment. PMID:22521719

Teacher design of technology for emergent literacy: An explorative feasibility study

NARCIS (Netherlands)

McKenney, Susan; Voogt, Joke

2012-01-01

The active participation of teachers in designing classroom learning experiences contributes to teacher abilities to facilitate learning. This paper reports on a case study of one Dutch teacher designing a technology-rich learning environment for emergent literacy. Data was collected to explore the

Rapport fra VIOL-projektet, Del 2: Technological literacy som udfordring for professioner og uddannelse

DEFF Research Database (Denmark)

Rapporten ”Technological literacy som udfordring for professioner og uddannelse” er del af den samlede afrapportering af projektet ”Velfærdsteknologi, Innovation, Omsorg og Læring” (VIOL). VIOL-projektet er gennemført i et samarbejde mellem University College Sjælland (UCSJ) og Roskilde Universitet...... (RUC) og er støttet af Den Europæiske Socialfond. Projektet er gennemført i perioden januar 2013 til og med februar 2015. Rapporten ”Technological literacy - analyser og erfaringsopsamling på tværs af professioner” samler og formidler en tværgående analyse af projektets erfaringer og resultater med...... særligt fokus på analyser og fortolkninger af ”technological literacy” på tværs af professioner og ud-dannelser....

Preparing Novice History Teachers to Meet Students' Literacy Needs

Science.gov (United States)

Nokes, Jeffery D.

2010-01-01

In spite of calls for increased literacy instruction in secondary content classes, there appears to be little change in practice. One reason for this may be that content area literacy courses inadequately prepared teachers to teach literacy skills specific to their content area. This article describes a program that embeds content area literacy…

An Intelligent Computer-aided Training System (CAT) for Diagnosing Adult Illiterates: Integrating NASA Technology into Workplace Literacy

Science.gov (United States)

Yaden, David B., Jr.

1991-01-01

An important part of NASA's mission involves the secondary application of its technologies in the public and private sectors. One current application being developed is The Adult Literacy Evaluator, a simulation-based diagnostic tool designed to assess the operant literacy abilities of adults having difficulties in learning to read and write. Using Intelligent Computer-Aided Training (ICAT) system technology in addition to speech recognition, closed-captioned television (CCTV), live video and other state-of-the-art graphics and storage capabilities, this project attempts to overcome the negative effects of adult literacy assessment by allowing the client to interact with an intelligent computer system which simulates real-life literacy activities and materials and which measures literacy performance in the actual context of its use. The specific objectives of the project are as follows: (1) to develop a simulation-based diagnostic tool to assess adults' prior knowledge about reading and writing processes in actual contexts of application; (2) to provide a profile of readers' strengths and weaknesses; and (3) to suggest instructional strategies and materials which can be used as a beginning point for remediation. In the first and development phase of the project, descriptions of literacy events and environments are being written and functional literacy documents analyzed for their components. From these descriptions, scripts are being generated which define the interaction between the student, an on-screen guide and the simulated literacy environment.

A case study for teaching information literacy skills.

Science.gov (United States)

Kingsley, Karla V; Kingsley, Karl

2009-01-29

The Internet has changed contemporary workplace skills, resulting in a need for proficiency with specific digital, online and web-based technologies within the fields of medicine, dentistry and public health. Although younger students, generally under 30 years of age, may appear inherently comfortable with the use of technology-intensive environments and digital or online search methods, competence in information literacy among these students may be lacking. This project involved the design and assessment of a research-based assignment to help first-year, graduate-level health science students to develop and integrate information literacy skills with clinical relevance. One cohort of dental students (n = 78) was evaluated for this project and the results demonstrate that although all students were able to provide the correct response from the content-specific, or technology-independent, portion of the assignment, more than half (54%) were unable to demonstrate competence with a web-based, technology-dependent section of this assignment. No correlation was found between any demographic variable measured (gender, age, or race). More evidence is emerging that demonstrates the need for developing curricula that integrates new knowledge and current evidence-based practices and technologies, traditionally isolated from graduate and health-care curricula, that can enhance biomedical and clinical training for students. This study provides evidence, critical for the evaluation of new practices, which can promote and facilitate the integration of information literacy into the curriculum.

Students’ Information Literacy: A Perspective from Mathematical Literacy

OpenAIRE

Ariyadi Wijaya

2016-01-01

Information literacy is mostly seen from the perspective of library science or information and communication technology. Taking another point of view, this study was aimed to explore students’ information literacy from the perspective of mathematical literacy. For this purpose, a test addressing Programme for International Student Assessment (PISA) mathematics tasks were administered to 381 eighth and ninth graders from nine junior high schools in the Province of Yogyakarta. PISA mathematics ...

An Instrument to Determine the Technological Literacy Levels of Upper Secondary School Students

Science.gov (United States)

Luckay, Melanie B.; Collier-Reed, Brandon I.

2014-01-01

In this article, an instrument for assessing upper secondary school students' levels of technological literacy is presented. The items making up the instrument emerged from a previous study that employed a phenomenographic research approach to explore students' conceptions of technology in terms of their understanding of the "nature…

Examining the Influence of Educational Mobile Application Software on Students' Technology Literacy

Science.gov (United States)

Twu, Ming-Lii

2017-01-01

The purpose of this mixed methods study was to employ the International Society for Technology in Education (ISTE) Standards for Students as taxonomy to classify educational mobile application (app) software into seven categories and empirically examine the influence on students' technology literacy. A purposeful sample of fifth grade core subject…

"Standards" on the Bench: Do Standards for Technological Literacy Render an Adequate Image of Technology?

Science.gov (United States)

Nia, Mahdi G.; de Vries, Marc J.

2016-01-01

The technological literacy of students has recently become one of the primary goals of education in countries such as the USA, England, New Zealand, Australia, and so forth. However the question here is whether these educations--their long-term policy documents as well as the standards they provide in particular--address sufficient learning about…

Gaming as a Literacy Practice

OpenAIRE

Hall, Amy Conlin

2011-01-01

This descriptive study was designed to be a detailed, informative study of a group of adult males who have been gamers since adolescence. The purposes of the study are to provide information regarding gaming as a literacy practice and to explore other vernacular technological literacy practices. The study sheds light on the merits of gaming and other new literacies by examining the literacy development of a select group of adult males. This research was centered on vernacular technological...

The Relationship of Health Literacy With Use of Digital Technology for Health Information: Implications for Public Health Practice.

Science.gov (United States)

Manganello, Jennifer; Gerstner, Gena; Pergolino, Kristen; Graham, Yvonne; Falisi, Angela; Strogatz, David

An understanding of the association of health literacy with patterns related to access and usage of digital technologies and preferences for sources of health information is necessary for public health agencies and organizations to appropriately target channels for health information dissemination. A cross-sectional telephone survey was conducted in New York State. Health literacy was assessed using the Morris Single-Item Screener, a self-report question. A weighted analysis was conducted utilizing Stata/SE. The final sample size of New York State residents used for analysis was 1350. In general, self-report health literacy did not predict digital technology use (ie, Internet and smartphone use, text messaging) but was associated with certain digital activities. People with low self-report health literacy were less likely to use search engines (P = .026) but more likely to get health information from social networking sites (P = .002) and use health-related phone apps (P = .046). With respect to health information seeking, those with lower self-report health literacy reported greater difficulty with their most recent search for health information. Furthermore, they were more likely to prefer text messages (P = .013) and radio (P = .022), 2 text-limited communication channels, to receive health information than those with higher self-report health literacy. While self-report health literacy does not appear to influence access to and use of digital technologies, there is a strong association with experiences searching for health information and preferences for health information sources. Public health agencies and organizations should consider the needs and preferences of people with low health literacy when determining channels for health information dissemination. They should also consider implementing interventions to develop health information-seeking skills in populations they serve and prepare information and materials that are easily accessible and

Collaborative Metaliteracy: Putting the New Information Literacy Framework into (Digital) Practice

Science.gov (United States)

Gersch, Beate; Lampner, Wendy; Turner, Dudley

2016-01-01

This article describes a course-integrated collaborative project between a subject librarian, a communication professor, and an instructional designer that illustrates how the TPACK (Technological Pedagogical Content Knowledge) framework, developed by Mishra and Koehler (2006), and the new ACRL Framework for Information Literacy (Framework)…

Literacy, Information and Communication Technology as Tools for Empowerment of Inmates

Science.gov (United States)

Joseph, Tenibiaje Dele

2012-01-01

The study investigated the present position of literacy, information and communication technology (ICT) in prisons by examining the perception of inmates. The study adopted a descriptive survey using structured questionnaire and observation guides on a randomly and purposively drawn sample of 664 inmates out of a population of 47,628 inmates…

The Effect of Technology Integration on High School Students' Literacy Achievement

Science.gov (United States)

Robinson, Kara

2016-01-01

This literature review presents a critical appraisal of current research on the role technology integration plays in high school students' literacy achievement. It identifies the gaps within the research through comprehensive analysis. The review develops an argument that the use of laptops in secondary English classrooms has a significant impact…

Literacy, Learning, and Media.

Science.gov (United States)

Adams, Dennis; Hamm, Mary

2000-01-01

Considers the expanding definition of literacy from traditional reading and writing skills to include technological, visual, information, and networking literacy. Discusses the impact of media on social interactions and intellectual development; linking technology to educational goals; influences of new media symbol systems on communication;…

A case study for teaching information literacy skills

Science.gov (United States)

Kingsley, Karla V; Kingsley, Karl

2009-01-01

Background The Internet has changed contemporary workplace skills, resulting in a need for proficiency with specific digital, online and web-based technologies within the fields of medicine, dentistry and public health. Although younger students, generally under 30 years of age, may appear inherently comfortable with the use of technology-intensive environments and digital or online search methods, competence in information literacy among these students may be lacking. Methods This project involved the design and assessment of a research-based assignment to help first-year, graduate-level health science students to develop and integrate information literacy skills with clinical relevance. Results One cohort of dental students (n = 78) was evaluated for this project and the results demonstrate that although all students were able to provide the correct response from the content-specific, or technology-independent, portion of the assignment, more than half (54%) were unable to demonstrate competence with a web-based, technology-dependent section of this assignment. No correlation was found between any demographic variable measured (gender, age, or race). Conclusion More evidence is emerging that demonstrates the need for developing curricula that integrates new knowledge and current evidence-based practices and technologies, traditionally isolated from graduate and health-care curricula, that can enhance biomedical and clinical training for students. This study provides evidence, critical for the evaluation of new practices, which can promote and facilitate the integration of information literacy into the curriculum. PMID:19178715

A case study for teaching information literacy skills

Directory of Open Access Journals (Sweden)

Kingsley Karl

2009-01-01

Full Text Available Abstract Background The Internet has changed contemporary workplace skills, resulting in a need for proficiency with specific digital, online and web-based technologies within the fields of medicine, dentistry and public health. Although younger students, generally under 30 years of age, may appear inherently comfortable with the use of technology-intensive environments and digital or online search methods, competence in information literacy among these students may be lacking. Methods This project involved the design and assessment of a research-based assignment to help first-year, graduate-level health science students to develop and integrate information literacy skills with clinical relevance. Results One cohort of dental students (n = 78 was evaluated for this project and the results demonstrate that although all students were able to provide the correct response from the content-specific, or technology-independent, portion of the assignment, more than half (54% were unable to demonstrate competence with a web-based, technology-dependent section of this assignment. No correlation was found between any demographic variable measured (gender, age, or race. Conclusion More evidence is emerging that demonstrates the need for developing curricula that integrates new knowledge and current evidence-based practices and technologies, traditionally isolated from graduate and health-care curricula, that can enhance biomedical and clinical training for students. This study provides evidence, critical for the evaluation of new practices, which can promote and facilitate the integration of information literacy into the curriculum.

Development Module Oriented Science Technology Society Indue Science Literacy Assessment for 7th-Grade Junior High School Students in 2nd -Semester

Science.gov (United States)

Arbi, Y. R.; Sumarmin, R.; Putri, D. H.

2018-04-01

The problem in the science learning process is the application of the scientific approach takes a long time in order to provide conceptual understanding to the students, there is no teaching materials that can measure students reasoning and thinking ability, and the assessment has not measured students reasoning and literacy skills.The effort can be done is to develop science technology society module indue science literacy assessment. The purpose of the research was to produce a module oriented society indue science science technology literacy assessment. The research is development research using Plomp model, consist of preliminary, prototyping, and assessment phase. Data collect by questionnare and documantion. The result there is science technology society module indue science literacy assessment is very valid.

A Pilot Project – From Illiteracy to Computer Literacy: Teaching and Learning Using Information Technology

Directory of Open Access Journals (Sweden)

Mohamad Adnan Al-Alaoui

2008-09-01

Full Text Available This paper addresses the use of information and communication technologies, ICT or IT for brevity, to combat illiteracy and move participants directly from illiteracy to computer literacy. The resulting assistive technology and instructional software and hardware can be employed to speed up literacy programs and make them more attractive and effective. The approach provides an interactive, self-paced, autonomous and entertaining learning experience, eases entry and exit in and out of the program, and permits monitoring and updating progress status. The hallmark of the proposed approach is the integration of speech and handwriting recognition, as well as audio and visual aids into the flow.

Literacity: A multimedia adult literacy package combining NASA technology, recursive ID theory, and authentic instruction theory

Science.gov (United States)

Willis, Jerry; Willis, Dee Anna; Walsh, Clare; Stephens, Elizabeth; Murphy, Timothy; Price, Jerry; Stevens, William; Jackson, Kevin; Villareal, James A.; Way, Bob

1994-01-01

An important part of NASA's mission involves the secondary application of its technologies in the public and private sectors. One current application under development is LiteraCity, a simulation-based instructional package for adults who do not have functional reading skills. Using fuzzy logic routines and other technologies developed by NASA's Information Systems Directorate and hypermedia sound, graphics, and animation technologies the project attempts to overcome the limited impact of adult literacy assessment and instruction by involving the adult in an interactive simulation of real-life literacy activities. The project uses a recursive instructional development model and authentic instruction theory. This paper describes one component of a project to design, develop, and produce a series of computer-based, multimedia instructional packages. The packages are being developed for use in adult literacy programs, particularly in correctional education centers. They use the concepts of authentic instruction and authentic assessment to guide development. All the packages to be developed are instructional simulations. The first is a simulation of 'finding a friend a job.'

Benefits literacy, Bugs Bunny and bridge.

Science.gov (United States)

Moses, John; Hogg, Barbara

2009-01-01

The human resources world is buzzing about literacy--specifically, financial literacy and health literacy. Yet if employers truly want their employees to take action based on that literacy, then employers must add motivation and process simplification to their benefits equation. This article provides employers with things to keep in mind in order to deliver content that improves employees' benefits literacy, and makes taking desired actions both relevant and easy for employees.

Using Mobile Technology to Enhance Undergraduate Student Digital Information Literacy Skills: A Canadian Case Study

Directory of Open Access Journals (Sweden)

Alice Schmidt Hanbidge

2015-08-01

Full Text Available Learning essential information literacy skills through the use of mobile phones is an innovative mlearning pilot project that was collaboratively undertaken in a Canadian university college over the course of two academic terms by faculty and the library staff. The research pilot project involved ninety one undergraduate students in five different classes majoring in psychology, social work, education or social development studies in an attempt to determine the effectiveness of using mobile technology to enhance students’ information literacy skills and learning experiences. Pre and post-test measures, and survey questionnaires generated quantitative and qualitative data that was analyzed to determine the degree of changes in frequency of mobile device information literacy access and fluency in digital literacy skills. The article highlights the Mobile Information Literacy innovation and includes the development and design of the mobile lessons, interactive exercises, and its applications. The study’s main results and conclusions are also discussed. Additionally, the successes and challenges of the pilot to support anytime, anywhere student mobile information literacy eLearning training that engages mobile learners and enhances their learning experience are identified and critically reflected upon to improve the innovation for stage two of the project.

PROTOTYPE OF WEB BASED INFORMATION LITERACY TO ENHANCE STUDENT INFORMATION LITERACY SKILL IN STATE ISLAMIC HIGH SCHOOL INSAN CENDEKIA

Directory of Open Access Journals (Sweden)

Indah Kurnianingsih

2017-07-01

Full Text Available Abstract. Information Literacy (IL Program is a library program that aims to improve the ability of library users to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information. Information literacy learning is essential to be taught and applied in education from the beginning of the school so that students are able to find and organize information effectively and efficiently particularly regard to the school assignment and learning process. At present, various educational institutions began to implement online learning model to improve the quality of teaching and research quality. Due to the advancement of information technology, the information literacy program should be adjusted with the needs of library users. The purpose of this study was to design web-based information literacy model for school library. This research conducted through several stages which are: identifying the needs of web-based IL, designing web-based IL, determining the model and the contents of a web-based IL tutorial, and creating a prototype webbased IL. The results showed that 90,74% of respondents stated the need of web-based learning IL. The prototype of web-based learning IL is consisted of six main units using combination of the Big6 Skills model and 7 Concept of Information Literacy by Shapiro and Hughes. The main fiveth units are Library Skill, Resource Skill, Research Skill, Reading Skill, and Presenting Literacy. This prototype web-based information literacy is expected to support the information literacy learning in a holistic approach.

An Exploratory Study of the Factors Associated with Literacy Teachers' Integration of Technology: A Study of Lebanese Schools

Science.gov (United States)

Chaaban, Youmen; Moloney, Robyn

2016-01-01

The purpose of this study is to explore Lebanese teachers' perceptions of the factors determining their integration of technology into literacy classrooms. A quantitative survey examining literacy teachers' individual characteristics and their perceptions of contextual factors was conducted at Lebanese schools. The survey collected data on the…

Students’ Information Literacy: A Perspective from Mathematical Literacy

Directory of Open Access Journals (Sweden)

Ariyadi Wijaya

2016-09-01

Full Text Available Information literacy is mostly seen from the perspective of library science or information and communication technology. Taking another point of view, this study was aimed to explore students’ information literacy from the perspective of mathematical literacy. For this purpose, a test addressing Programme for International Student Assessment (PISA mathematics tasks were administered to 381 eighth and ninth graders from nine junior high schools in the Province of Yogyakarta. PISA mathematics tasks which were used in this test had specific characteristics regarding information processing, i.e. containing superfluous information, having missing information, and requiring connection across information sources. An error analysis was performed to analyze students’ incorrect responses. The result of this study shows that students did not acquire three characteristics of information literacy; i.e. recognizing information needs, locating and evaluating the quality of information, and making effective and ethical use of information. This result indicates students’ low ability in information literacy.Keywords: information literacy, mathematical literacy, Programme for International Student Assessment (PISA DOI: http://dx.doi.org/10.22342/jme.7.2.3532.73-82

Literacy and Technology: Integrating Technology with Small Group, Peer-led Discussions of Literature

Directory of Open Access Journals (Sweden)

Genya Coffey

2012-03-01

Full Text Available This review examines research of computer-mediated small group discussion of literature. The goal of this review is to explore several instructional formats for integrating print-based and new literacies skills. First, the theoretical foundations for the shift from teacher-led to student led discussion are outlined. Research exploring ways in which technology has been infused into several common elements of literature discussion groups are presented next. Benefits and challenges of such integration are highlighted and suggestions for future research are presented.

Investigating the role of content knowledge, argumentation, and situational features to support genetics literacy

Science.gov (United States)

Shea, Nicole Anne

Science curriculum is often used as a means to train students as future scientists with less emphasis placed on preparing students to reason about issues they may encounter in their daily lives (Feinstein, Allen, & Jenkins, 2013; Roth & Barton, 2004). The general public is required to think scientifically to some degree throughout their life and often across a variety of issues. From an empirical standpoint, we do not have a robust understanding of what scientific knowledge the public finds useful for reasoning about socio-scientific issues in their everyday lives (Feinstein, 2011). We also know very little about how the situational features of an issue influences reasoning strategy (i.e., the use of knowledge to generate arguments). Rapid advances in science - particularly in genetics - increasingly challenge the public to reason about socio-scientific issues. This raises questions about the public's ability to participate knowledgeably in socio-scientific debates, and to provide informed consent for a variety of novel scientific procedures. This dissertation aims to answer the questions: How do individuals use their genetic content knowledge to reason about authentic issues they may encounter in their daily lives? Individuals' scientific knowledge is a critical aspect of scientific literacy, but what scientific literacy looks like in practice as individuals use their content knowledge to reason about issues comprised of different situational features is still unclear. The purpose of this dissertation is to explore what knowledge is actually used by individuals to generate and support arguments about a variety of socio-scientific issues, and how the features of those issues influences reasoning strategy. Three studies were conducted to answer questions reflecting this purpose. Findings from this dissertation provide important insights into what scientific literacy looks like in practice.

A Governance Examination of Idaho's Technological Literacy Policy and Standards for Teachers: Past, Present, and Future

Science.gov (United States)

Moore, Terah R.

2010-01-01

Schools, colleges, and departments of education across America currently are investigating how preservice teachers are being prepared to use technology in the classroom. Technologies available in education have evolved but technological literacy for teachers has not always kept pace. Research suggested the need for continued development and study…

Investigation on the Relationship between Information Communication Technology and Reading Literacy for Northeast Asian Students

Directory of Open Access Journals (Sweden)

Lai Yi-Horng

2016-01-01

Full Text Available The purpose of this study was to investigate the relationship of internet communication technologies (ICT usage and reading literacy of Northeast Asian Students in PISA 2009. ICT was crucial for all governments in the world towards promoting equity. ICT had been considered a low cost opportunity towards equalizing educational systems. A multilevel modelling (MLM was applied to identify at which school-level the largest variations in the three indicators exist in this study. With MLM, it could be examine simultaneously the effects of different hierarchical school-level variables; to take account of possible correlations of students’ reading literacy in this study within higher levels (Urbanization, Total number of students Computers for education which may otherwise lead to incorrect standard errors and inefficient estimates; to treat higher levels as related; and to examine inter-area variations at each level. The empirical results include the different between group components was significant. Self-confidence in ICT high level tasks was positive with students’ reading literacy, and self-confidence in ICT high level tasks was negative with students’ reading literacy. The urbanization of schools’ area and total number of students of schools were positive with students’ reading literacy. The urbanization of schools’ area was negative with the relationship of ICT for school related tasks and students’ reading literacy. Total number of students was negative with the relationship of ICT for school related tasks and students’ reading literacy, and ICT availability in school and students’ reading literacy.

Delivering Technological Literacy to a Class for Elementary School Pre-Service Teachers in South Korea

Science.gov (United States)

Kwon, Hyuksoo

2017-01-01

This study was conducted with the aim of creating a new introductory course emphasizing the development of technological literacy for elementary school pre-service teachers. This study also aimed to investigate elementary school pre-service teachers' attitudinal transition toward elementary school technology education (ESTE) and its…

A New Literacy: The Role of Technology to Develop Student’s Character

Directory of Open Access Journals (Sweden)

Eka Apriani

2016-09-01

Full Text Available Literacy is very important in human life since by being literate, people will be able to gain information. This paper discusses about the changing of old literacy to a new literacy. This changing brings effects to many aspects of life including in education. This paper shows how a new literacy which is known by ICT (information and communication technology can develop student’s character. This new ICT has  positive and negative effects. The counters only focus on explaining the positive effect of technology that is to build and improve the trustworthy, respect, diligence, responsibility, and courage. Building good student’s character can create good future leadership. Because of that student’s should be equipped with the ability of code-breaking, making- meaning, text-using, and text-analyzing. At the end, all parties (government, teachers, parents, etc have to collaborate to use ICT in order to improve the quality of our education.   Literasi sangat penting dalam kehidupan manusia karena dengan menjadi melek, orang akan dapat memperoleh informasi. Makalah ini membahas tentang perubahan literasi lama ke literasi baru. Perubahan ini membawa efek ke banyak aspek kehidupan termasuk dalam bidang pendidikan. Makalah ini menunjukkan bagaimana literasi baru yang dikenal dengan ICT (teknologi informasi dan komunikasi dapat mengembangkan karakter siswa. ICT baru ini akan memiliki efek positif dan negatif. Kami hanya fokus pada menjelaskan efek positif dari teknologi itu adalah untuk membangun dan meningkatkan kepercayaan, menghormati, ketekunan, tanggung jawab, dan keberanian. Membangun karakter siswa yang baik dapat menciptakan pemimpin masa depan yang baik. Sehubungan dengan itu siswa harus dilengkapi dengan kemampuan pemecahan kode, memaknai hasil, menggunakan teks, dan analisis teks. Pada akhirnya, semua pihak (pemerintah, guru, orang tua, dan lain-lain harus berkolaborasi untuk menggunakan ICT dalam rangka meningkatkan kualitas pendidikan

Literacy for the New Millennium. Volume 1: Early Literacy

Science.gov (United States)

Guzzetti, Barbara J., Ed.

2007-01-01

Living in an age of communication, literacy is an extremely integral part of our society. We are impacted by literature during our infancy, childhood, adolescence, and adulthood. "Literacy for the New Millennium" includes information from specialists in the field who discuss the influence of popular culture, media, and technology on…

Beyond computer literacy: supporting youth's positive development through technology.

Science.gov (United States)

Bers, Marina Umaschi

2010-01-01

In a digital era in which technology plays a role in most aspects of a child's life, having the competence and confidence to use computers might be a necessary step, but not a goal in itself. Developing character traits that will serve children to use technology in a safe way to communicate and connect with others, and providing opportunities for children to make a better world through the use of their computational skills, is just as important. The Positive Technological Development framework (PTD), a natural extension of the computer literacy and the technological fluency movements that have influenced the world of educational technology, adds psychosocial, civic, and ethical components to the cognitive ones. PTD examines the developmental tasks of a child growing up in our digital era and provides a model for developing and evaluating technology-rich youth programs. The explicit goal of PTD programs is to support children in the positive uses of technology to lead more fulfilling lives and make the world a better place. This article introduces the concept of PTD and presents examples of the Zora virtual world program for young people that the author developed following this framework.

Novel augmented reality solution for improving health literacy around antihypertensives in people living with type 2 diabetes mellitus: protocol of a technology evaluation study

Science.gov (United States)

Ahmadvand, Alireza; Drennan, Judy; Burgess, Jean; Clark, Michele; Kavanagh, David; Burns, Kara; Howard, Sarah; Kelly, Fleur; Campbell, Chris; Nissen, Lisa

2018-01-01

Introduction Low health literacy is common in people with type 2 diabetes mellitus (T2DM) (up to 40%), associated with decreased self-efficacy in managing T2DM and its important complications, mainly hypertension. This study introduces, for the first time, an easy-to-use solution based on augmented reality (AR) on smartphones, to enhance health literacy around antihypertensive medicines. It assesses the feasibility of the solution for improving health literacy, oriented specifically to angiotensin II receptor blockers; embedding the health literacy improvement into the use cycle of angiotensin II receptor blockers and providing continuous access to information as a form of patient engagement. Methods and analysis This is a technology evaluation study with one technology group (AR plus usual care) and one non-technology group (usual care). Both groups receive face-to-face communications with community pharmacists regarding angiotensin II receptor blockers; the technology group receive additional AR-enhanced digital consumer medicine information throughout the use of their medications. The primary outcome is the change in health literacy and the hypothesis is that the proportions of people who show high health literacy will be larger in the technology group. Mixed effects models will be used to analyse solution effectiveness on outcomes. Multiple regression models will be used to find additional variables that might affect the relationship between health literacy and the AR solution. Ethics and dissemination Queensland University of Technology (QUT) Human Research Ethics Committee has approved the study as a low-risk technology evaluation study (approval number: 1700000275). Findings will be disseminated via attending scientific conferences and publishing in peer-reviewed journals. Facilitated by QUT, two press releases have been published in public media and two presentations have been made in university classrooms. PMID:29705754

Novel augmented reality solution for improving health literacy around antihypertensives in people living with type 2 diabetes mellitus: protocol of a technology evaluation study.

Science.gov (United States)

Ahmadvand, Alireza; Drennan, Judy; Burgess, Jean; Clark, Michele; Kavanagh, David; Burns, Kara; Howard, Sarah; Kelly, Fleur; Campbell, Chris; Nissen, Lisa

2018-04-28

Low health literacy is common in people with type 2 diabetes mellitus (T2DM) (up to 40%), associated with decreased self-efficacy in managing T2DM and its important complications, mainly hypertension. This study introduces, for the first time, an easy-to-use solution based on augmented reality (AR) on smartphones, to enhance health literacy around antihypertensive medicines. It assesses the feasibility of the solution for improving health literacy, oriented specifically to angiotensin II receptor blockers; embedding the health literacy improvement into the use cycle of angiotensin II receptor blockers and providing continuous access to information as a form of patient engagement. This is a technology evaluation study with one technology group (AR plus usual care) and one non-technology group (usual care). Both groups receive face-to-face communications with community pharmacists regarding angiotensin II receptor blockers; the technology group receive additional AR-enhanced digital consumer medicine information throughout the use of their medications. The primary outcome is the change in health literacy and the hypothesis is that the proportions of people who show high health literacy will be larger in the technology group. Mixed effects models will be used to analyse solution effectiveness on outcomes. Multiple regression models will be used to find additional variables that might affect the relationship between health literacy and the AR solution. Queensland University of Technology (QUT) Human Research Ethics Committee has approved the study as a low-risk technology evaluation study (approval number: 1700000275). Findings will be disseminated via attending scientific conferences and publishing in peer-reviewed journals. Facilitated by QUT, two press releases have been published in public media and two presentations have been made in university classrooms. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All

Developing a News Media Literacy Scale

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Ashley, Seth; Maksl, Adam; Craft, Stephanie

2013-01-01

Using a framework previously applied to other areas of media literacy, this study developed and assessed a measurement scale focused specifically on critical news media literacy. Our scale appears to successfully measure news media literacy as we have conceptualized it based on previous research, demonstrated through assessments of content,…

Exploring the role of content knowledge in teacher design conversations

NARCIS (Netherlands)

Boschman, F.B.; McKenney, Susan; Pieters, Julius Marie; Voogt, Joke

2016-01-01

This study investigated the role of content knowledge in conversations of kindergarten teachers during collaborative curriculum design of learning material for technology-enhanced learning. Two teams of teachers received support from an early literacy expert during these design activities. Resulting

Development of Saudi e-health literacy scale for chronic diseases in Saudi Arabia: using integrated health literacy dimensions.

Science.gov (United States)

Zakaria, Nasriah; AlFakhry, Ohoud; Matbuli, Abeer; Alzahrani, Asma; Arab, Noha Samir Sadiq; Madani, Alaa; Alshehri, Noura; Albarrak, Ahmed I

2018-05-01

Health literacy has become a global issue, and it is important that patients and individuals are able to use information technology to access health information and educational services. The research objective is to develop a Saudi e-health literacy scale (SeHL) for measuring e-health literacy among Saudis suffering from non-communicable diseases (NCD). Overall, 14 relevant papers in related interdisciplinary fields were reviewed to select the most useful literacy dimensions. From these articles, we extracted the most common dimensions used to measure e-health literacy across the disciplines. Multiple workshops with multidisciplinary team members reviewed and evaluated items for SeHL. Four key aspects of e-health literacy-use of technology/media, information-seeking, usefulness and confidence-were identified and integrated as e-health literacy dimensions. These will be used to measure e-health literacy among Saudi patients with NCDs. A translation from Arabic to English was performed in order to ensure that translation process was accurate. A SeHL scale was developed to measure e-health literacy among Saudi patients. By understanding e-health literacy levels, we will be able to create a patient-education system to be used by patients in Saudi Arabia. As information technology is increasingly used by people of all ages all over the world, e-health literacy has been identified as a key factor in determining health outcomes. To date, no comprehensive scale exists to assess e-health literacy levels among speakers of Arabic, particularly among people with NCD such as diabetes, cardiovascular diseases and hypertension.

Ella-V and technology usage technology usage in an english language and literacy acquisition validation randomized controlled trial study

OpenAIRE

Roisin P. Corcoran; Steven M. Ross; Beverly J. Irby; Fuhui Tong; Rafael Lara-Alecio; Cindy Guerrero

2014-01-01

This paper describes the use of technology to provide virtual professional development (VPD) for teachers and to conduct classroom observations in a study of English Language Learner (ELL) instruction in grades K–3. The technology applications were part of a cluster randomized control trial (RCT) design for a federally funded longitudinal validation study of a particular program, English Language and Literacy Acquisition-Validation, ELLA- V, to determine its degree of impact on English oral l...

Early Adopters: Playing New Literacies and Pretending New Technologies in Print-Centric Classrooms

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Wohlwend, Karen E.

2009-01-01

In this article, semiotic analysis of children's practices and designs with video game conventions considers how children use play and drawing as spatializing literacies that make room to import imagined technologies and user identities. Microanalysis of video data of classroom interactions collected during a three year ethnographic study of…

Media Literacy Education: Harnessing the Technological Imaginary

Science.gov (United States)

Fry, Katherine G.

2011-01-01

An important challenge for media literacy education in the next decade will be to cultivate a commanding voice in the cultural conversation about new and emerging communication media. To really have a stake in the social, economic and educational developments that emerge around new digital media in the U.S. and globally, media literacy educators…

A basic plan of a micro reactor for the promotion of nuclear literacy necessity of the reactor

International Nuclear Information System (INIS)

Murata, Takashi; Yoshiki, Nobuya; Kinehara, Yoshiki

2000-01-01

It is important for ordinary Japanese to achieve scientific literacy, which enables to understand information appropriately and make their decision reasonably, on science and technology, including nuclear activities. To achieve nuclear literacy, a reactor for interpretation should be established at a science and technology museum, where students, educators and the public would understand functions of an actual reactor and get interests in nuclear activities, so they would understand what nuclear energy is. In this facility, scientists and engineers including pioneers of nuclear activities in Japan should be engaged and provide interpretative contents for various guests, for example, practical operation of the reactor. This facility would be preferred to be established in metropolitan area, where many visitors would be expected to come. Then this facility would be very useful for the achievement of nuclear literacy. (author)

Investigation of Technological Pedagogy Content Knowledge of Pre-Service Science and Technology Teachers

OpenAIRE

Bayram AKARSU; Esra GÜVEN

2014-01-01

The purpose of this study is to investigate Technological Pedagogical Content Knowledge (TPACK) of 3rd and 4th year prospective science teachers, enrollment at the faculty of education, with respect to the technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological pedagogical knowledge (TPC), pedagogical content knowledge (PCK), and information in the technological content (TPC). These knowledge types are intersection of the sub-dimensions to determine whe...

Predicting Academic Success and Technological Literacy in Secondary Education: A Learning Styles Perspective

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Avsec, Stanislav; Szewczyk-Zakrzewska, Agnieszka

2017-01-01

This paper aims to investigate the predictive validity of learning styles on academic achievement and technological literacy (TL). For this purpose, secondary school students were recruited (n = 150). An empirical research design was followed where the TL test was used with a learning style inventory measuring learning orientation, processing…

Digital Storytelling Revisited: An Educator's Use of an Innovative Literacy Practice

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Shelby-Caffey, Crystal; Úbéda, Edwin; Jenkins, Bethany

2014-01-01

Digital storytelling has emerged as an innovative practice that allows students deeper engagement with content while encouraging the use of critical thinking and technological skills needed to navigate the ever changing digital terrain of the 21st century. The integration of traditional and new literacy practices is evident throughout the process…

Literacy for the New Millennium. Volume 4: Adult Literacy. Praeger Perspectives

Science.gov (United States)

Guzzetti, Barbara J., Ed.

2007-01-01

Living in an age of communication, literacy is an extremely integral part of our society. We are impacted by literature during our infancy, childhood, adolescence, and adulthood. "Literacy for the New Millennium" includes information from specialists in the field who discuss the influence of popular culture, media, and technology on…

Learning literacy and content through video activities in primary education

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Heitink, Maaike Christine; Fisser, Petra; McKenney, Susan; Resta, P.

2012-01-01

This case study research explored to what extent and in which ways teachers used Technological Pedagogical Content Knowledge (TPCK) and related competencies to implement video activities in primary education. Three Dutch teachers implemented video activities to improve students‟ content knowledge

A Reconsideration of Information Literacy

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Stanley J. Wilder

2013-12-01

Full Text Available This article is a reflection on the author's 2005 Chronicle of Higher Education article "Information Literacy Makes All the Wrong Assumptions." In it, the author argues that while library instruction is properly grounded in disciplinary norms, information literacy serves a vital institutional obligation as a means of assessing student learning. The content of library instruction thus serves the University's "vertical" disciplinary agendas, while information literacy serves its "horizontal" institution-wide agenda.

Technological Literacy Learning with Cumulative and Stepwise Integration of Equations into Electrical Circuit Diagrams

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Ozogul, G.; Johnson, A. M.; Moreno, R.; Reisslein, M.

2012-01-01

Technological literacy education involves the teaching of basic engineering principles and problem solving, including elementary electrical circuit analysis, to non-engineering students. Learning materials on circuit analysis typically rely on equations and schematic diagrams, which are often unfamiliar to non-engineering students. The goal of…

Digital Literacy - Is It Necessary for eInclusion?

Science.gov (United States)

Leahy, Denise; Dolan, Dudley

In order to live and work in today's technological world, it is important to be able to use information and communications technology. More and more of us are communicating with family and friends using technology; business is carried out using technology; in the work environment companies use intranets to communicate with staff; governments are moving towards interacting with citizens online. While accessibility and usability in technology are absolutely necessary, is digital literacy a pre-requisite to benefit from what the Information Society can offer? The EU has recognised the need for digital literacy and has included this in the definition of eInclusion [1]. This paper examines definitions of digital literacy and suggests that digital literacy is necessary for a person to take a full part in today's Information Society.

A computer literacy scale for newly enrolled nursing college students: development and validation.

Science.gov (United States)

Lin, Tung-Cheng

2011-12-01

Increasing application and use of information systems and mobile technologies in the healthcare industry require increasing nurse competency in computer use. Computer literacy is defined as basic computer skills, whereas computer competency is defined as the computer skills necessary to accomplish job tasks. Inadequate attention has been paid to computer literacy and computer competency scale validity. This study developed a computer literacy scale with good reliability and validity and investigated the current computer literacy of newly enrolled students to develop computer courses appropriate to students' skill levels and needs. This study referenced Hinkin's process to develop a computer literacy scale. Participants were newly enrolled first-year undergraduate students, with nursing or nursing-related backgrounds, currently attending a course entitled Information Literacy and Internet Applications. Researchers examined reliability and validity using confirmatory factor analysis. The final version of the developed computer literacy scale included six constructs (software, hardware, multimedia, networks, information ethics, and information security) and 22 measurement items. Confirmatory factor analysis showed that the scale possessed good content validity, reliability, convergent validity, and discriminant validity. This study also found that participants earned the highest scores for the network domain and the lowest score for the hardware domain. With increasing use of information technology applications, courses related to hardware topic should be increased to improve nurse problem-solving abilities. This study recommends that emphases on word processing and network-related topics may be reduced in favor of an increased emphasis on database, statistical software, hospital information systems, and information ethics.

Measuring Ocean Literacy: What teens understand about the ocean using the Survey of Ocean Literacy and Engagement (SOLE)

Science.gov (United States)

Greely, T. M.; Lodge, A.

2009-12-01

Ocean issues with conceptual ties to science and global society have captured the attention, imagination, and concern of an international audience. Climate change, over fishing, marine pollution, freshwater shortages and alternative energy sources are a few ocean issues highlighted in our media and casual conversations. The ocean plays a role in our life in some way everyday, however, disconnect exists between what scientists know and the public understands about the ocean as revealed by numerous ocean and coastal literacy surveys. While the public exhibits emotive responses through care, concern and connection with the ocean, there remains a critical need for a baseline of ocean knowledge. However, knowledge about the ocean must be balanced with understanding about how to apply ocean information to daily decisions and actions. The present study analyzed underlying factors and patterns contributing to ocean literacy and reasoning within the context of an ocean education program, the Oceanography Camp for Girls. The OCG is designed to advance ocean conceptual understanding and decision making by engagement in a series of experiential learning and stewardship activities from authentic research settings in the field and lab. The present study measured a) what understanding teens currently hold about the ocean (content), b) how teens feel toward the ocean environment (environmental attitudes and morality), and c) how understanding and feelings are organized when reasoning about ocean socioscientific issues (e.g. climate change, over fishing, energy). The Survey of Ocean Literacy and Engagement (SOLE), was used to measure teens understanding about the ocean. SOLE is a 57-item survey instrument aligned with the Essential Principles and Fundamental Concepts of Ocean Literacy (NGS, 2007). Rasch analysis was used to refine and validate SOLE as a reasonable measure of ocean content knowledge (reliability, 0.91). Results revealed that content knowledge and environmental

PROMOTING SCIENTIFIC AND TECHNOLOGICAL LITERACY AMONG POSTGRADUATE STUDENTS AT THE FACULTY OF EDUCATION UTM

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Seth Sulaiman

2014-11-01

Full Text Available One important issue in the Science Education debate over the last century was how to prepare a more relevant science education of the 21st Century that emphasizes on promoting scientific literacy through a more meaningful science education program. In response to this call, a general science education elective course code named MPS1163 Epistemological, Social and Ethical Issues in Science and Technology was designed and implemented starting in Semester 2 Session 2009/2010. By the end of Semester 2 Session 2012/2013 the course has been running for 7 semesters and had invited 128 postgraduate students from 7 different programs, including a PhD program. A questionnaire was distributed to 26 course participants at the end of semester 2 Session 2012/2013. The objective of the questionnaire was to seek their personal assessment on their knowledge and understanding on the eleven course contents taken during the whole semester. The results indicated that there was a mean increment of between 40- 50% on their knowledge and understanding on the topics covered compared to their knowledge and understanding before taking the course. The second part of the questionnaire consisted of six items, using five point Likert Scale, seeking their suggestions for improving a more relevant science education through the elective course. The response was commendable. Implications of the study related to course contents and students opinions on the course contents and suggestions for the improvement of the course are discussed in this paper.

Disciplinary Literacy : What You Want to Know about It

Science.gov (United States)

Fang, Zhihui; Coatoam, Suzanne

2013-01-01

The recent call for a disciplinary perspective on literacy instruction in the content areas has generated considerable interest among literacy educators. This column addresses some of the questions that have been raised about disciplinary literacy. These questions concern the definition and assessment of disciplinary literacy, as well as the…

Acquiring Science and Social Studies Knowledge in Kindergarten through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI)

Science.gov (United States)

Connor, Carol McDonald; Dombek, Jennifer; Crowe, Elizabeth C.; Spencer, Mercedes; Tighe, Elizabeth L.; Coffinger, Sean; Zargar, Elham; Wood, Taffeta; Petscher, Yaacov

2017-01-01

With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed content-area literacy instruction (CALI) as an individualized (or personalized)…

Threshold Concepts and Information Literacy

Science.gov (United States)

Townsend, Lori; Brunetti, Korey; Hofer, Amy R.

2011-01-01

What do we teach when we teach information literacy in higher education? This paper describes a pedagogical approach to information literacy that helps instructors focus content around transformative learning thresholds. The threshold concept framework holds promise for librarians because it grounds the instructor in the big ideas and underlying…

Possible relationships between literacy-based instructional coaching and effects on high school teachers' self-efficacy and attitudes toward teaching reading in the content areas

Science.gov (United States)

Jacobs, Jessica Lynn

Grounded in the Theory of Self-Efficacy and the Theory of Reasoned Action, this quantitative, correlational study examined if participation in literacy-based instructional coaching (one-on-one, small group) predicted both high school teachers' self-efficacy as measured by the Teachers' Sense of Efficacy Scale and teachers' attitudes toward teaching reading in the content areas measured by the Scale to Measure Attitudes Toward Teaching Reading in Content Classrooms. This study utilized a convenience sample of content teachers from three high schools in Northeastern Pennsylvania participating in a literacy coaching initiative. The volunteer sample of teachers completed the Likert-type questionnaires. The study used hierarchical regression analysis to determine values for each block of the regression models. The study correlated instances of literacy-based instructional coaching (one-on-one, small group) with the scores on the SMATTRCC and the TSES to examine predictive validity. Gender, years of experience, and content area were control variables in this study. The results of the first model indicated that there was a significant relationship between the number of coaching instances and attitudes toward teaching reading in the content area with participation in instructional coaching accounting for 9.6% of the variance in scores on the SMATTRCC. The results of the second model indicated that there was a significant relationship between the number of coaching instances and teachers' self-efficacy with participation in instructional coaching accounting for 6.1% of the variance in scores on the TSES.

Why Information Literacy Is Invisible

Directory of Open Access Journals (Sweden)

William Badke

2011-03-01

Full Text Available Despite the many information literacy programs on higher education campuses, the literature of information literacy and the concept of information literacy as a viable academic subject remain hidden to most professors and academic administrators. Information literacy is invisible to academia because it is misunderstood, academic administrators have not put it on their institutions' agendas, the literature of information literacy remains in the library silo, there is a false belief that information literacy is acquired only by experience, there is a false assumption that technological ability is the same as information literacy, faculty culture makes information literacy less significant than other educational pursuits, faculty have a limited perception of the ability of librarians. and accrediting bodies have not yet advanced information literacy to a viable position in higher education. The new information age demands that these barriers be overcome and information literacy take a prominent place within the academic experience.

Analysis of Engineering Content within Technology Education Programs

Science.gov (United States)

Fantz, Todd D.; Katsioloudis, Petros J.

2011-01-01

In order to effectively teach engineering, technology teachers need to be taught engineering content, concepts, and related pedagogy. Some researchers posit that technology education programs may not have enough content to prepare technology teachers to teach engineering design. Certain technology teacher education programs have responded by…

Informational Literacy and Information and Communication Technologies Use by Secondary Education Students in Spain: A Descriptive Study

Science.gov (United States)

Conde, Ma. José Rodríguez; Migueláñez, Susana Olmos; Molina, María Pinto; Abad, Fernando Martínez; Riaza, Blanca García

2011-01-01

Informational literacy and the use of technologies by Secondary Education students in Spain: A descriptive study. The development of Information and Communication Technologies (ICTs), together with their application to research carried out on educational areas, are factors which contribute to the promotion of a new educative model constructed on…

Engaging Preservice Teachers in Disciplinary Literacy Learning through Writing

Science.gov (United States)

Pytash, Kristine E.

2012-01-01

The field of content area literacy instruction is shifting from a general understanding of literacy towards disciplinary literacy. Much of the work in the field of disciplinary literacy has focused on reading, while writing has often been overlooked. This article summarizes the findings of a qualitative case study of two preservice teachers as…

Bridging the digital divide by increasing computer and cancer literacy: community technology centers for head-start parents and families.

Science.gov (United States)

Salovey, Peter; Williams-Piehota, Pamela; Mowad, Linda; Moret, Marta Elisa; Edlund, Denielle; Andersen, Judith

2009-01-01

This article describes the establishment of two community technology centers affiliated with Head Start early childhood education programs focused especially on Latino and African American parents of children enrolled in Head Start. A 6-hour course concerned with computer and cancer literacy was presented to 120 parents and other community residents who earned a free, refurbished, Internet-ready computer after completing the program. Focus groups provided the basis for designing the structure and content of the course and modifying it during the project period. An outcomes-based assessment comparing program participants with 70 nonparticipants at baseline, immediately after the course ended, and 3 months later suggested that the program increased knowledge about computers and their use, knowledge about cancer and its prevention, and computer use including health information-seeking via the Internet. The creation of community computer technology centers requires the availability of secure space, capacity of a community partner to oversee project implementation, and resources of this partner to ensure sustainability beyond core funding.

Teaching dilemmas and solutions in content-area literacy, grades 6-12

CERN Document Server

Smagorinsky, Peter

2014-01-01

Because literacy is not just the English teacher's job Think literacy is just for English teachers? Not anymore. Nor should it be when you consider  that each discipline has its own unique values and means of expression. These days, it's up to all teachers to communicate what it means to be literate in their disciplines. Here, finally, is a book ambitious enough to tackle the topic across all major subject areas.  Smagorinsky and his colleagues provide an insider's lens on both the states of their fields and their specific literacy requirements, including:  Reviews of the latest issues and res

Specific technological communication skills and functional health literacy have no influence on self-reported benefits from enrollment in the TeleCare North trial.

Science.gov (United States)

Lilholt, Pernille Heyckendorff; Hæsum, Lisa Korsbakke Emtekær; Ehlers, Lars Holger; Hejlesen, Ole K

2016-07-01

The Danish TeleCare North trial has developed a telehealth system, Telekit, which is used for self-management by patients diagnosed with chronic obstructive pulmonary disease (COPD). Self-management is the engagement in one's own illness and health by monitoring and managing one's symptoms and signs of illness. The study examines the association between COPD patients' use of Telekit and their functional health literacy and the association between their use of Telekit and their specific technological communication skills. A consecutive sample of participants (n=60) from the TeleCare North trial were recruited. Face-to-face interviews were conducted with each participant to collect demographic data. Functional health literacy was measured with the Danish TOFHLA test. Participants completed a non-standardised questionnaire about their health status, their use of the Telekit system, and their specific technological communication skills. Binary logistic regressions were performed to examine how functional health literacy and specific technological communication skills influenced the use of Telekit by giving users an enhanced sense of freedom, security, control, and a greater awareness of COPD symptoms. Participants (27 women, 33 men) had a mean age of 70 (SD: 8.37) years. Functional health literacy levels were classified as inadequate in 14 (23%) participants, as marginal in 12 (20%), and as adequate in 34 (57%). Participants self-reported a feeling of increased security (72%), greater freedom (27%), more control (62%), and greater awareness of symptoms (50%) when using Telekit. The use of Telekit was not significantly associated with levels of functional health literacy or with the number of specific technological communication skills (p>0.05) based on the binary logistic regressions. The enhanced sense of security, freedom, control, and the greater awareness of COPD symptoms achieved by using Telekit were unassociated both with the patients' score of functional health

Techno-Literacy Practices of Emergent Readers

Directory of Open Access Journals (Sweden)

Razeale G. Fernandez

2015-12-01

Full Text Available – This research explored the techno-literacy practices of emergent readers. The study found that young children experienced a multi-literate practices in their homes that comprised not only print and paper-based literacies but also techno-literacies. That television, games on tablets and phones are the sources of textual pleasure of young children.Families reported that children watched television and play games on tablets/phones regularly. This is due to the limited options of leisure activities available to younger children. Emergent readers are highly focused to televisual text as they demonstrate meaningmaking practices when they constantly ask questions and talk about what they are watching,hence they are active meaning-makers. The learning opportunities which include hand eye coordination, parallel processing, and problem solving skills young children acquired through playing computer games and games on tablet/iPad . Aside from these, they also developed a number of literacy skills as well as how to behave as players.It can be concluded thatexposure to imagery in electronic technologies contributed to the children’s literacy development. The literate identities of emergent readers can be further enhanced as they begin formal schooling. Data indicated that young children are developing techno-literacy practices and this concurs to the findings of Marsh (2010. Therefore, technology serves as a tool for the literacy development of young children. That techno-literacy practices of young children should be valued in school. Future research should also consider attitude, behavior and practices of parents towards the use of technology by children.

Reconceptualizing Media Literacy in the Social Studies: A Pragmatist Critique of the NCSS Position Statement on Media Literacy

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Mason, Lance; Metzger, Scott Alan

2012-01-01

The National Council for the Social Studies Position Statement on Media Literacy argues that media literacy can facilitate participatory democracy if students' interest in media is harnessed. The statement conceives of media technology as neutral and under-conceptualizes socializing aspects of media technologies that foster atomized individualism.…

The Digital Literacy Debate: An Investigation of Digital Propensity and Information and Communication Technology

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Nasah, Angelique; DaCosta, Boaventura; Kinsell, Carolyn; Seok, Soonhwa

2010-01-01

Research suggests students' use of information and communication technology (ICT) may be more a matter of digital literacy and access rather than a generational trait. We sought to identify ICT preferences of post-secondary students (N = 580) through a Digital Propensity Index (DPI), investigating communication methods, Internet practices and the…

Critical Literacy: Foundational Notes

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Luke, Allan

2012-01-01

The term "critical literacy" refers to use of the technologies of print and other media of communication to analyze, critique, and transform the norms, rule systems, and practices governing the social fields of everyday life (A. Luke, 2004). Since Freire's (1970) educational projects in Brazil, approaches to critical literacy have been…

Understanding health literacy for strategic health marketing: eHealth literacy, health disparities, and the digital divide.

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Bodie, Graham D; Dutta, Mohan Jyoti

2008-01-01

Even despite policy efforts aimed at reducing health-related disparities, evidence mounts that population-level gaps in literacy and healthcare quality are increasing. This widening of disparities in American culture is likely to worsen over the coming years due, in part, to our increasing reliance on Internet-based technologies to disseminate health information and services. The purpose of the current article is to incorporate health literacy into an Integrative Model of eHealth Use. We argue for this theoretical understanding of eHealth literacy and propose that macro-level disparities in social structures are connected to health disparities through the micro-level conduits of eHealth literacy, motivation, and ability. In other words, structural inequities reinforce themselves and continue to contribute to healthcare disparities through the differential distribution of technologies that simultaneously enhance and impede literacy, motivation, and ability of different groups (and individuals) in the population. We conclude the article by suggesting pragmatic implications of our analysis.

Rethinking literacy education in new times: Multimodality, multiliteracies, and new literacies

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Jenniffer Rowsell

2015-12-01

Full Text Available The article presents a theoretical overview of new fields of research, pedagogy, and practice in literacy education. In a digital, media-driven, globalized world, educators are faced with the challenge of mediating traditional notions of what it means to be literate (e.g., read and writing print-based texts with new and ever-emerging skills and interests in technology and digital media. Focusing on a pilot study in Oakville, ON and a longitudinal research study in Sydney, Australia, we compel readers to think about literacy in a new light. Without a push to redefine literacy, educators run the risk of teaching and learning language and literacy skills in anachronistic paradigms and frameworks. While research has not been able to fully establish the impact of multimodal communication, it is essential that educators learn to use these different modes of communication to teach literacy.

The Tools, Approaches and Applications of Visual Literacy in the Visual Arts Department of Cross River University of Technology, Calabar, Nigeria

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Ecoma, Victor

2016-01-01

The paper reflects upon the tools, approaches and applications of visual literacy in the Visual Arts Department of Cross River University of Technology, Calabar, Nigeria. The objective of the discourse is to examine how the visual arts training and practice equip students with skills in visual literacy through methods of production, materials and…

Adapting Web content for low-literacy readers by using lexical elaboration and named entities labeling

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Watanabe, W. M.; Candido, A.; Amâncio, M. A.; De Oliveira, M.; Pardo, T. A. S.; Fortes, R. P. M.; Aluísio, S. M.

2010-12-01

This paper presents an approach for assisting low-literacy readers in accessing Web online information. The "Educational FACILITA" tool is a Web content adaptation tool that provides innovative features and follows more intuitive interaction models regarding accessibility concerns. Especially, we propose an interaction model and a Web application that explore the natural language processing tasks of lexical elaboration and named entity labeling for improving Web accessibility. We report on the results obtained from a pilot study on usability analysis carried out with low-literacy users. The preliminary results show that "Educational FACILITA" improves the comprehension of text elements, although the assistance mechanisms might also confuse users when word sense ambiguity is introduced, by gathering, for a complex word, a list of synonyms with multiple meanings. This fact evokes a future solution in which the correct sense for a complex word in a sentence is identified, solving this pervasive characteristic of natural languages. The pilot study also identified that experienced computer users find the tool to be more useful than novice computer users do.

Teaching Middle-Grades Mathematics through Financial Literacy

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Crawford-Ferre, Heather Glynn; Wiest, Lynda R.; Vega, Stephanie

2016-01-01

Because financial literacy is an important skill for middle-grades students, this article suggests numerous personal financial literacy tasks for use in the mathematics classroom. Also provided are specifics for implementing one of these tasks to address mathematical content.

Access to Technology in Transnational Social Fields: Simultaneity and Digital Literacy Socialization of Adult Immigrants

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Nogueron-Liu, Silvia

2013-01-01

Some studies of technology use by immigrants have explored the role of digital media in their maintenance of affiliations with their nations of origin. However, the potential for transnational social networks to serve as "resources" that facilitate digital literacy socialization for adult immigrant learners remains unexplored. In this…

Measuring Nutrition Literacy in Spanish-Speaking Latinos: An Exploratory Validation Study.

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Gibbs, Heather D; Camargo, Juliana M T B; Owens, Sarah; Gajewski, Byron; Cupertino, Ana Paula

2017-11-21

Nutrition is important for preventing and treating chronic diseases highly prevalent among Latinos, yet no tool exists for measuring nutrition literacy among Spanish speakers. This study aimed to adapt the validated Nutrition Literacy Assessment Instrument for Spanish-speaking Latinos. This study was developed in two phases: adaptation and validity testing. Adaptation included translation, expert item content review, and interviews with Spanish speakers. For validity testing, 51 participants completed the Short Assessment of Health Literacy-Spanish (SAHL-S), the Nutrition Literacy Assessment Instrument in Spanish (NLit-S), and socio-demographic questionnaire. Validity and reliability statistics were analyzed. Content validity was confirmed with a Scale Content Validity Index of 0.96. Validity testing demonstrated NLit-S scores were strongly correlated with SAHL-S scores (r = 0.52, p internal consistency was excellent (Cronbach's α = 0.92). The NLit-S demonstrates validity and reliability for measuring nutrition literacy among Spanish-speakers.

Promoting Information Literacy by Promoting Health Literacy in the Information Society

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Meisam Dastani

2016-09-01

Full Text Available In the information society, the production, distribution and use of information are freely and widely available for all issues of life. Proper and appropriate use of reliable information is especially important in health care. The present study introduces the concepts and benefits of health literacy and information literacy and its role in improving health literacy. This study was a review based on the concepts of information society, information literacy and information education to present importance of promoting information literacy on health literacy in the information society. The information society is presented by providing a platform of information technology and computer systems to attempt to exchange and develop information among people in the community. Currently, electronic and web-based health information in the mass form is available. Information as a fundamental base of the information society is a phenomenon that our decisions are affected in relation to various issues such as safety and health issues. It is important to avoid the mass of invalid, incorrect and inappropriate information which is available on the internet. This requires information literacy skills such as identifying, accessing and evaluating information. In general, it can be said that the promotion of health literacy in communities requires learning different skills in the form of information literacy.Data obtained from this study can be used in developing the long term health programs to prevention of non-communicable diseases in our country

Adapting Technological Pedagogical Content Knowledge Framework to Teach Mathematics

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Getenet, Seyum Tekeher

2017-01-01

The technological pedagogical content knowledge framework is increasingly in use by educational technology researcher as a generic description of the knowledge requirements for teachers using technology in all subjects. This study describes the development of a mathematics specific variety of the technological pedagogical content knowledge…

Evaluation of information literacy status among medical students at Shiraz University of Medical Sciences.

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Bazrafkan, Leila; Hayat, Ali Asghar; Abbasi, Karim; Bazrafkan, Aghdas; Rohalamini, Azadeh; Fardid, Mozhgan

2017-01-01

The information literacy status and the use of information technology among students in the globalization age of course plans are very momentous. This study aimed to evaluate the information literacy status and use of information technology among medical students of Shiraz University of Medical Sciences in 2013. This was a descriptive-analytical study with cross-sectional method. The study population consisted of all medical students (physiopathology, externship and internship) studying at Shiraz University of Medical Sciences. The sample size (n=310) was selected by systematic random sampling. The tool of data gathering was LASSI questionnaire (assigned by America research association) with 48 closed items in five-point LIKERT scale. The questionnaire included two distinct parts of demographic questions and the information literacy skills based on the standards of information literacy capacities for academic education. The content validity was acquired by professors' and experts' comments. The reliability was also calculated by Cronbach'salpha (0.85). Data were analyzed in both descriptive (frequency- mean) and analytical level (t-test, analysis of variance) using SPSS 14 software. 60.3% of the participants were females, and the remaining (29.7%) were males. The mean score of information literacy and its five subgroups among the students weren't at a desirable level. The mean scores of information literacy for educational grades from the highest to lowest belonged to the internship, physiopathology and externship. The results showed that the highest average was related to the effective access ability to information among interns (9.27±3.57) and the lowest one was related to the ability of understanding legal and economical cases related with using information among externs (3.11±1.32).The results of ANOVA showed that there wasn't a significant difference between educational grades and information literacy. Finally, the result of independent t-test did not show a

102: PROMOTING INFORMATION LITERACY BY PROMOTING HEALTH LITERACY IN THE INFORMATION SOCIETY

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Dastani, Meisam; Sattari, Masoume

2017-01-01

Background and aims In the information society the production, distribution and use of information is freely and widely available for all issues of life. Correct and appropriate use of appropriate and reliable information is especially important in health care. The present study introduces the concepts and benefits of health literacy and information literacy and its role in improving health literacy. Methods This study is a review based on a review of the concepts of the information society, information literacy and information educated to present importance of promoting information literacy on health literacy in the information society. Results and Conclusion The information society by providing a platform of information technology and computer systems to attempts exchange and development information between people in the community. Currently, electronic and web-based health information in the form of mass is available for people. Information as a fundamental base of the information society is a phenomenon that our decisions are affect in relation to various issues such as safety and health issues. It is important point to avoid the mass of information invalid, incorrect and inappropriate available on the internet. This requires information literacy skills such as identifying, accessing and evaluating information. In general, it can be said that the promotion of health literacy in communities are required to learn different skills in the form of information literacy.

Concerns and future challenges of health literacy in the Nordic countries - From the point of view of health promotion practitioners and researchers.

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Ringsberg, K C; Olander, E; Tillgren, P; Thualagant, N; Trollvik, A

2018-02-01

Health literacy is an essential social determinant for promoting and maintaining the health of a population. From a health promotion perspective, explore health literacy issues, concerns and future challenges among Nordic practitioners and researchers. Data were collected in a workshop at the 8 th Nordic Health Promotion Conference, and in a literature review, with articles from five databases. The search included title and abstract with the search terms health literacy* and health literacy as a MeSH term and all the Nordic countries. Qualitative and quantitative analysis were used. Twenty-five persons participated in the workshop. The discussions were summarized in six themes: concept of health literacy in national language; risk of victim blaming; measuring health literacy; content in school curricula on health literacy; new technologies for information and communication; communication and collaboration between different actors in support of health. Forty-three articles on health literacy were identified, mainly conducted within three fields: development, test and adaptation of instruments for measuring health literacy; measurement of health literacy among patients, or other defined target groups and on populations; and developing and evaluating methods/tools for the training of personnel groups or different target groups. There is a need for further studies providing a more in-depth understanding of the health literacy concept, knowledge on how to measure health literacy, ethical aspects, application in intersectoral collaboration as well as the adaptation to new technologies for information and communication in education supporting health literacy. As health literacy is an essential social health determinant, a concern and a future challenge must be, to make the health literacy concept familiar and visible in health promotion policies, research and practice such as health education.

Efficacy of integrating information literacy education into a women's health course on information literacy for RN-BSN students.

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Ku, Ya-Lie; Sheu, Sheila; Kuo, Shih-Ming

2007-03-01

Information literacy, essential to evidences-based nursing, can promote nurses' capability for life-long learning. Nursing education should strive to employ information literacy education in nursing curricula to improve information literacy abilities among nursing students. This study explored the effectiveness of information literacy education by comparing information literacy skills among a group of RN-BSN (Registered Nurse to Bachelors of Science in Nursing) students who received information literacy education with a group that did not. This quasi-experimental study was conducted during a women's health issues course taught between March and June 2004. Content was presented to the 32 RN-BSN students enrolled in this course, which also taught skills on searching and screening, integrating, analyzing, applying, and presenting information. At the beginning and end of the program, 75 RN-BSN student self-evaluated on a 10 point Likert scale their attained skills in searching and screening, integrating, analyzing, applying, and presenting information. Results identified no significant differences between the experimental (n = 32) and control groups (n = 43) in terms of age, marital status, job title, work unit, years of work experience, and information literacy skills as measured at the beginning of the semester. At the end of the semester during which content was taught, the information literacy of the experimental group in all categories, with the exception of information presentation, was significantly improved as compared to that of the control group. Results were especially significant in terms of integrating, analyzing, and applying skill categories. It is hoped that in the future nursing students will apply enhanced information literacy to address and resolve patients' health problems in clinical settings.

An Analysis of the Educational Significance of Nanoscience and Nanotechnology in Scientific and Technological Literacy

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Laherto, Antti

2010-01-01

Due to the rapid development and growing societal role of nanoscience and nanotechnology (NST), these emerging fields are also growing in educational importance. The demands for incorporating NST-related issues into curricula are often expressed with reference to the goals of scientific and technological literacy. This paper reports on a…

Quick Guide to Health Literacy and Older Adults

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... Health Promotion Quick Guide to Health Literacy and Older Adults skip to content ODPHP Health Communication Healthy People ... and Patient e-Health Resources Health Literacy and Older Adults Who is this guide for? Why are health ...

Why Free Software Matters for Literacy Educators.

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Brunelle, Michael D.; Bruce, Bertram C.

2002-01-01

Notes that understanding what "free software" means and its implications for access and use of new technologies is an important component of the new literacies. Concludes that if free speech and free press are essential to the development of a general literacy, then free software can promote the development of computer literacy. (SG)

Using Digital Globes to Explore the Deep Sea and Advance Public Literacy in Earth System Science

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Beaulieu, Stace E.; Emery, Emery; Brickley, Annette; Spargo, Abbey; Patterson, Kathleen; Joyce, Katherine; Silva, Tim; Madin, Katherine

2015-01-01

Digital globes are new technologies increasingly used in informal and formal education to display global datasets and show connections among Earth systems. But how effective are digital globes in advancing public literacy in Earth system science? We addressed this question by developing new content for digital globes with the intent to educate and…

Overcoming Language and Literacy Barriers: Using Student Response System Technology to Collect Quality Program Evaluation Data from Immigrant Participants

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Walker, Susan K.; Mao, Dung

2016-01-01

Student response system technology was employed for parenting education program evaluation data collection with Karen adults. The technology, with translation and use of an interpreter, provided an efficient and secure method that respected oral language and collective learning preferences and accommodated literacy needs. The method was popular…

Literacy testing practices in transition

DEFF Research Database (Denmark)

Holm, Lars

Literacy testing has been researched as a social practice from different perspectives (McNamara & Roewer, 2006; Shohamy, 2001). Drawing on a Faucault inspired concept og governmentality in which literacy testing practices are seen as social technologies (Dean, 1999) and as a phenomenon closely...... related to supra- and transnational agencies this paper investigates the relation between state, pedagogy and conceptualizations of literacy. Drawing on data and findings from three ethnographic oriented studies of institutional testing practices of literacy in preschool, primary school and adult second...... language teaching in Denmark (Holm, 2004; 2007; 2009) this paper reveals the construction of values, ideologies and practices around institutional testing of litaracy in education. The analyses of testing instruments and assessment practices indicate among other things that testing of literacy have become...

To What Extent Do Biology Textbooks Contribute to Scientific Literacy? Criteria for Analysing Science-Technology-Society-Environment Issues

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Calado, Florbela M.; Scharfenberg, Franz-Josef; Bogner, Franz X.

2015-01-01

Our article proposes a set of six criteria for analysing science-technology-society-environment (STSE) issues in regular textbooks as to how they are expected to contribute to students' scientific literacy. We chose genetics and gene technology as fields prolific in STSE issues. We derived our criteria (including 26 sub-criteria) from a literature…

Teachers of the 21st Century Know the What, Why, and How of Technology Integration.

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Dockstader, Jolene

1999-01-01

Discusses the integration of technology into elementary and secondary school classrooms based on experiences at the Jerome Joint School District (Idaho). Topics include having the curriculum drive technology use, student motivation, student computer literacy, relating technology skills to content areas and classroom assignments, and incorporating…

Science-Technology-Society literacy in college non-majors biology: Comparing problem/case studies based learning and traditional expository methods of instruction

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Peters, John S.

This study used a multiple response model (MRM) on selected items from the Views on Science-Technology-Society (VOSTS) survey to examine science-technology-society (STS) literacy among college non-science majors' taught using Problem/Case Studies Based Learning (PBL/CSBL) and traditional expository methods of instruction. An initial pilot investigation of 15 VOSTS items produced a valid and reliable scoring model which can be used to quantitatively assess student literacy on a variety of STS topics deemed important for informed civic engagement in science related social and environmental issues. The new scoring model allows for the use of parametric inferential statistics to test hypotheses about factors influencing STS literacy. The follow-up cross-institutional study comparing teaching methods employed Hierarchical Linear Modeling (HLM) to model the efficiency and equitability of instructional methods on STS literacy. A cluster analysis was also used to compare pre and post course patterns of student views on the set of positions expressed within VOSTS items. HLM analysis revealed significantly higher instructional efficiency in the PBL/CSBL study group for 4 of the 35 STS attitude indices (characterization of media vs. school science; tentativeness of scientific models; cultural influences on scientific research), and more equitable effects of traditional instruction on one attitude index (interdependence of science and technology). Cluster analysis revealed generally stable patterns of pre to post course views across study groups, but also revealed possible teaching method effects on the relationship between the views expressed within VOSTS items with respect to (1) interdependency of science and technology; (2) anti-technology; (3) socioscientific decision-making; (4) scientific/technological solutions to environmental problems; (5) usefulness of school vs. media characterizations of science; (6) social constructivist vs. objectivist views of theories; (7

Impact of Recent Trends in Information and Communication Technology on the Validity of the Construct Information Literacy in Higher Education

NARCIS (Netherlands)

A.A.J. (Jos) van Helvoort

2010-01-01

The objective of this paper is a reflective discussion on the validity of the construct Information Literacy in the perspective of changing information and communication technologies. The research question that will be answered is: what is the impact of technological developments on the relevance of

New Literacy Implementation: The Impact of Professional Development on Middle School Student Science Learning

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Hsu, Hui-Yin; Wang, Shaing-Kwei; Coster, Daniel

2017-01-01

With advancing technology, "literacy" evolves to include new forms of literacy made possible by digital technologies. "New literacy" refers to using technology to research, locate, evaluate, synthesize and communication information. The purpose of the study is to develop a framework to guide science teachers' new literacy…

Technological Pedagogical Content Knowledge -- A Review of the Literature

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Voogt, J.; Fisser, P.; Roblin, N. Pareja; Tondeur, J.; van Braak, J.

2013-01-01

Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful alignment of content, pedagogy and the potential of…

Does literacy improve finance?

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Poon, Martha; Olen, Helaine

2015-04-01

When economists ask questions about basic financial principles, most ordinary people answer incorrectly. Economic experts call this condition "financial illiteracy," which suggests that poor financial outcomes are due to a personal deficit of reading-related skills. The analogy to reading is compelling because it suggests that we can teach our way out of population-wide financial failure. In this comment, we explain why the idea of literacy appeals to policy makers in the advanced industrial nations. But we also show that the narrow skill set laid out by economists does not satisfy the politically inclusive definition of literacy that literacy studies fought for. We identify several channels through which people engage with ideas about finance and demonstrate that not all forms of literacy will lead people to the educational content prescribed by academic economists. We argue that truly financial literate people can defy the demands of financial theory and financial institutions. © The Author(s) 2015.

The necessity of a media literacy module within journalism or media studies curricula

OpenAIRE

Fidelia Van der Linde

2011-01-01

Media today is more omnipresent covering all aspects of society, ranging from historical to topical to social and political, thereby forming an integral part of people’s lives. In the South African context, the introduction of democracy, coupled with numerous global technological developments, has dramatically altered the media landscape rendering it more liberal with an increased exponential content. In most democratic countries media literacy education is considered the preferred alternativ...

A Case Study Investigating Secondary Science Teachers' Perceptions of Science Literacy Instruction

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Blackmon, Phyllis Ann

This project study addressed the lack of inclusion of discipline literacy pedagogy in secondary classrooms in a rural school district in eastern North Carolina. Discipline literacy practices are recommended in the Common Core Standards for History/Social Studies, Science, and Technical Subjects. The district had implemented content area reading strategies across content areas, yet no significant progress in secondary students' reading abilities had been demonstrated in statewide or national assessments. The conceptual framework that drove this study was disciplinary literacy, founded by the literacy research of Shanahan, Shanahan, and Zygouris-Coe. Within a qualitative case study method, this investigation of 8 secondary science teachers' experiences teaching literacy during content instruction focused on practices of embedding science-specific reading strategies into lessons and factors that influence teachers' decisions to participate in professional development to advance their learning of discipline-specific literacy methods. Data were collected and triangulated using a focus group and 8 individual interviews. Data from both methods were analyzed into codes and categories that developed into emergent themes. Findings from the focus group and individual interviews revealed that the science teachers possessed limited knowledge of science-specific reading strategies; used random, general literacy practices; and had completed inadequate professional development on science-related topics. Positive change may occur if district leaders support teachers in expanding their knowledge and application of discipline literacy strategies through participation in discipline literacy-focused professional development. The study may provide educators and researchers a deeper understanding of disciplinary literacy and increase research on the topic.

Ideology and Interaction: Debating Determinisms in Literacy Studies

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Collin, Ross; Street, Brian V.

2014-01-01

In this exchange, Street and Collin debate the merits of the interaction model of literacy that Collin outlined in a recent issue of Reading Research Quarterly. Built as a complement and a counter to Street's ideological model of literacy, Collin's interaction model defines literacies as technologies that coevolve with sociocultural…

Developing Media Literacy: Managing Fear and Moving Beyond

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Fry, Katherine

2015-01-01

One way to view the development of the media literacy movement is through the various different ways in which strains of media literacy education have been called on to allay fears that accompanying new media technologies. This article focuses on how one media literacy organization,The LAMP, deals with two very different arenas--the internet…

Reconceptualising Science Education Practices from New Literacies Research

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Tang, K. S.

2015-01-01

In light of profound socio-economic and technological changes, the research from New Literacies has raised fundamental questions on the nature of literacy in the way we read, write, and communicate. Yet, in science education, research in literacy has been largely restricted to the domain of print-oriented academic language. This paper aims to set…

The Electronic Health Literacy and Utilization of Technology for Health in a Remote Hawaiian Community: Lana'i.

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Witten, Nash Ak; Humphry, Joseph

2018-03-01

The Lana'i Community Health Center (LCHC) like other health care organizations, is striving to implement technology-enabled care (TEC) in the clinical setting. TEC includes such technological innovations as patient portals, mobile phone applications, wearable health sensors, and telehealth. This study examines the utilization of communication technology by members of the Lana'i community and LCHC staff and board members in the home and in their daily lives and evaluates the community's electronic health literacy. Quantitative surveys and qualitative focus groups were utilized. These revealed that members of the Lana'i community and LCHC staff and board members regularly utilize technology, in the form of smart cell phones, WiFi, and internet texting. This community has integrated technology into their daily lives, even though they live on an isolated island with 3,102 people; however, despite this integration, the electronic health literacy of this population appears insufficient for proper understanding and utilization of TEC, limiting the potential of patient portals or remote monitoring of patient generated data for chronic disease prevention and management without additional education and mentoring. It is therefore in the best interest of the LCHC and other health organizations wishing to implement TEC in a rural community such as Lana'i to include a strong educational component with use of TEC, and perhaps establish a mentor/partnership program for the highly-challenged patient.

Examining Media Literacy Levels of Prospective Teachers

Directory of Open Access Journals (Sweden)

Taskın INAN

2012-04-01

Full Text Available As in many other countries, following the 2007-2008 education year when media literacy courses began to be included in the curricula, media literacy has become one of the discussion topics among educators and decision makers in Turkey. Discussion topics related to media literacy have included who is going to give the media literacy courses, what qualifications will be sought out in media literacy education teachers, what will be included in the media literacy curriculum in terms of its content, and at what level the media literacy course will be given. The current study which aims to examine media literacy levels of prospective teachers utilized thesurvey method. The sample of the study included prospective teachers (480 attending Elementary School Education, Social Studies Education and Turkish Language Education departments in the Education Faculty at the Dumlupinar University in the 2008-2009 education year. The results of the study showed that prospective teachers have a low level of reaction to media messages, do not educate people around enough about the effects of media, but make use of different sources of media to gain information, and are cognizant of media literacy.

Examining media literacy levels of prospective teachers

Directory of Open Access Journals (Sweden)

Taşkın İnan

2012-03-01

Full Text Available As in many other countries, following the 2007-2008 education year when media literacy courses began to be included in the curricula, media literacy has become one of the discussion topics among educators and decision makers in Turkey. Discussion topics related to media literacy have included who is going to give the media literacy courses, what qualifications will be sought out in media literacy education teachers, what will be included in the media literacy curriculum in terms of its content, and at what level the media literacy course will be given. The current study which aims to examine media literacy levels of prospective teachers utilized the survey method. The sample of the study included prospective teachers (480 attending Elementary School Education, Social Studies Education and Turkish Language Education departments in the Education Faculty at the Dumlupinar University in the 2008-2009 education year. The results of the study showed that prospective teachers have a low level of reaction to media messages, do not educate people around enough about the effects of media, but make use of different sources of media to gain information, and are cognizant of media literacy.

KASTRASI FREKUENSI PUBLIK: MEDIA LITERACY ERA BUDAYA POPULER

Directory of Open Access Journals (Sweden)

YULIANA RAHMAWATI

2016-03-01

Full Text Available Civilization change is a necessity. Culture as one formers also experienced dynamic civilization. Changes in form and content (content takes place not in a vacuum but in a variety of contextual quadrants. The era of modernity with the development of industry and capitalism climate has led to one part in cultural homogenization. Public spaces which in essence is a classless into an entity that has a value of commodities. Shift function of public spaces including public frequency in packs of popular culture has been a challenge for the creation of the public who have media literacy skills. With media literacy, public to understand what has been done for the public media and to the public .Keywords : public frequency , media literacy, cultural homogeneity, Castration

But What Does It Look Like? Illustrations of Disciplinary Literacy Teaching in Two Content Areas

Science.gov (United States)

Rainey, Emily C.; Maher, Bridget L.; Coupland, David; Franchi, Rod; Moje, Elizabeth Birr

2018-01-01

In this piece, the authors offer two illustrations of central features of disciplinary literacy teaching. One illustration describes an episode of history literacy teaching, and the other describes an episode of physics literacy teaching. Both examples show how teachers may support students' development of disciplinary inquiry, disciplinary…

A Case Study On Media Literacy Levels Of Secondary Students Who Attend Media Literacy Course

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Erhan GÖRMEZ

2017-05-01

Full Text Available The aim of this study is to determine the media literacy levels of secondary school students who attend media literacy courses. In this qualitative study, interview method was used to gather required data. In this qualitative study, interview method was used to gather required data. The interviews were conducted with 10 secondary school students of grade 8 attending media literacy courses by using semi-structured interview forms developed by the researcher. The questions used in semi-structured interview forms were prepared considering the outcomes of Media Literacy program related to units in Media Literacy Lesson Teacher Guide Book such as What is Communication?, Mass Communication, Media, Television, Newspaper and the Internet. The data gathered through the student's interviews were analyzed by applying content analysis method. Having evaluated the research results, it was concluded that the students who attend Media Literacy courses have a bit data and skills as knowing what communication is, using media and knowing its functions, telling the difference between TV program sorts in terms of their functions, knowing smart signs and explanations and obeying them, knowing basic concepts about newspaper and knowing and applying basic concepts concerning internet usage.

eHealth literacy: extending the digital divide to the realm of health information.

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Neter, Efrat; Brainin, Esther

2012-01-27

eHealth literacy is defined as the ability of people to use emerging information and communications technologies to improve or enable health and health care. The goal of this study was to explore whether literacy disparities are diminished or enhanced in the search for health information on the Internet. The study focused on (1) traditional digital divide variables, such as sociodemographic characteristics, digital access, and digital literacy, (2) information search processes, and (3) the outcomes of Internet use for health information purposes. We used a countrywide representative random-digital-dial telephone household survey of the Israeli adult population (18 years and older, N = 4286). We measured eHealth literacy; Internet access; digital literacy; sociodemographic factors; perceived health; presence of chronic diseases; as well as health information sources, content, search strategies, and evaluation criteria used by consumers. Respondents who were highly eHealth literate tended to be younger and more educated than their less eHealth-literate counterparts. They were also more active consumers of all types of information on the Internet, used more search strategies, and scrutinized information more carefully than did the less eHealth-literate respondents. Finally, respondents who were highly eHealth literate gained more positive outcomes from the information search in terms of cognitive, instrumental (self-management of health care needs, health behaviors, and better use of health insurance), and interpersonal (interacting with their physician) gains. The present study documented differences between respondents high and low in eHealth literacy in terms of background attributes, information consumption, and outcomes of the information search. The association of eHealth literacy with background attributes indicates that the Internet reinforces existing social differences. The more comprehensive and sophisticated use of the Internet and the subsequent increased

A Study on the Effects of Teachers' Information Literacy on Information Technology Integrated Instruction and Teaching Effectiveness

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Xu, Anxin; Chen, Guisong

2016-01-01

The approach of information digitalization era has largely changed the teaching environment on campus. The application of information technology to education has become a concern in modern education.Traditional basic literacy of reading, writing, and algorithm could no longer cope with the demands in information societies that the information…

Revisiting Jack Goody to Rethink Determinisms in Literacy Studies

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Collin, Ross

2013-01-01

This article revisits Goody's arguments about literacy's influence on social arrangements, culture, cognition, economics, and other domains of existence. Whereas some of his arguments tend toward technological determinism (i.e., literacy causes change in the world), other of his arguments construe literacy as a force that shapes and is shaped by…

Educating the Precariat: Intern Labour and a Renewed Approach to Media Literacy Education

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Doug Tewksbury

2015-09-01

Full Text Available As internships have become more common in the production of media content, the media literacy movement has been neglectful in addressing the role of labour in general and internship labour in particular as a necessary component in deconstructing media content. This paper argues that media literacy educators should teach citizens to understand not just the content and grammar of media production, but also the labour conditions that underlie the creation of this content, with internships being among the most exploitative development in recent years and representative of a larger issue of worker precarity. The paper concludes with a call for reforms to media literacy pedagogy to address workers’ rights and dignity in media and creative industries.

當代傳播思潮中的數位素養： 評介Digital Literacy for Technical Com Digital Literacy in Contemporary Communication: A Review of Digital Literacy for Technical Communication: 21st Century Theory and Practice

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Tzong-Sheng, Deng

2010-06-01

Full Text Available The ever-advancing technology has reformed our work environment and also redefined our life styles. The advancement of computer and cyber technology has allowed “digital” jobs and products to infiltrate different aspects of our society, influencing the ways of modern communication as well as the future course of education practices. Comparing with conventional literacy concepts about “reading, writing, listening, and speaking”, “digital literacy” lays more emphasis on the effects and changes caused by a digital context. Based on the standpoints of social constructivism and with experts in communication studies and educators as subjects, this paper reviews the book Digital Literacy for Technical communication: 21st Century Theory and Practice to analyze and discuss key knowledge and abilities required for the future and possible development of related research. Based on the compilation of the book, this review is divided into four parts. The first raises questions about the ontology of “digital literacy”, identifies the scope and meaning of “digital literacy” as defined by Spilkaet al., and confirms the discourse of this review. The second introduces the evolvement of a digital context and describes its three characteristics –authoring, publishing, and management technology – as the preconditions for developing digital literacy. The third discusses the “ fundamental knowledge” for the practice of “digital literacy” and introduces “shaping tools, information design, and content management” as references for communication and education works. The last part concludes the cultural, crosscultural, audience, and ethical perspectives introduced in this book and discusses how to connect “human and technology” for the future development of communication studies and education.

ROBOT LITERACY AN APPROACH FOR SHARING SOCIETY WITH INTELLIGENT ROBOTS

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Hidetsugu Suto

2013-12-01

Full Text Available A novel concept of media education called “robot literacy” is proposed. Here, robot literacy refers to the means of forming an appropriate relationship with intelligent robots. It can be considered a kind of media literacy. People who were born after the Internet age can be considered “digital natives” who have new morals and values and behave differently than previous generations in Internet societies. This can cause various problems among different generations. Thus, the necessity of media literacy education is increasing. Internet technologies, as well as robotics technologies are growing rapidly, and people who are born after the “home robot age,” whom the author calls “robot natives,” will be expected to have a certain degree of “robot literacy.” In this paper, the concept of robot literacy is defined and an approach to robot literacy education is discussed.

Digital literacies at school. Students' digital profiles

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Valentina Pennazio

2013-04-01

Full Text Available L’articolo presenta una ricerca volta a focalizzare le modalità in cui la Digital Literacy si traduce a scuola. Lo studio ha inteso sottolineare le molteplici dimensioni della Digital Literacy: Information Technology Literacy; Information Literacy; Visual Literacy e Media Literacy ed è stato effettuato nelle scuole primarie e secondarie di primo grado in Liguria. Sono state organizzate settimane di attività di ricerca, analisi e rielaborazione di informazioni, in classe e in rete, individualmente e in gruppo. Dalle autovalutazione degli studenti, svolte al termine di ogni attività, sono emersi i profili digitali che gli studenti tendono ad assumere quando utilizzano le tecnologie digitali. Tali profili possono essere utilizzati dagli insegnanti per progettare in maniera più mirata e significativa le attività con le tecnologie a scuola.

Curbing the Financial Exploitation of the Poor: Financial Literacy and Social Work Education

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Karger, Howard

2015-01-01

The article investigates the importance of financial literacy content for social work students who at some point in their career will encounter financially-excluded clients. Financial literacy content can include understanding how fringe economy businesses operate, including their business model, knowledge of local and national nonpredatory…

Dancing Literacy: Expanding Children's and Teachers' Literacy Repertoires through Embodied Knowing

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Leonard, Alison E.; Hall, Anna H.; Herro, Danielle

2016-01-01

This paper explores dance as literacy. Specifically, it examines qualitative case study research findings and student examples from a dance artist-in-residence that explored curricular content using dance as its primary mode of enquiry and expression. Throughout the residency, students constructed meaning through their dance experiences in dynamic…

The profile of high school students’ scientific literacy on fluid dynamics

Science.gov (United States)

Parno; Yuliati, L.; Munfaridah, N.

2018-05-01

This study aims to describe the profile of scientific literacy of high school students on Fluid Dynamics materials. Scientific literacy is one of the ability to solve daily problems in accordance with the context of materials related to science and technology. The study was conducted on 90 high school students in Sumbawa using survey design. Data were collected using an instrument of scientific literacy for high school students on dynamic fluid materials. Data analysis was conducted descriptively to determine the students’ profile of scientific literacy. The results showed that high school students’ scientific literacy on Fluid Dynamics materials was in the low category. The highest average is obtained on indicators of scientific literacy i.e. the ability to interpret data and scientific evidence. The ability of scientific literacy is related to the mastery of concepts and learning experienced by students, therefore it is necessary to use learning that can trace this ability such as Science, Technology, Engineering, and Mathematics (STEM).

Using Disruptive Technologies to Make Digital Connections: Stories of Media Use and Digital Literacy in Secondary Classrooms

Science.gov (United States)

Nowell, Shanedra D.

2014-01-01

This study focused on ways teachers and students in an urban high school used technologies often labeled as disruptive (i.e. social media and mobile phones) as learning and relationship building tools, inside and outside the classroom. In this teacher research study, secondary teachers discussed digital literacies, the digital divide, and digital…

Visual Literacy in Preservice Teachers: a Case Study in Biology

Science.gov (United States)

Ruiz-Gallardo, José Reyes; García Fernández, Beatriz; Mateos Jiménez, Antonio

2017-07-01

In this study, we explore the competence of preservice teachers (n = 161) in labelling and creating new cross-sectional human diagrams, based on anatomy knowledge depicted in longitudinal sections. Using educational standards to assess visual literacy and ad hoc open questions, results indicate limited skills for both tasks. However, their competence is particularly poor creating diagrams, where shortcomings were observed not only in visual literacy but in content knowledge. We discuss the misconceptions detected during these assessments. Visual literacy training should be strengthened for these students, as it is a skill that is especially important for future teachers to use in learning, assessing, and reflecting on content in science education. This is particularly important in preservice teachers since they should be fluent in the use of visual teaching tools in teaching anatomy and other content in the biology curriculum.

Preschool literacy and second language learners

DEFF Research Database (Denmark)

Holm, Lars

in the literacy events they meet in their day-care centers and kindergartens? Examining these social practices in pre-schools might illuminate the interplay between language and literacy and the learning processes of second language learners and contribute to the discussion about the need for re...... intending to enhance children´s language and literacy learning. The poor results of the PISA-measurement have in Denmark, Norway and Sweden drawn much attention to literacy and language in day-care centers and kindergartens and resulted in the development of a considerable number of social technologies...... (programs and concepts) intended to improve pre-school children’s literacy and language skills. Seen in a knowledge-society perspective the development might be characterized as an expansion of a life-long-learning evidence-based strategy into early childhood. The importance of development of early...

A Review of Gamification in Technological Pedagogical Content Knowledge

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Prabawa, H. W.

2017-02-01

This paper review 10 papers that relating to gamification adoption in developing technological pedagogical content knowledge (TPACK) framework. Technological developments lately led to the trend of increased use of ICT in the learning process, one of which is gamification. Gamification is the concept of applying game mechanics and game design techniques to engage and motivate people to achieve their goals. Gamification in education as an intersection of learning and fun. The problem is that not all game’s attributes suitable for use in presents a teaching material. TPACK is a framework for the teacher that described a complex interaction among three bodies of knowledge : content, pedagogy and technology. TPACK engagement has an impact on the teacher mastery in dimension of teaching material content, in addition to improve teachers skill in developing technology in classroom learning.

The Ocean Literacy Campaign

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Schoedinger, S. E.; Strang, C.

2008-12-01

"Ocean Literacy is an understanding of the ocean's influence on you and your influence on the ocean." This simple statement captures the spirit of a conceptual framework supporting ocean literacy (COSEE et al., 2005). The framework comprises 7 essential principles and 44 fundamental concepts an ocean literate person would know (COSEE et al., 2005). The framework is the result of an extensive grassroots effort to reach consensus on (1) a definition for ocean literacy and (2) an articulation of the most important concepts to be understood by ocean-literate citizen (Cava et al., 2005). In the process of reaching consensus on these "big ideas" about the ocean, what began as a series of workshops has emerged as a campaign "owned" by an ever-expanding community of individuals, organizations and networks involved in developing and promoting the framework. The Ocean Literacy Framework has provided a common language for scientists and educators working together and serves as key guidance for the ocean science education efforts. This presentation will focus on the impact this Ocean Literacy Campaign has had to date as well as efforts underway to provide additional tools to enable educators and educational policy makers to further integrate teaching and learning about the ocean and our coasts into formal K-12 education and informal education. COSEE, National Geographic Society, NOAA, College of Exploration (2005). Ocean Literacy: The Essential Principles of Ocean Sciences Grades K-12, a jointly published brochure, URL: http://www.coexploration.org/oceanliteracy/documents/OceanLitChart.pdf Cava, F., S. Schoedinger , C. Strang, and P. Tuddenham (2005). Science Content and Standards for Ocean Literacy: A Report on Ocean Literacy, URL: http://www.coexploration.org/oceanliteracy/documents/OLit2004-05_Final_Report.pdf.

An Analysis of Learning Activities in a Technology Education Textbook for Teachers : Learning Process Based on Contents Framework and Learning Scene to Develop Technological Literacy

OpenAIRE

Yata, Chikahiko; Hamamoto, Kengo; Oguri, Takenori

2014-01-01

This study analyzed the learning activities in a textbook on technology education for teachers, in order to examine the learning processes and learning scenes detailed therein. Results of analyzing learning process, primary learning activity found each contents framework. Other learning activities designated to be related to complementary in learning process. Results of analyzing learning scene, 14 learning scenes, among them "Scene to recognize the impact on social life and progress of techn...

Technologcal Literacy in welfare professions

DEFF Research Database (Denmark)

Busch-Jensen, Peter; Kondrup, Sissel

to be ‘welfare technological literate’ – both generally as well as within specific welfare professions. Secondly to support the development of a helpful educational framework that enables students to develop welfare technological literacy. This paper discusses some difficulties and preliminary findings...

The "Test of Financial Literacy": Development and Measurement Characteristics

Science.gov (United States)

Walstad, William B.; Rebeck, Ken

2017-01-01

The "Test of Financial Literacy" (TFL) was created to measure the financial knowledge of high school students. Its content is based on the standards and benchmarks stated in the "National Standards for Financial Literacy" (Council for Economic Education 2013). The test development process involved extensive item writing and…

Computer Literacy Course for Teacher for the 21st Century

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Tatkovic, Nevenka; Ruzic, Maja

2004-01-01

The life and activities of every man in the transitional period from the second to the third millennium has been characterized by huge changes that resulted from scientific and technological revolution in which dominates a highly developed IT-Communicational Technology. This paper concludes that to attain IT-literacy and computer literacy would…

Measuring Ocean Literacy in Pre-Service Teachers: Psychometric Properties of the Greek Version of the Survey of Ocean Literacy and Experience (SOLE)

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Markos, Angelos; Boubonari, Theodora; Mogias, Athanasios; Kevrekidis, Theodoros

2017-01-01

The aim of the present study was to respond to the increasing demand for comprehensive tools for the measurement of ocean literacy, by investigating the psychometric characteristics of a Greek version of the Survey of Ocean Literacy and Experience (SOLE), an instrument that assesses conceptual understanding of general ocean sciences content,…

Integrating Information Literacy and Evidence-Based Medicine Content within a New School of Medicine Curriculum: Process and Outcome.

Science.gov (United States)

Muellenbach, Joanne M; Houk, Kathryn M; E Thimons, Dana; Rodriguez, Bredny

2018-01-01

This column describes a process for integrating information literacy (IL) and evidence-based medicine (EBM) content within a new school of medicine curriculum. The project was a collaborative effort among health sciences librarians, curriculum deans, directors, and faculty. The health sciences librarians became members of the curriculum committees, developed a successful proposal for IL and EBM content within the curriculum, and were invited to become course instructors for Analytics in Medicine. As course instructors, the librarians worked with the other faculty instructors to design and deliver active learning class sessions based on a flipped classroom approach using a proprietary Information Mastery curriculum. Results of this collaboration may add to the knowledge base of attitudes and skills needed to practice as full faculty partners in curricular design and instruction.

Exploring elementary school teachers' perception of their role in teaching content literacy in the elementary science and social studies classrooms: A mixed methods study

Science.gov (United States)

Jones-Moore, Lisa Michelle

2011-12-01

This mixed-methods study explored third, fourth, and fifth grade teachers' perceptions of their role in teaching content literacy in the elementary science and social studies classroom. The rationale for this study was the growing number of studies questioning the reliance on the inoculation theory for content area literacy comprehension. The study was a mixed methods study so as to provide insight into the participants' thought processes in decision making and instructional planning. Data sources included timed instructional observations, tiered checklist to identify strategy instruction, and prompted critical reflections. The three-tiered observation instrument categorized strategies used by teachers in tiers according to the focus of the strategy. Tier I strategies were those identified as strategies good readers use, typically taught with narrative text. The inoculation theory posits these skills transfer to reading informational and expository text. Tier II strategies were those identified as strategies appropriate for informational or expository text. Use of these strategies acknowledged that narrative and informational/expository text require different strategies, but does not differentiate between expository text drawn from particular content area. Tier III strategies were those identified as strategies particularly suited to informational or expository text drawn from specific content areas. These strategies embody cognitive processes used to comprehend text drawn from specific content areas. The findings showed the participating teachers used a preferential Tier of strategy instruction. Some participants felt that reading comprehension was more important than content. They viewed reading as a subject instead of an integral part of science and social studies instruction.

Technological policies for education and digital literacy: the governmental program ‘e.escolinha’

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Sara Pereira

2012-12-01

Full Text Available In 2008, the Portuguese government announced the initiative ’e.escolinha’ which included the distribution of computers ‘Magalhães’ to students of the 1st cycle of basic education for three consecutive school years. Currently suspended, the programme was a flagship of the XVII Constitutional Government, led by José Sócrates, but it was also subject of controversy from the opposition parties and from the school community, especially due to the apparent emphasis on access to technology rather than a greater concern with the training and pedagogical practices. Under the Technological Plan for Education, the ’e.escolinha’ initiative was part of a broader policy for the development of a competitive and dynamic economy, responding to the goals set by the EU in the Lisbon Strategy 2000. The initiative was presented to the country with ambitious goals regarding the expected changes to teachers’ pedagogical practices, the process of children’s learning and school success in general. However, the most visible face of the policy, although it may comprise other nuances, may have been reduced to the question of access, investing little in other dimensions of digital literacy. Based on interviews with key actors involved in the conception and implementation of the ’e.escolinha’ initiative, and on official programme documents, this paper intends to discuss how policy makers and companies set out and evaluate the objectives of this initiative. It is intended, in particular, to understand if they share the idea that this governmental measure follows a technological drift or if they discern any digital literacy objectives in it. This piece of work is part of a research project titled "Navigating with Magellan: Study on the Impact of Digital Media on Schoolchildren," that is being carried out at the Communication and Society Research Centre at the University of Minho, funded by the Portuguese Foundation for Science and Technology ((PTDC

Informational literacy in higher education: design of a mensuration tool

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María del Carmen Toledo Sánchez

2015-11-01

Full Text Available Objective. To show psychometric research phase to examine the validity of an instrument designed to measure information literacy in the Institutions of higher education in Mexico. Method. The questionnaire design of 50 items was based on the UNESCO standards of information and communication technologies (ICT competencies for teachers and skills standards for access and use of information in higher education. The methodological strategy contemplated verification of content validity, item-item correlation and construct through factorial analysis. The sample was 73 professors and librarians who work in educational institutions of northwestern Mexico. Results. The final design was reduced to 44 items, and it demonstrated the items evaluate the same construct in their internal structure, and revealed 5 dimensions for informational variable competencies and 5 competencies for ICT. Conclusions. The items have good clarity regarding the specific concept, nevertheless, the elimination of 6 items was needed proving to be a valid and reliable instrument to measure the informational literacy in the studied context.

Urgency Competence of Media Literacy for Archivist

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Agus Santoso

2016-07-01

Full Text Available The study of media literacy has been conducted by the earlier scientists. That research uses population that have different characteristics to each other. So this studies of media literacy have various models or patterns. This models or patterns of media literacies will be used as basic data to the next study that generated will usually be the basis for the further research. Basically, the model of media literacy generated by some researchers only can be applied in the population which become objects of research. To day, the archives faced many challenges due to the presence of information technology, so that the competence of media literacy as one of the important competencies to have. Through this competency, archivist are expected to manage archives organization effectively and efficiently. This paper uses a descriptive method to describe how media literacy becomes important for archives.

‘I got content with who I was’: Rural teachers’ encounters with new ways of practising literacy

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Toni Gennrich

2016-07-01

Full Text Available In a context where Foundation Phase literacy teachers’ personal literacy often involves operational and technicist practices rather than creative, this paper argues that it is by exposing teachers to experiences of working with different genres of text for an extended time, in different fields, that teachers are able to imagine the possibilities these genres afford. Using a Bourdieusian framework of habitus, field, capital and doxa and applying imagination to the theorisation of these concepts, I examine the effect on a group of rural teachers from Limpopo province of being removed from their classrooms, and being given the opportunity to complete a 4-year Bachelor of Education degree at the University of the Witwatersrand. This case study used reflective journals and focus groups to trace shifts in the ways these teacher-students enacted literacy and thought about teaching literacy. Findings from this study suggest that teachers of literacy can change deeply entrenched ways of thinking about and valuing literacy by reflecting on the discontinuities between old and new ways of practice and, through anticipatory reflection, to imagine possibilities of teaching and enacting literacy differently. This requires critical imagination, awareness and agency. This paper discusses, in particular, Elela’s experience with poetry and Kganya’s experience with a drama script, assessing the effect this had on their personal literacy practices and how they imagine teaching literacy in the future.

Learning Crude Oil by Using Scientific Literacy Comics

Science.gov (United States)

Aisyah, R.; Zakiyah, I. A.; Farida, I.; Ramdhani, M. A.

2017-09-01

A research has been conducted to create a crude oil learning media in the form of scientific literacy-oriented comic. The research included some phases, namely: concept analysis, material transformation to concept map, indicator identification and science literacy aspect. The product was made based on flowcharts and storyboards that have been validated by expert validators. The product has characteristics namely; 1) Develops indicators and aspects of science literacy, 2) presents the materials in form of story of science fiction genre, 3) has characters adopting levels of scientific literacy, 4) has optional stories, because it depends on questions asked to develop scientific literacy in terms of content, context, process and attitude. Based on feasibility test, the product is feasible to be used as learning media. It is suggested to do an expanded experiment to examine its affectivity in improving scientific literacy and growing students’ awareness about the issues of energy crisis and the impacts of fossil fuel use on the environment.

Information And Communication Technology (ICT) Literacy Among ...

African Journals Online (AJOL)

Various means such as formal education, informal education, colleagues, training at workplace, attending workshops/seminars are accepted as ideal for the acquisition of ICT literacy skills. However, financial problems, poor infrastructure, lack of library management interest and lack of training opportunity hinders the ...

Profiting from empowerment? Investigating dissemination avenues for educational technology content within an emerging market solutions project

NARCIS (Netherlands)

P.A. Arora (Payal)

2005-01-01

textabstractABSTRACT: The Stills in Sync (SIS) project is a joint initiative of the nonprofit organization PlanetRead and the global information and communication technology (ICT) company Hewlett Packard (HP). The SIS project entails creating a multimedia product designed to enhance literacy in

Toward fostering the scientific and technological literacy establishment of the 'Central Scientific and Technological Museum-Institute' and nuclear development

International Nuclear Information System (INIS)

Murata, Takashi

1999-01-01

The public in general does not necessarily have enough knowledge for the reasonable decision making in the application of scientific and technological development even in the ear of the Information Society. However strongly the necessity of the consensus in the scientific policy like nuclear R and D is required, it is impossible to attain the goal, unless the scientific literacy of the general public is. In order to improve it the role of the scientific museum as a social educational facility is very important. In this respect, there still remains vast room to improve in the Japanese museum system and its activities. The concept of the 'Central Scientific and Technological Museum-Institute', which also operates very small-sized reactor for the educational use, is developed in this paper. (author)

Emotionally Crafted Experiences: Layering Literacies in Minecraft

Science.gov (United States)

Abrams, Sandra Schamroth; Rowsell, Jennifer

2017-01-01

Digital literacies play a foundational role in the rhythm and pattern of our lives, yet debates continue about how to harness them for educational purposes. In an effort to humanize digital literacies, this column provides a venue for research and practical applications that depict technology use as part of the fabric of being human. This…

Refreshing Information Literacy: Learning from Recent British Information Literacy Models

Science.gov (United States)

Martin, Justine

2013-01-01

Models play an important role in helping practitioners implement and promote information literacy. Over time models can lose relevance with the advances in technology, society, and learning theory. Practitioners and scholars often call for adaptations or transformations of these frameworks to articulate the learning needs in information literacy…

Spatial and Climate Literacy: Connecting Urban and Rural Students

Science.gov (United States)

Boger, R. A.; Low, R.; Mandryk, C.; Gorokhovich, Y.

2013-12-01

Through a collaboration between the University of Nebraska-Lincoln (UNL), Brooklyn College, and Lehman College, four independent but linked modules were developed and piloted in courses offered at Brooklyn College and UNL simultaneously. Module content includes climate change science and literacy principles, using geospatial technologies (GIS, GPS and remote sensing) as a vehicle to explore issues associated with global, regional, and local climate change in a concrete, quantitative and visual way using Internet resources available through NASA, NOAA, USGS, and a variety of universities and organizations. The materials take an Earth system approach and incorporate sustainability, resilience, water and watersheds, weather and climate, and food security topics throughout the semester. The research component of the project focuses on understanding the role of spatial literacy and authentic inquiry based experiences in climate change understanding and improving confidence in teaching science. In particular, engaging learners in both climate change science and GIS simultaneously provides opportunities to examine questions about the role that data manipulation, mental representation, and spatial literacy plays in students' abilities to understand the consequences and impacts of climate change. Pre and post surveys were designed to discern relationships between spatial cognitive processes and effective acquisition of climate change science concepts in virtual learning environments as well as alignment of teacher's mental models of nature of science and climate system dynamics to scientific models. The courses will again be offered simultaneously in Spring 2014 at Brooklyn College and UNL. Evaluation research will continue to examine the connections between spatial and climate literacy and teacher's mental models (via qualitative textual analysis using MAXQDA text analysis, and UCINET social network analysis programs) as well as how urban-rural learning interactions may

Development of Pre-Service Chemistry Teachers' Technological Pedagogical Content Knowledge

Science.gov (United States)

Cetin-Dindar, Ayla; Boz, Yezdan; Sonmez, Demet Yildiran; Celep, Nilgun Demirci

2018-01-01

In this study, a mixed-method design was employed to investigate pre-service chemistry teachers' Technological Pedagogical Content Knowledge (TPACK) development. For effective technology integration in instruction, knowledge about technology is not enough; teachers should have different knowledge types which are content, pedagogical, and…

Content Analysis of Papers Submitted to Communications in Information Literacy, 2007-2013

Directory of Open Access Journals (Sweden)

Christopher V. Hollister

2014-07-01

Full Text Available The author conducted a content analysis of papers submitted to the journal, Communications in Information Literacy, from the years 2007-2013. The purpose was to investigate and report on the overall quality characteristics of a statistically significant sample of papers submitted to a single-topic, open access, library and information science (LIS journal. Characteristics of manuscript submissions, authorship, reviewer evaluations, and editorial decisions were illuminated to provide context; particular emphasis was given to the analysis of major criticisms found in reviewer evaluations of rejected papers. Overall results were compared to previously published research. The findings suggest a trend in favor of collaborative authorship, and a possible trend toward a more practice-based literature. The findings also suggest a possible deterioration in some of the skills that are required of LIS authors relative to the preparation of scholarly papers. The author discusses potential implications for authors and the disciplinary literature, recommends directions for future research, and where possible, provides recommendations for the benefit of the greater community of LIS scholars.

MODERN APPROACH TO DIGITAL LITERACY DEVELOPMENT IN EDUCATION

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Sergey S. Khromov

2016-01-01

Full Text Available The article is dedicated to the necessity of formation and development of digital literacies for the professional, educational and personal purposes. The article also provides a detailed classification of digital literacies and competences.Rapid penetration of information technologies in almost all spheres of our life, including education, and the fact that most ordinary users received unlimited access to the Internet, has led to a rapid rise of the information volume or information explosion and massive changes in the way of communication between people in all spheres and also to forming the information society as one of the leading contemporary social processes. Such changes in socio-economic conditions modified the socio-psychological and psycho-pedagogical portrait of the students, the nature of their participation in educational, professional and social life, as well as the methods of teaching the humanities, computer and natural sciences.The basis of modern educational paradigm are such theoretical concepts as digital literacies, distance learning technologies, information and communication technologies, internet resources, multimedia electronic textbooks, online courses, social networks, Internet resources, individualization and differentiation of learning activities, Personal Learning Network, etc. The importance of improving the educational process through the methodical training of faculty members and tutors, the application of use new technologies in teaching, the formation and development of information and communication competences, digital literacies and knowledge is emphasized. 

The Development of Adolescent Online Reading Literacy Assessments

OpenAIRE

Kuei-Lin Chang

2013-01-01

By adopting the constructs of reading literacy and with the use of information and communication technology, the purpose of this study is to develop two adolescent online reading literacy assessments (ORLA) and examine the preliminary validity of ORLA. In addition, samples of online reading literacy performance are described. The design of ORLA is based on PISA electronic reading assessment framework and Leu et al. (2004)’s online reading comprehension definition. A total of 601 eighth grader...

Reconstructing the Pupils Attitude towards Technology-Survey

Science.gov (United States)

Ardies, Jan; De Maeyer, Sven; Gijbels, David

2013-01-01

In knowledge based economies technological literacy is gaining interest. Technological literacy correlates with attitude towards technology. When measuring technological literacy as an outcome of education, the attitudinal dimension has to be taken into account. This requires a valid, reliable instrument that should be as concise as possible, in…

Media Literacy in the Classroom. Aturuxo Films

Directory of Open Access Journals (Sweden)

Sergio CLAVERO IBÁÑEZ DE GARAYO

2016-06-01

Full Text Available This article tackles the ongoing discussion on the implemetation of media literacy related contents into the education system. It introduces “Aturuxo Films”, an educational project developed within a secondary school curriculum which may be used as a reference point by other learning centres. “Aturuxo Films” has been recognised, amongst others, by the Spanish Ministry of Education, Culture and Sports, which awarded it their Media Literacy Prize in 2014.

eHealth literacy issues, constructs, models, and methods for health information technology design and evaluation

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Helen Monkman

2015-12-01

Full Text Available The concept of eHealth literacy is beginning to be recognized as a being of key importance in the design and adoption of effective and efficient health information systems and applications targeted to lay people and patients. Indeed, many systems such as patient portals and personal health records have not been adopted due to a mismatch between the level of eHealth literacy demanded by a system and the level of eHealth literacy possessed by end users. The purpose of this paper is to present an overview of important concepts related to eHealth literacy, as well as how the notion of eHealth literacy can be applied to improve the design and adoption of consumer health information systems. This paper begins with describing the importance of eHealth literacy with respect to design of health applications for the general public paired with examples of consumer health information systems whose limited success and adoption has been attributed to the lack of consideration for eHealth literacy. This is followed by definitions of what eHealth literacy is and how it emerged from the related concept of health literacy. A model for conceptualizing the importance of aligning consumers’ eHealth literacy skills and the demands systems place on their skills is then described. Next, current tools for assessing consumers’ eHealth literacy levels are outlined, followed by an approach to systematically incorporating eHealth literacy in the deriving requirements for new systems is presented. Finally, a discussion of evolving approaches for incorporating eHealth literacy into usability engineering methods is presented.

First-year Pre-service Teachers in Taiwan—Do they enter the teacher program with satisfactory scientific literacy and attitudes toward science?

Science.gov (United States)

Chin, Chi-Chin

2005-10-01

Scientific literacy and attitudes toward science play an important role in human daily lives. The purpose of this study was to investigate whether first-year pre-service teachers in colleges in Taiwan have a satisfactory level of scientific literacy. The domains of scientific literacy selected in this study include: (1) science content; (2) the interaction between science, technology and society (STS); (3) the nature of science; and (4) attitudes toward science. In this study, the instruments used were Chinese translations of the Test of Basic Scientific Literacy (TBSL) and the Test of Science-related Attitudes. Elementary education majors (n = 141) and science education majors (n = 138) from four teachers’ colleges responded to these instruments. The statistical results from the tests revealed that, in general, the basic scientific literacy of first-year pre-service teachers was at a satisfactory level. Of the six scales covered in this study, the pre-service teachers displayed the highest literacy in health science, STS, and life science. Literacy in the areas of the nature of science and earth science was rated lowest. The results also showed that science education majors scored significantly higher in physical science, life science, nature of science, science content, and the TBSL than elementary science majors. Males performed better than females in earth science, life science, science content, and the TBSL. Next, elementary education majors responded with more “don’t know” responses than science education majors. In general, the pre-service teachers were moderately positive in terms of attitudes toward science while science education majors had more positive attitudes toward science. There was no significant difference in attitudes between genders. Previous experience in science indicated more positive attitudes toward science. The results from stepwise regression revealed that STS, the nature of science, and attitudes toward science could explain 50

Mental Health Literacy Content for Children of Parents with a Mental Illness: Thematic Analysis of a Literature Review

Science.gov (United States)

Riebschleger, Joanne; Grové, Christine; Cavanaugh, Daniel

2017-01-01

Millions of children have a parent with a mental illness (COPMI). These children are at higher risk of acquiring behavioural, developmental and emotional difficulties. Most children, including COPMI, have low levels of mental health literacy (MHL), meaning they do not have accurate, non-stigmatized information. There is limited knowledge about what kind of MHL content should be delivered to children. The aim of this exploratory study is to identify the knowledge content needed for general population children and COPMI to increase their MHL. A second aim is to explore content for emerging children’s MHL scales. Researchers created and analyzed a literature review database. Thematic analysis yielded five main mental health knowledge themes for children: (1) attaining an overview of mental illness and recovery; (2) reducing mental health stigma; (3) building developmental resiliencies; (4) increasing help-seeking capacities; and (5) identifying risk factors for mental illness. COPMI appeared to need the same kind of MHL knowledge content, but with extra family-contextual content such as dealing with stigma experiences, managing stress, and communicating about parental mental illness. There is a need for MHL programs, validated scales, and research on what works for prevention and early intervention with COPMI children. PMID:29072587

Mental Health Literacy Content for Children of Parents with a Mental Illness: Thematic Analysis of a Literature Review

Directory of Open Access Journals (Sweden)

Joanne Riebschleger

2017-10-01

Full Text Available Millions of children have a parent with a mental illness (COPMI. These children are at higher risk of acquiring behavioural, developmental and emotional difficulties. Most children, including COPMI, have low levels of mental health literacy (MHL, meaning they do not have accurate, non-stigmatized information. There is limited knowledge about what kind of MHL content should be delivered to children. The aim of this exploratory study is to identify the knowledge content needed for general population children and COPMI to increase their MHL. A second aim is to explore content for emerging children’s MHL scales. Researchers created and analyzed a literature review database. Thematic analysis yielded five main mental health knowledge themes for children: (1 attaining an overview of mental illness and recovery; (2 reducing mental health stigma; (3 building developmental resiliencies; (4 increasing help-seeking capacities; and (5 identifying risk factors for mental illness. COPMI appeared to need the same kind of MHL knowledge content, but with extra family-contextual content such as dealing with stigma experiences, managing stress, and communicating about parental mental illness. There is a need for MHL programs, validated scales, and research on what works for prevention and early intervention with COPMI children.

Health literacy in the eHealth era: A systematic review of the literature.

Science.gov (United States)

Kim, Henna; Xie, Bo

2017-06-01

This study aimed to identify studies on online health service use by people with limited health literacy, as the findings could provide insights into how health literacy has been, and should be, addressed in the eHealth era. To identify the relevant literature published since 2010, we performed four rounds of selection-database selection, keyword search, screening of the titles and abstracts, and screening of full texts. This process produced a final of 74 publications. The themes addressed in the 74 publications fell into five categories: evaluation of health-related content, development and evaluation of eHealth services, development and evaluation of health literacy measurement tools, interventions to improve health literacy, and online health information seeking behavior. Barriers to access to and use of online health information can result from the readability of content and poor usability of eHealth services. We need new health literacy screening tools to identify skills for adequate use of eHealth services. Mobile apps hold great potential for eHealth and mHealth services tailored to people with low health literacy. Efforts should be made to make eHealth services easily accessible to low-literacy individuals and to enhance individual health literacy through educational programs. Copyright © 2017 Elsevier B.V. All rights reserved.

Prevention literacy: community-based advocacy for access and ownership of the HIV prevention toolkit.

Science.gov (United States)

Parker, Richard G; Perez-Brumer, Amaya; Garcia, Jonathan; Gavigan, Kelly; Ramirez, Ana; Milnor, Jack; Terto, Veriano

2016-01-01

Critical technological advances have yielded a toolkit of HIV prevention strategies. This literature review sought to provide contextual and historical reflection needed to bridge the conceptual gap between clinical efficacy and community effectiveness (i.e. knowledge and usage) of existing HIV prevention options, especially in resource-poor settings. Between January 2015 and October 2015, we reviewed scholarly and grey literatures to define treatment literacy and health literacy and assess the current need for literacy related to HIV prevention. The review included searches in electronic databases including MEDLINE, PsycINFO, PubMed, and Google Scholar. Permutations of the following search terms were used: "treatment literacy," "treatment education," "health literacy," and "prevention literacy." Through an iterative process of analyses and searches, titles and/or abstracts and reference lists of retrieved articles were reviewed for additional articles, and historical content analyses of grey literature and websites were additionally conducted. Treatment literacy was a well-established concept developed in the global South, which was later partially adopted by international agencies such as the World Health Organization. Treatment literacy emerged as more effective antiretroviral therapies became available. Developed from popular pedagogy and grassroots efforts during an intense struggle for treatment access, treatment literacy addressed the need to extend access to underserved communities and low-income settings that might otherwise be excluded from access. In contrast, prevention literacy is absent in the recent surge of new biomedical prevention strategies; prevention literacy was scarcely referenced and undertheorized in the available literature. Prevention efforts today include multimodal techniques, which jointly comprise a toolkit of biomedical, behavioural, and structural/environmental approaches. However, linkages to community advocacy and mobilization

ESL participation as a mechanism for advancing health literacy in immigrant communities.

Science.gov (United States)

Santos, Maricel G; Handley, Margaret A; Omark, Karin; Schillinger, Dean

2014-01-01

A reliance on the conceptualization of health literacy as functional skill has limited researchers' views of the adult English-as-a-second-language (ESL) context as a site for health literacy interventions. To explore the contributions of alternative views of literacy as social practice to health literacy research, the authors examined teacher survey data and learner outcomes data collected as part of a multiyear collaboration involving the California Diabetes Program, university researchers, and adult ESL teachers. The survey results (n=144 teachers) indicated that ESL teachers frequently model effective pedagogical practices that mediate social interaction around health content, the basis for acquiring new literacy skills and practices. In the classroom pilot (n=116 learners), the majority of learners reported they had learned about diabetes risk factors and prevention strategies, which affirmed existing healthy behaviors or prompted revision of unhealthy ones. About two thirds of the learners reported sharing preventive health content with members of out-of-school social networks. This study represents a first step in research efforts to account more fully for the mechanisms by which social interaction and social support facilitate health literacy outcomes in ESL contexts, which should complement what is already known about the development of health literacy as functional skill.

Boy Troubles? Male Literacy Depictions in Children's Choices Picture Books

Science.gov (United States)

Gritter, Kristine; Van Duinen, Deborah Vriend; Montgomery, Kimberly; Blowers, Devony; Bishop, Dan

2017-01-01

This article is a critical content analysis of Children's Choice award-winning picture books from 2000 to 2014. The "critical" part of the analysis consists of selecting archetypes for males presented in these texts based on applying feminist poststructuralist literacy theory that situates literacy and language at the center of gender…

SYNESTHETIC ARTISTIC PERCEPTION IN THE ERA OF POST LITERACY

OpenAIRE

Margarita, Gudova; Irina, Lisovetc

2017-01-01

In the era of post-literacy, the development ofinformation technology and the technological basis of art as well as the mechanismsof not only artistic creativity, but also its perception, change. Thetransformation peculiarities of artistic perception of the new polymorphic andmultimedia art require their scientific and theoretical comprehension in theconditions of post-literacy that have developed in the last 50 years.In this case, we are interested in the nuancescharacterizing the changes in...

Facilitating Student-Generated Content Using Web 2.0 Technologies

Science.gov (United States)

Lee, Eunbae

2011-01-01

Web 2.0 technologies have created a trend of user-generated content by supporting media production, collaboration, communication, and dissemination. User-generated content is translated into student-generated content (SGC) in education. SGC engages learners in an authentic project that fosters students' autonomy, creativity, and real-world…

Technological Pedagogical Content Knowledge - a review of the literature

NARCIS (Netherlands)

Voogt, Joke; Fisser, Petra; Pareja Roblin, N.N.; Tondeur, J.; van Braak, J.

2013-01-01

Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful

Empowering Indonesian women through building digital media literacy

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Fiona Suwana

2017-09-01

Full Text Available There is still a gender digital divide in Indonesia. Indonesian women need digital media literacy skills to effectively use the Internet and to raise their quality of life. Empowering literacy abilities includes the skills of using digital media to access, search, analyze, reflect, share, and create. In this qualitative research study, founders, leaders, and participants from IWITA (Indonesian Women Information Technology Awareness and FemaleDev (Female Developer were interviewed because these organizations focus on developing digital literacy for women. The findings indicated that digital media literacy remains low because of inadequate education, lack of opportunities and the patriarchal system in Indonesia.

Literacy events during science instruction in a fifth-grade classroom: Listening to teacher and student voices

Science.gov (United States)

Deal, Debby

Concern with science literacy and how to achieve it has a long history in our education system. The goals and definitions established by the National Science Education Standards (1996) suggest that if we are to successfully prepare students for the information age, science education must blend the natural and social sciences. However, research indicates that connections between hands-on science and literacy, as a tool for processing information, do not regularly occur during school science instruction. This case study explored the use of literacy by a second year teacher in a fifth grade class during consecutive science units on chemistry and liquids. The research questions focused on how and why the teacher and students used literacy during science and how and why the teacher and selected focus students believed literacy influenced their learning in science. Data was collected through classroom observations and multiple interviews with the teacher and selected focus students. Interview data was analyzed and coded using an iterative process. Field notes and student artifacts were used to triangulate the data. The study found that the teacher and students used reading and writing to record and acquire content knowledge, learn to be organized, and to facilitate assessment. Although the teacher had learned content literacy strategies in her pre-service program, she did not implement them in the classroom and her practice seemed to reflect her limited science content knowledge and understanding of the nature of science. The focus students believed that recording and studying notes, reading books, drawing, and reading study guides helped them learn science. The findings suggest the following implications: (1) More data is needed on the relationship between teaching approach, science content knowledge, and beliefs about science. (2) Elementary student voices make a valuable contribution to our understanding of science learning. (3) Pre-service candidates should have

Designing and Implementing an Information Literacy Course in the Humanities

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Ellen Daugman

2012-04-01

Full Text Available As instructors in the Z. Smith Reynolds Library information literacy program at Wake Forest University, we are expanding beyond our introductory course model to teach discipline-specific information literacy courses. Z. Smith Reynolds Library initiated an information literacy program in 2002 and currently offers a 1-credit elective, taught in 15 sections per semester. Advanced discipline-specific courses were added in Spring 2008, and include courses in the social sciences, business and economics, and the sciences. As the subject specialists for art, dance, literature, music, religion and theatre, we were charged with creating a credit-bearing arts and humanities information literacy course, LIB250: Humanities Research Sources and Strategies. In addition to our arts and humanities course content and methodologies, we incorporated web2.0 technologies throughout course design and delivery in order to streamline planning and to facilitate student engagement. In our course preparation, we utilized Google Docs for collaborative brainstorming, planning, organization and self-evaluation. Our students used Google Docs for submitting their course assignments, which included a faculty or practitioner interview and the final project for the course. The project was an annotated bibliography that extended beyond books and journal articles to include additional elements such as scholarly associations, core journals, primary sources, and major special collections related to their topics. A blog was used for the course syllabus, incorporating assignment information and supplementary resources for class topics; student blogging included reflection and feedback on each lecture as well as application of class content to their research topics. A visit to the Library's Rare Books Reading Room exposed the students to the Library's unique holdings and introduced them to rare and archival resources at other libraries. Our article presents this process from start to

A Study of the Information Literacy of Biomedical Graduate Students: Based on the Thesis Topic Discovery Process in Molecular Biology Research

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Jhao-Yen Huang

2014-06-01

Full Text Available The biomedical information environment is in a state of constant and rapid change due to the increase in research data and rapid technological advances. In Taiwan, few research has investigated the information literacy of biomedical graduate students. This exploratory study examined the information literacy abilities and training of biomedical graduate students in Taiwan. Semi-structured interviews based on the Association of College and Research Libraries Information Literacy Competency Standards for Science and Engineering/Technology were conducted with 20 molecular biological graduate students. The interview inquired about their information-seeking channels and information literacy education. The findings show that the biomedical graduate students developed a workable thesis topic with their advisors. Through various information-seeking channels and retrieval strategies, they obtained and critically evaluated information to address different information needs for their thesis research. Through seminars, annual conferences and papers, the interviewees were informed of current developments in their field. Subsequently, through written or oral communications, they were able to integrate and exchange the information. Most interviewees cared about the social, economic, legal, and ethical issues surrounding the use of information. College courses and labs were the main information literacy education environment for them to learn about research skills and knowledge. The study concludes four areas to address for the information literacy of biomedical graduate students, i.e., using professional information, using the current information, efficiency in assessing the domain information, and utilization of diverse information channels. Currently, the interviewees showed rather low usage of library resources, which is a concern for biomedical educators and libraries. [Article content in Chinese

How is eHealth literacy measured and what do the measurements tell us?

DEFF Research Database (Denmark)

Knudsen, Astrid Karnøe; Kayser, Lars

2015-01-01

The increasing use of digital services and technologies in health care calls for effective tools to evaluate the users’ eHealth literacy in order to better understand the users’ interaction with health technologies. We here present a systematic review of existing tools to measure eHealth literacy...... and for what these tools have been used to investigate. We identified eight tools, of which three of them are bases upon a conceptual model of eHealth literacy and the remaining five are dual tools, i.a. comprised of individual measures for health literacy and digital literacy. Of these eight tools, only one...... tool (The eHealth literacy Scale - eHEALS) was used in other studies than the one it was originally published in. eHEALS has primarily been used to establish eHealth literacy levels in different populations. Five of the studies have been conducted by examining eHealth literacy’s impact on health...

Beyond Computer Literacy: Technology Integration and Curriculum Transformation

Science.gov (United States)

Safar, Ammar H.; AlKhezzi, Fahad A.

2013-01-01

Personal computers, the Internet, smartphones, and other forms of information and communication technology (ICT) have changed our world, our job, our personal lives, as well as how we manage our knowledge and time effectively and efficiently. Research findings in the past decades have acknowledged and affirmed that the content the ICT medium…

Identifying Predictors of Achievement in the Newly Defined Information Literacy: A Neural Network Analysis

Science.gov (United States)

Sexton, Randall; Hignite, Michael; Margavio, Thomas M.; Margavio, Geanie W.

2009-01-01

Information Literacy is a concept that evolved as a result of efforts to move technology-based instructional and research efforts beyond the concepts previously associated with "computer literacy." While computer literacy was largely a topic devoted to knowledge of hardware and software, information literacy is concerned with students' abilities…

Political Literacy as Information Literacy

OpenAIRE

Ross Cory Alexander

2009-01-01

This paper contends that political literacy and information literacy are compatible concepts that are inextricably linked and should therefore be taught and stressed simultaneously to students in the classroom. Improving the information literacy and political literacy skills of students will allow them to not only perform better academically, but also empower them to become better citizens who form opinions and make decisions based on appropriate and quality information.

Application of the technological, pedagogical, and content ...

African Journals Online (AJOL)

Application of the technological, pedagogical, and content knowledge framework in a positivist study on the use of ICT in pedagogy by teachers of mathematical disciplines at Makerere University: a conceptual paper.

Measuring Practicing Clinicians’ Information Literacy

Science.gov (United States)

Barboza, Katherine; Jensen, Ashley E.; Bennett, Katelyn J.; Sherman, Scott E.; Schwartz, Mark D.

2017-01-01

Summary Background As healthcare moves towards technology-driven population health management, clinicians must adopt complex digital platforms to access health information and document care. Objectives This study explored information literacy, a set of skills required to effectively navigate population health information systems, among primary care providers in one Veterans’ Affairs (VA) medical center. Methods Information literacy was assessed during an 8-month randomized trial that tested a population health (panel) management intervention. Providers were asked about their use and comfort with two VA digital tools for panel management at baseline, 16 weeks, and post-intervention. An 8-item scale (range 0-40) was used to measure information literacy (Cronbach’s a=0.84). Scores between study arms and provider types were compared using paired t-tests and ANOVAs. Associations between self-reported digital tool use and information literacy were measured via Pearson’s correlations. Results Providers showed moderate levels of information literacy (M= 27.4, SD 6.5). There were no significant differences in mean information literacy between physicians (M=26.4, SD 6.7) and nurses (M=30.5, SD 5.2, p=0.57 for difference), or between intervention (M=28.4, SD 6.5) and control groups (M=25.1, SD 6.2, p=0.12 for difference). Information literacy was correlated with higher rates of self-reported information system usage (r=0.547, p=0.001). Clinicians identified data access, accuracy, and interpretability as potential information literacy barriers. Conclusions While exploratory in nature, cautioning generalizability, the study suggests that measuring and improving clinicians’ information literacy may play a significant role in the implementation and use of digital information tools, as these tools are rapidly being deployed to enhance communication among care teams, improve health care outcomes, and reduce overall costs. PMID:28197620

Writing for Science Literacy

Science.gov (United States)

Chamberlin, Shannon Marie

Scientific literacy is the foundation on which both California's currently adopted science standards and the recommended new standards for science are based (CDE, 2000; NRC, 2011). The Writing for Science Literacy (WSL) curriculum focuses on a series of writing and discussion tasks aimed at increasing students' scientific literacy. These tasks are based on three teaching and learning constructs: thought and language, scaffolding, and meta-cognition. To this end, WSL is focused on incorporating several strategies from the Rhetorical Approach to Reading, Writing, Listening and Speaking to engage students in activities designed to increase their scientific literacy; their ability to both identify an author's claim and evidence and to develop their own arguments based on a claim and evidence. Students participated in scaffolded activities designed to strengthen their written and oral discourse, hone their rhetorical skills and improve their meta-cognition. These activities required students to participate in both writing and discussion tasks to create meaning and build their science content knowledge. Students who participated in the WSL curriculum increased their written and oral fluency and were able to accurately write an evidence-based conclusion all while increasing their conceptual knowledge. This finding implies that a discourse rich curriculum can lead to an increase in scientific knowledge.

Practice of New Style Information Literacy Education Attached Internet Enviroment

OpenAIRE

堀内, 泰輔

1996-01-01

Nowadays, to say nothing of importance of Information education. And Internet technology is developed more and more. Accordingly, at elemental information processing education, it is important to teach not only information literacy but also network literacy. In this paper, we describe about practice of new style information literacy education for freshman of our technical college, and we mention about the results and problems of this education.

A Science-Technology-Society Paradigm and Cross River State Secondary School Students' Scientific Literacy: Problem Solving and Decision Making

Science.gov (United States)

Umoren, Grace

2007-01-01

The aim of this study was to investigate the effect of Science-Technology-Society (STS) curriculum on students' scientific literacy, problem solving and decision making. Four hundred and eighty (480) Senior Secondary two science and non-science students were randomly selected from intact classes in six secondary schools in Calabar Municipality of…

Facebook levels the playing field: Dyslexic students learning through digital literacies

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Owen Barden

2014-02-01

Full Text Available Dyslexia has an ambivalent relationship with learning technology. Any potential gains may be nullified if the technology is perceived to exacerbate stigma. This paper examines the use of an ‘everyday’ technology, Facebook, by a small group of sixth form students labelled as dyslexic. ‘Levelling the playing field’ is a phrase the participants used often when discussing what they wanted from learning technology. Because dyslexia usually is defined in terms of significant difficulties with literacy, we might reasonably anticipate that the participants would see Facebook as stigmatising rather than levelling the playing field, because of the very public literacy events that it demands. However, the data indicate that far from shying away from Facebook because of fear of their difficulties with literacy being exposed, the participants enthusiastically embraced it. The students saw Facebook as a desirable presence in their education, one that supported inclusion. For them, levelling the playing field with Facebook had five dimensions: keeping up to date and meeting deadlines; increased control over learning; developing metacognitive awareness; greater control over literacy process and demands; and being experts and helpers. The findings perhaps challenge some assumptions about dyslexia, literacy and learning, and may be of interest to teachers working with dyslexic students, or researchers studying learning in digitally mediated social networks.

The development of scientific literacy assessment to measure student’s scientific literacy skills in energy theme

Science.gov (United States)

Rusilowati, A.; Nugroho, S. E.; Susilowati, E. S. M.; Mustika, T.; Harfiyani, N.; Prabowo, H. T.

2018-03-01

The research were aimed to develop and find out of validity, reliability, characteristic of scientific literacy assessment, and find out of the profile of students’ scientific literacy skills in Energy themed. The research is conducted in 7th grade of Secondary School at Demak, Central of Java Indonesia. The research design used R&D (Research and Development). The results of the research showed that the scientific literacy assessment was valid and reliable with 0.68 value in the first try out and 0.73 value in the last try out. The characteristics of the scientific literacy assessment are the difficulty index and the discrimination power. The difficulty index and distinguishing are 56.25% easy, 31.25% medium, and 12.5% very difficult with good discrimination power. The proportion of category of scientific literacy as the body of knowledge, the science as a way of investigating, science as a way of thinking, and the interaction among science, environment, technology, and society was 37.5%:25%:18.75%:18.75%. The highest to the lowest profile of students’ scientific literacy skills at Secondary School Demak was 72% in the category of science as a way of thinking and the lowest was 59% in the category of science as the body of knowledge.

Applying the Framework for Information Literacy to the Developmental Education Classroom

Science.gov (United States)

Garcia, Larissa

2014-01-01

Translating the new Framework for Information Literacy in Higher Education (ACRL November 2014) into learning outcomes, instructional content, and assessments might appear to be an overwhelming task; however, in many cases the revision exemplifies how many librarians have been teaching information literacy in the digital information landscape.…

77 FR 3294 - Comment Request for Study Regarding Financial Literacy Among Investors

Science.gov (United States)

2012-01-23

... Study Regarding Financial Literacy Among Investors AGENCY: Securities and Exchange Commission. ACTION: Request for comment. SUMMARY: In connection with a study regarding financial literacy among investors as...: methods to improve the timing, content, and format of disclosures to investors with respect to financial...

Health literacy and patient portals.

Science.gov (United States)

Gu, Yulong; Orr, Martin; Warren, Jim

2015-06-01

Health literacy has been described as the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions. Improving health literacy may serve to promote concordance with therapy, engage patients in their own health care, and improve health outcomes. Patient portal technology aims at enabling patients and families to have easy access to key information in their own medical records and to communicate with their health care providers electronically. However, there is a gap in our understanding of how portals will improve patient outcome. The authors believe patient portal technology presents an opportunity to improve patient concordance with prescribed therapy, if adequate support is provided to equip patients (and family/carers) with the knowledge needed to utilise the health information available via the portals. Research is needed to understand what a health consumer will use patient portals for and how to support a user to realise the technology's potential.

Health literacy and public health: A systematic review and integration of definitions and models

LENUS (Irish Health Repository)

Sorensen, Kristine

2012-01-25

Abstract Background Health literacy concerns the knowledge and competences of persons to meet the complex demands of health in modern society. Although its importance is increasingly recognised, there is no consensus about the definition of health literacy or about its conceptual dimensions, which limits the possibilities for measurement and comparison. The aim of the study is to review definitions and models on health literacy to develop an integrated definition and conceptual model capturing the most comprehensive evidence-based dimensions of health literacy. Methods A systematic literature review was performed to identify definitions and conceptual frameworks of health literacy. A content analysis of the definitions and conceptual frameworks was carried out to identify the central dimensions of health literacy and develop an integrated model. Results The review resulted in 17 definitions of health literacy and 12 conceptual models. Based on the content analysis, an integrative conceptual model was developed containing 12 dimensions referring to the knowledge, motivation and competencies of accessing, understanding, appraising and applying health-related information within the healthcare, disease prevention and health promotion setting, respectively. Conclusions Based upon this review, a model is proposed integrating medical and public health views of health literacy. The model can serve as a basis for developing health literacy enhancing interventions and provide a conceptual basis for the development and validation of measurement tools, capturing the different dimensions of health literacy within the healthcare, disease prevention and health promotion settings.

STEM learning on electricity using arduino-phet based experiment to improve 8th grade students’ STEM literacy

Science.gov (United States)

Prima, E. C.; Oktaviani, T. D.; Sholihin, H.

2018-05-01

Technology is the application of scientific knowledge for practical purposes, especially in industry. One way to support the development of the technology is by integrating the use of technology and build the technology with the learning process in the form of STEM (science, technology, engineering, mathematics) Learning approach. Applying STEM Learning could improve Students’ STEM Literacy. The learning approach is applied in every aspect of Learning including the application of STEM Learning in the lesson plan and worksheet. The method used in this research is weak experimental method. One group class (N=15) is taken and learn using STEM Learning approach. The topic choosen is the electricity topic which is separated into electrical circuit and parameters. The learning process is separated into 3 meetings. 15 Students are given a STEM Literacy test item before and after the lesson. The result of the normalized gain shows there are improvement in students’ STEM Literacy by 0.16 categorieed as low improvement. The most higher improvement is the students’ technology literacy, because students learn using the same technology in every meeting. This factor influences students’ technology literacy so the result is higher than another.

Using Digital Comics to Develop Digital Literacy: Fostering Functionally, Critically, and Rhetorically Literate Students

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Kirchoff, Jeff

2017-01-01

Literacy scholarship has established the importance of teaching, supporting, and facilitating digital literacy education for 21st century students. Stuart Selber goes a step further, arguing that students must be functionally (using digital technology), critically (questioning digital technology), and rhetorically (producing effective digital…

Adolescent Literacy in the Academic Disciplines: General Principles and Practical Strategies

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Jetton, Tamara L., Ed.; Shanahan, Cynthia, Ed.

2012-01-01

From leading authorities in both adolescent literacy and content-area teaching, this book addresses the particular challenges of literacy learning in each of the major academic disciplines. Chapters focus on how to help students successfully engage with texts and ideas in English/literature, science, math, history, and arts classrooms. The book…

Literacy in the World and Turkey "A General Assessment of the Situation"

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Asici, Murat

2015-01-01

Literacy concept has changed and become different as a result of researches carried out in the field of educational sciences, and social and technological developments in the world. Particularly after the 1990s, literacy concept included not a single fact, but multiple facts. The word literacy has started being used along with different…

Adolescents and media literacy.

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McCannon, Robert

2005-06-01

In the face of media industry consolidation, fewer people control media content which makes it harder for parents and citizens to know the research about media-related issues, such as video game violence, nutrition, and sexual risk-taking. Media literacy offers a popular and potentially successful way to counter the misinformation that is spread by Big Media public relations.

Health workers' ICT literacy in a Nigerian University Teaching Hospital

African Journals Online (AJOL)

This study investigated the ICT literacy among the health workers of Igbinedion University Teaching Hospital. The emergence of Internet for Telemedicine and health information revolution necessitates that issue of computer and other communication technology literacy among the health workers of Igbinedion University ...

Student’s STEM Literacy in Biotechnology Learning at Junior High School

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Nurlaely, N.; Permanasari, A.; Riandi, R.

2017-09-01

A considerable study to student’s STEM literacy achievement profile, especially in biotechnology learning, has been conducted to make the innovation of the STEM-based learning. The study aims to find out the STEM literacy. The sample is taken through purposive sampling technique to 45 students of 9th grade of a junior high school in Tasikmalaya district. The instruments are multiple choice questions. Data are analysed by calculating mean score of students’ STEM literacy achievement. The results show that student’s STEM literacy achievement was low. Science literacy aspect was the lowest, while mathematical literacy gained better than another aspect. The low achievement of students’ STEM literacy was because of learning activities that have not been able to integrate science, technology, engineering, and mathematics in science learning. The literacy profile indicates the importance of applying STEM approach to science learning, and it is recommended to improve students’ STEM literacy achievement.

"Just Say It Like It Is!" Use of a Community-Based Participatory Approach to Develop a Technology-Driven Food Literacy Program for Adolescents.

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Wickham, Catherine A; Carbone, Elena T

2018-01-01

FuelUp&Go! is a technology-driven food literacy program consisting of six in-person skill building sessions as well as fitness trackers, text messages, and a companion website. A community-based participatory research approach was used with adolescents who were recruited to participate in a Kid Council. Qualitative data were collected about the use of surveys, program activities, recipes, technology and text messages, and music and incentives. Changes suggested by Kid Councilmembers informed the design and development of a pilot program. Participants were recruited for the pilot program and completed pre- and postintervention surveys. The results indicated food-related knowledge remained low but increased from baseline to follow-up. Attitudes toward vegetables and physical activity increased slightly. Self-reported participation in physical activity and consumption of sugar-added beverages moved in positive directions. These findings suggest that community-based participatory research approach is an effective approach to engage adolescents in the development of a technology-driven food literacy program.

Information Literacy and Digital Literacy: Competing or Complementary?

OpenAIRE

Rosanne Marie Cordell

2013-01-01

Digital Literacy is a more recent term than Information Literacy and is used for multiple categories of library users in multiple types of libraries. Determining the relationship between Information Literacy and Digital Literacy is essential before revision of the Information Literacy Standards can proceed.

Data Literacy is Statistical Literacy

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Gould, Robert

2017-01-01

Past definitions of statistical literacy should be updated in order to account for the greatly amplified role that data now play in our lives. Experience working with high-school students in an innovative data science curriculum has shown that teaching statistical literacy, augmented by data literacy, can begin early.

Communication and Technology—the Literacy Paradox | Kparevzua ...

African Journals Online (AJOL)

technologies and points out some practices that these new technologies encourage which are already undermining our literacy and redefining our cultural values. It then points to measures that can be taken to ensure that our boom in technology does not become our doom, does not institutionalize illiteracy or drag us back ...

Toward fostering the scientific and technological literacy establishment of the 'Central Scientific and Technological Museum-Institute' and nuclear development

Energy Technology Data Exchange (ETDEWEB)

Murata, Takashi [Graduate School of Energy Sci., Kyoto Univ., Kyoto (Japan)

1999-12-01

The public in general does not necessarily have enough knowledge for the reasonable decision making in the application of scientific and technological development even in the ear of the Information Society. However strongly the necessity of the consensus in the scientific policy like nuclear R and D is required, it is impossible to attain the goal, unless the scientific literacy of the general public is. In order to improve it the role of the scientific museum as a social educational facility is very important. In this respect, there still remains vast room to improve in the Japanese museum system and its activities. The concept of the 'Central Scientific and Technological Museum-Institute', which also operates very small-sized reactor for the educational use, is developed in this paper. (author)

Accessibility: global gateway to health literacy.

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Perlow, Ellen

2010-01-01

Health literacy, cited as essential to achieving Healthy People 2010's goals to "increase quality and years of healthy life" and to "eliminate health disparities," is defined by Healthy People as "the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions." Accessibility, by definition, the aforementioned "capacity to obtain," thus is health literacy's primary prerequisite. Accessibility's designation as the global gateway to health literacy is predicated also on life's realities: global aging and climate change, war and terrorism, and life-extending medical and technological advances. People with diverse access needs are health professionals' raison d'être. However, accessibility, consummately cross-cultural and universal, is virtually absent as a topic of health promotion and practice research and scholarly discussion of health literacy and equity. A call to action to place accessibility in its rightful premier position on the profession's agenda is issued.

Bruce's Magnificent Quartet: Inquiry, Community, Technology and Literacy--Implications for Renewing Qualitative Research in the Twenty-First Century

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Davidson, Judith

2014-01-01

Bruce and Bishop's community informatics work brings forward four critical concepts: inquiry, community, technology, and literacy. These four terms serve as the basis for a discussion of qualitative research in the twenty-first century--what is lacking and what is needed. The author suggests that to resolve the tensions or challenges…

Development and evaluation of the Korean Health Literacy Instrument.

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Kang, Soo Jin; Lee, Tae Wha; Paasche-Orlow, Michael K; Kim, Gwang Suk; Won, Hee Kwan

2014-01-01

The purpose of this study is to develop and validate the Korean Health Literacy Instrument, which measures the capacity to understand and use health-related information and make informed health decisions in Korean adults. In Phase 1, 33 initial items were generated to measure functional, interactive, and critical health literacy with prose, document, and numeracy tasks. These items included content from health promotion, disease management, and health navigation contexts. Content validity assessment was conducted by an expert panel, and 11 items were excluded. In Phase 2, the 22 remaining items were administered to a convenience sample of 292 adults from community and clinical settings. Exploratory factor and item difficulty and discrimination analyses were conducted and four items with low discrimination were deleted. In Phase 3, the remaining 18 items were administered to a convenience sample of 315 adults 40-64 years of age from community and clinical settings. A confirmatory factor analysis was performed to test the construct validity of the instrument. The Korean Health Literacy Instrument has a range of 0 to 18. The mean score in our validation study was 11.98. The instrument exhibited an internal consistency reliability coefficient of 0.82, and a test-retest reliability of 0.89. The instrument is suitable for screening individuals who have limited health literacy skills. Future studies are needed to further define the psychometric properties and predictive validity of the Korean Health Literacy Instrument.

Information Literacy in Croatia: An Ideological Approach

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Poler Kovacic, Melita; Zgrabljic Rotar, Nada; Erjavec, Karmen

2012-01-01

New information and communication technologies were widely perceived as something that would lead post-socialist European countries towards the technologically developed information society. In this article, a critical perspective is taken in examining information literacy as an ideological form. The deconstruction of ideological practice was…

New Literacies, Multiple Literacies, Unlimited Literacies: What Now, What Next, Where to? A Response to "Blue Listerine, Parochialism and ASL Literacy"

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Paul, Peter V.

2006-01-01

This article is a response to "Blue Listerine, Parochialism, and ASL Literacy" (Czubek, 2006). The author presents his views on the concepts of literacy and the new and multiple literacies. In addition, the merits of print literacy and other types of literacies are discussed. Although the author agrees that there is an American Sign…

Laptops Meet Schools, One-One Draw: M-Learning for Secondary Students with Literacy Difficulties

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Conway, Paul F.; Amberson, Jessica

2011-01-01

Mobile technology-enhanced literacy initiatives have become a focus of efforts to support learning for students with literacy difficulties. The "Laptops Initiative for Post-Primary Students with Dyslexia or other Reading/Writing Difficulties" offers insights into and addresses questions about ICT policy making regarding m-learning technologies for…

Measuring Science Literacy in College Undergraduates

Science.gov (United States)

Impey, Chris David; Buxner, S. R.; Antonellis, J.; King, C.; Johnson, E.; CATS

2010-01-01

Initial results from a major study of scientific literacy are presented, involving nearly 10,000 undergraduates in science classes at a large Southwestern Land Grant public university over a 20-year period. The science content questions overlap with those in the NSF's Science Indicators series. About 10% of all undergraduates in the US take a General Education astronomy course, and NSF data and the work of Jon Miller show that the number of college science courses taken is the strongest predictor of civic scientific literacy. Our data show that gains in knowledge on any particular item through the time students graduate are only 10-15%. Among students who have taken most or all of their science requirements, one-in-three think that antibiotics kill viruses as well as bacteria, one-in-four think lasers work by focusing sound waves, one-in-five think atoms are smaller than electrons, and the same fraction is unaware that humans evolved from earlier species of animals and that the Earth takes a year to go around the Sun. The fraction of undergraduates saying that astrology is "not at all” scientific increases from 17% to a still-low 34% as they move through the university. Equally worrying, half of all science majors say that astrology is "sort of” or "very” scientific. Education majors - the cohort of future teachers - perform worse than average on most individual questions and in terms of their overall scientific literacy. Assuming the study institution is representative of the nation's higher education institutions, our instruction is not raising students to the level we would expect for educated citizens who must vote on many issues that relate to science and technology. We acknowledge the NSF for funding under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.

Multimedia support of early literacy learning

NARCIS (Netherlands)

Segers, P.C.J.; Verhoeven, L.T.W.

2002-01-01

In the present article, the development of a child-friendly computer software program to enhance the early literacy skills of kindergarteners in the Netherlands is described. The ergonomic aspects of designing software for young children are described along with the content of the program in

Enhancing the Effectiveness of Consumer-Focused Health Information Technology Systems Through eHealth Literacy: A Framework for Understanding Users' Needs.

Science.gov (United States)

Kayser, Lars; Kushniruk, Andre; Osborne, Richard H; Norgaard, Ole; Turner, Paul

2015-05-20

eHealth systems and applications are increasingly focused on supporting consumers to directly engage with and use health care services. Involving end users in the design of these systems is critical to ensure a generation of usable and effective eHealth products and systems. Often the end users engaged for these participatory design processes are not actual representatives of the general population, and developers may have limited understanding about how well they might represent the full range of intended users of the eHealth products. As a consequence, resulting information technology (IT) designs may not accommodate the needs, skills, cognitive capacities, and/or contexts of use of the intended broader population of health consumers. This may result in challenges for consumers who use the health IT systems, and could lead to limitations in adoption if the diversity of user attributes has not been adequately considered by health IT designers. The objective of this paper is to propose how users' needs and competences can be taken into account when designing new information and communications technology solutions in health care by expanding the user-task-context matrix model with the domains of a new concept of eHealth literacy. This approach expands an existing method for supporting health IT system development, which advocates use of a three-dimensional user-task-context matrix to comprehensively identify the users of health IT systems, and what their needs and requirements are under differing contexts of use. The extension of this model involved including knowledge about users' competences within the seven domains of eHealth literacy, which had been identified based on systematic engagement with computer scientists, academics, health professionals, and patients recruited from various patient organizations and primary care. A concept map was constructed based on a structured brainstorm procedure, card sorting, and computational analysis. The new eHealth literacy

From Socialisation to Internalisation: Cultivating Technological Pedagogical Content Knowledge through Problem-Based Learning

Science.gov (United States)

Tee, Meng Yew; Lee, Shuh Shing

2011-01-01

Recent studies on technology have shifted from the emphasis on technology skills alone to integrating pedagogy and content with technology--what Mishra and Koehler (2005) call technological pedagogical content knowledge (TPACK). Deeper understanding on how TPACK can be cultivated is needed. This design-based research explored how an improvised,…

Book Club Plus: A Conceptual Framework To Organize Literacy Instruction. CIERA Report.

Science.gov (United States)

Raphael, Taffy; Florio-Ruane, Susan; George, MariAnne

This report addresses how literacy teachers can teach everything that their students need to develop the foundational skills and strategies of literacy, without sacrificing a focus on higher-level thinking about substantive content and good literature. It also addresses the impact on student learning when teachers use a literature-based reading…

ICT Literacy of Vocational High School Students

Science.gov (United States)

Miraj, Y. Z.; Rohendi, D.; Yannuar; Nurhabibah; Wendi, H. F.

2018-02-01

The development of information and communication technology (ICT) has brought about change in education in Indonesia. With ICT students can easily access a variety of information in supporting the learning process. But there was a problem where ICT infrastructure across Indonesia including in the uneven Siak Regency, this can lead to gaps in technology and also weak ICT literacy. This research aims to know the ICT literacy of the students of SMK in Siak Regency. The research method used was survey with the quantitative approach. The results of this study showed that the use of ICT (computers, Internet) has been used by students of SMK, but usability of ICT has not been fullest support the learning process.

Investigate the relation between the media literacy and information literacy of students of communication science and information science and knowledge

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Elham Esmaeil Pounaki

2017-03-01

Full Text Available The new millennium is called Information Age, in which information and communication technologies have been developed. The transfer from industrial society to information society has changed the form and level of education and information from those of the past times. In the past, literacy meant the ability of reading and writing, but today the meaning of literacy has been changed through the time and such a type of literacy is not enough to meet people’s needs in the industrial society of the 21st century. Today’s life requires media and information literacy especially for the students, whose duty is to research and who have a significant role in the development of their country from any perspective. This research aims to study the relation between the media literacy and information literacy of the students of the fields of communication science and information science and knowledge. This is an applied research in terms of its objective and uses a survey-correlation method. The statistical population of this research consists of the postgraduate students studying in the fields of study of information science and knowledge and communication science at Tehran University and Allameh Tabatabai University. The data required for this research were collected by a researcher-made questionnaire. The reliability of the questionnaire has been evaluated by Cronbach’s Alpha, which was equal to 0.936. The data were analyzed using descriptive and inferential statistic methods. The results showed that the level of media literacy and information literacy of students is desirable. There is a significant relationship between the economic status of students and their media literacy. However, the social status of students was directly related to their "ability to communicate" variable of media literacy. Also the Pearson correlation test showed a significant relationship between the variables of media literacy and information literacy.

The Minimum Core for Language and Literacy Audit and Test

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Machin, Lynn

2007-01-01

This book supports trainee teachers in the Lifelong Learning Sector in the assessment of their literacy knowledge. A self-audit section is included to help trainees understand their level of competence and confidence in literacy and will help them identify any gaps in their knowledge and skills. This is followed by exercises and activities to support and enhance learning. The book covers all the content of the LLUK standards for the minimum core for literacy. Coverage and assessment of the minimum core have to be embedded in all Certificate and Diploma courses leading to QTLS and ATLS status.

Literacy Models and the Reconstruction of History Education: A Comparative Discourse Analysis of Two Lesson Plans

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Collin, Ross; Reich, Gabriel A.

2015-01-01

This article presents discourse analyses of two lesson plans designed for secondary school history classes. Although the plans focus on the same topic, they rely on different models of content area literacy: disciplinary literacy, or reading and writing like experts in a given domain, and critical literacy, or reading and writing to address…

The Development of Adolescent Online Reading Literacy Assessments

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Kuei-Lin Chang

2013-12-01

Full Text Available By adopting the constructs of reading literacy and with the use of information and communication technology, the purpose of this study is to develop two adolescent online reading literacy assessments (ORLA and examine the preliminary validity of ORLA. In addition, samples of online reading literacy performance are described. The design of ORLA is based on PISA electronic reading assessment framework and Leu et al. (2004’s online reading comprehension definition. A total of 601 eighth graders from junior high schools and 618 tenth graders from senior high schools in Taiwan City participated in this study. This study uses Rasch IRT model to calibrate the item parameter and scale scores. The results indicated: the online reading literacy assessments had adequate difficulty level, reasonable validity evidences, and students’ online reading literacy performance contains ICT element which is different from offline reading; the gender effect exists in the online reading environment by grades.

Online Literacies at Work.

Science.gov (United States)

Searle, Jean

1999-01-01

Uses examples drawn from research across several sites in tourism and hospitality in which employees are required to interact with technology, in order to highlight issues relating to new online literacies that are now required for efficient work practices and to discuss implications for practice. (Adjunct ERIC Clearinghouse for ESL Literacy…

Information Literacy and Digital Literacy: Competing or Complementary?

Science.gov (United States)

Cordell, Rosanne Marie

2013-01-01

Digital literacy is a more recent concept than information literacy and can relate to multiple categories of library users in multiple types of libraries. Determining the relationship between information literacy and digital literacy is essential before revision of the ACRL "Standards" can proceed.

Defining contagion literacy: a Delphi study

Science.gov (United States)

Kilstadius, Margareta; Gericke, Niklas

2017-11-01

Against the background of climate change, which enables infectious diseases to move their frontiers and the increasing global mobility, which make people more exposed to contagion, we as citizens need to relate to this new scenario. A greater number of infectious diseases may also potentially lead to an increased need to use antibiotics and anti-parasitic substances. In view of this, the aim of this study was to identify the health literacy needed in the contemporary world and specify what should be taught in compulsory school. We present the findings of a Delphi study, performed in Sweden, regarding the opinions on contagion among experts in the field. We used Nutbeam's framework of health literacy and related it to Bloom's taxonomy of educational objectives in order to analyse and categorise the experts' responses, which were categorised into six main content themes: contagions, transmission routes, sexually transmitted diseases, hygiene, vaccinations and use of antibiotics and antibiotic resistance. These themes were then divided into the three levels of Nutbeam's framework: functional health literacy, which is about knowledge and understanding, interactive health literacy, which is about developing personal qualities and skills that promote health, and critical health literacy, which is about social and cognitive skills related to analysis and critical reflection. The implications for communication and education are then discussed and what should be taught in compulsory school is identified.

A CONTENT-ANALYSIS REGARDING POSTGRADUATE THESES PREPARED ON MEDIA LITERACY-MEDYA OKURYAZARLIĞI İLE İLGİLİ LİSANSÜSTÜ TEZLERE YÖNELİK BİR İÇERİK ANALİZİ

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Sedat MADEN

2017-04-01

Full Text Available It is already known that should acquire the skills of media literacy in terms of information community. Media literacy is an important concept in nowadays. Especially because of positive and negative effects of media (digital environment etc. on children and young adults, it became a significant issue in educational context. In this study, it is aimed to prepare a content-analysis regarding postgraduate theses prepared on media literacy. Research sample constitutes 45 theses with open access of 60 different theses on media literacy after scanning conducted at national thesis centre archive. 13 of these theses are doctoral theses and the rest 32 are master’s ones. Survey data has been obtained with document analysis method. Document review comprises the analysis of written materials containing information about facts which are aimed to be studied. Based on the meta-analysis study regarding postgraduate theses prepared on media literacy, it is seen that more studies were written between 2010 and 2013 than previous years and that there are more studies on determining the level of media literacy, influence and perception. In conclusion, it is suggested that studies on media literacy should be increased not just in the postgraduate fields and levels but also in Turkish education realm, and accordingly it should be employed to create awareness both at classes and students.

Enhancing e-Learning Content by Using Semantic Web Technologies

Science.gov (United States)

García-González, Herminio; Gayo, José Emilio Labra; del Puerto Paule-Ruiz, María

2017-01-01

We describe a new educational tool that relies on Semantic Web technologies to enhance lessons content. We conducted an experiment with 32 students whose results demonstrate better performance when exposed to our tool in comparison with a plain native tool. Consequently, this prototype opens new possibilities in lessons content enhancement.

What's technology cooking up? A systematic review of the use of technology in adolescent food literacy programs.

Science.gov (United States)

Wickham, Catherine A; Carbone, Elena T

2018-06-01

Over one-third of adolescents are overweight or obese. Food literacy (FL), the ability to plan and manage, select, prepare, and eat healthy foods, is a contemporary concept that provides a mechanism to understand the relationship between food-related knowledge and skills and dietary intake. Innovative interventions which focus on the core concepts of FL and include generationally appropriate technology have the potential to provide positive impact on the dietary habits of adolescents. This systematic review followed PRISMA guidelines and employed the Downs and Black criteria for rating studies. Titles and abstracts of 545 articles were collected and reviewed from 13 electronic databases. Studies were selected if they were peer-reviewed, included adolescents 12-19 years-old, incorporated concepts related to FL, and employed technology as part of the intervention. Eight studies, six randomized controlled trials (RCT) and two interventions without controls were included. Seven of the interventions used Internet or web-based platforms to access program components and all RCTs incorporated game elements. Studies included between two and four constructs of FL. All reported positive changes in food intake with five reporting significant positive pre- and post-intervention changes. Few technology-driven FL-related studies exist within the literature. Although all studies reported improvements in dietary intake, due to variation in program design, delivery, and evaluation it is difficult to tease out the effect of the technology component. Continued research is needed to: 1) determine the degree to which FL should be included in interventions to effect a positive change on dietary intake; 2) develop adolescent-specific FL measures to more appropriately evaluate changes in knowledge, food-related skills, and dietary intake; and 3) design technology-driven interventions so that technology components can be analyzed separately from other program elements. Copyright © 2018

Analysis of Relationships between Technological Pedagogical Content Knowledge and Educational Internet Use

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Sahin, Ismail; Celik, Ismail; Akturk, Ahmet Oguz; Aydin, Mustafa

2013-01-01

This study analyzes the relationships between preservice teachers' technological pedagogical content knowledge (TPACK) and their self-efficacy beliefs in educational Internet use. Findings show statistically significant relationships among the knowledge domains in technology, pedagogy, content, and their intersections. Also, results from the…

Promoting pedagogical content knowledge development for early career secondary teachers in science and technology using content representations

Science.gov (United States)

Williams, John; Eames, Chris; Hume, Anne; Lockley, John

2012-11-01

Background: This research addressed the key area of early career teacher education and aimed to explore the use of a 'content representation' (CoRe) as a mediational tool to develop early career secondary teacher pedagogical content knowledge (PCK). This study was situated in the subject areas of science and technology, where sound teacher knowledge is particularly important to student engagement. Purpose: The study was designed to examine whether such a tool (a CoRe), co-designed by an early career secondary teacher with expert content and pedagogy specialists, can enhance the PCK of early career teachers. The research questions were: How can experts in content and pedagogy work together with early career teachers to develop one science topic CoRe and one technology topic CoRe to support the development of PCK for early career secondary teachers? How does the use of a collaboratively designed CoRe affect the planning of an early career secondary teacher in science or technology? How has engagement in the development and use of an expert-informed CoRe developed an early career teacher's PCK? Sample: The research design incorporated a unique partnership between two expert classroom teachers, two content experts, four early career teachers, and four researchers experienced in science and technology education. Design: This study employed an interpretivist-based methodology and an action research approach within a four-case study design. Data were gathered using qualitative research methods focused on semi-structured interviews, observations and document analysis. Results: The study indicated that CoRes, developed through this collaborative process, helped the early career teachers focus on the big picture of the topic, emphasize particularly relevant areas of content and consider alternative ways of planning for their teaching. Conclusions: This paper presents an analysis of the process of CoRe development by the teacher-expert partnerships and the effect that had on

Adolescent Literacy. Fact Sheet

Science.gov (United States)

Alliance for Excellent Education, 2011

2011-01-01

The nation's workforce is demanding ever more literate workers and citizens. As technology advances and the American economy grows increasingly knowledge based, individuals must be able to read, write, and communicate at higher levels in order to remain economic and social contributors. A student's level of literacy is a critical determinant of…

Using Picturebooks to Promote Academic Literacy

Science.gov (United States)

Ranck-Buhr, Wendy, Ed.

2013-01-01

The development of academic literacy requires students to think critically about multiple text types. Picturebooks can be rich and varied resources on which to base well-designed instruction that will facilitate thinking, discussions, connections, and problem solving in multiple content areas. From the Holocaust to ecology to grammar, picturebooks…

Contextual factors and challenges to e-health literacy

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Bolanle A. Olaniran

2015-12-01

Full Text Available We live in a digital world or digital era. Hence, People will argue that not only do information communication technologies (ICTs make e-health possible but rather that it is an innovation advance whose time has come. Notwithstanding, e-health while hoping to create well needed improvement in health care, it is rife with certain challenges which are not limited to e-health literacy. However, this paper looks specifically at e-health literacy. The paper, in particular overviews e-health while addressing the impacts of key contextual factors that impacts e-health and e-health literacy regarding the propensity to adopt and use e-health in LEDCs.

Information Literacy Policy Development in Canada: Is It Time?

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Cara Bradley

2013-10-01

Full Text Available This article examines policy issues related to information literacy in Canada. It provides some background on the information literacy concept, reflecting on popular definitions offered by American, British, and Australian library associations, before advocating for a broader definition that views information literacy as a human right. Information literacy is also considered in relationship to the proliferation of other “literacies,” such as digital, web, media, and information technology, that are the subject of increased advocacy and attention from interest groups and educators. The ongoing need for improved information literacy levels is analyzed not only in the context of inputs (the increasing complexity of the information environment but also in terms of potential personal, social, and economic outcomes that can be realized through widespread information literacy education efforts. The paper argues that information literacy must become a priority not only among academic librarians but also school, public, and special librarians, as well as others outside of the library sector, if significant improvements in information literacy levels are to be realized. Such a coordinated approach can only be achieved in the context of policies that require, and adequately support, widespread efforts at improving information literacy levels. After a review of the ad-hoc state of information literacy education in Canada today, this paper analyzes information literacy-related policy development efforts in Canada to date in the four arenas where one would expect to see such activity: the Government of Canada, provincial governments, library associations, and other stakeholder groups. This article aims to start a wide-reaching discussion about information literacy and associated policy issues in Canada.

Integrating health literacy and ESL: an interdisciplinary curriculum for Hispanic immigrants.

Science.gov (United States)

Soto Mas, Francisco; Mein, Erika; Fuentes, Brenda; Thatcher, Barry; Balcázar, Héctor

2013-03-01

Adult Hispanic immigrants are at a greater risk of experiencing the negative outcomes related to low health literacy, as they confront cultural and language barriers to the complex and predominately monolingual English-based U.S. health system. One approach that has the potential for simultaneously addressing the health, literacy, and language needs of Hispanics is the combination of health literacy and English as a second language (ESL) instruction. The purpose of the project was to evaluate the feasibility of using ESL instruction as a medium for improving health literacy among Hispanic immigrants. Objectives included the development, implementation, and evaluation of an interdisciplinary health literacy/ESL curriculum that integrates theories of health literacy and health behavior research and practice, sociocultural theories of literacy and communication, and adult learning principles. This article describes the curriculum development process and provides preliminary qualitative data on learners' experiences with the curriculum. Results indicate that the curriculum was attractive to participants and that they were highly satisfied with both the format and content. The curriculum described here represents one example of an audience-centered approach designed to meet the specific health and literacy needs of the Hispanic population on the U.S.-Mexico border. The combination of ESL and health literacy contributed to a perceived positive learning experience among participants. Interdisciplinary approaches to health literacy are recommended.

The evaluation of a digital information literacy program

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Anne Sieberhagen

2012-10-01

Full Text Available The article reports on the evaluation of a digital information literacy program (DILP to determine the program’s effectiveness in enhancing students’ digital information literacy skills. The DILP was originally designed and developed for the South African student, as member of Generation Y, but was adapted after identifying the demographics and characteristics of Generation Z.  This information was incorporated in the existing DILP, therefore making the DILP applicable to and useful for both Generations Y and Z. New learning technologies were identified and incorporated in the DILP to enhance students’ learning experience. An analysis of reported research indicated that there is a lack in the evaluation of programs to determine their effectiveness in enhancing the digital information literacy skills of students by using an outcomes assessment instrument. The development of an outcomes assessment instrument, which is based on internationally benchmarked information literacy competency standards and their outcomes, are presented. Evidence is provided of the effectiveness of the program in order to prove its worth as an instructional program.  Recommendations are made on how digital information literacy programs may be improved to be more effective in enhancing students’ digital information literacy skills

A Construction of Global Literacy Indicators for Undergraduates

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Lung-Sheng Lee

2017-06-01

Full Text Available In the era of glocalization and logloblization, only university graduates who are globally literate can effectively deal with international affairs or work overseas. Therefore, this study aimed to construct a set of global literacy indicators for undergraduates in Taiwan. The global literacy indicators can be used as a guide to assess undergraduates’ global literacy level and serve as the foundation for developing global education curriculums. Employing a theoretical framework, this study drafted global literacy dimensions and indicators from reviewing related literature, and invited 18 practitioners with international experience to participate in this study. During the item development process, fuzzy Delphi method (FDM and analytic hierarchy process (AHP were applied to select and weight global literacy indicators respectively. Consequently, a set of global literacy indicators for undergraduates were constructed, which include the following four dimensions: communication, context, career development, and culture. “Communication” is the most important dimension among them, while “communicate with foreign languages” and “use information and communication technology (ICT to communicate with others” are the most important indicators and items at the second and third hierarchical levels, respectively.

Children Working with Text in Science: disparities with 'Literacy Hour' practice

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Peacock, Alan; Weedon, Helen

2002-02-01

The National Literacy Strategy (NLS) provides a coherent plan of what and how children should be taught about non-fiction text. Nevertheless, the difficulties that children actually experience when using science texts are not fully addressed: in particular, the use and interpretation of the visual elements of science text is given limited attention in the prescriptions for teaching the 'Literacy Hour'. Such disparities identified by prior research and by a content analysis of the NLS Framework Document are considered alongside evidence of the difficulties encountered by a class of Year 5 pupils working with a range of non-fiction texts during science lessons. Pupils' text use is studied through observations and interviews with children, through interviews with their teachers and through a questionnaire about text use strategies. The findings suggest that (1) the pupils experienced considerable difficulty in making sense of the science content of non-fiction text, particularly in terms of interpretation of visual elements and their links to written text and (2) use of retrieval strategies taught during the Literacy Hour was not transferred to learning from text during science lessons. The study proposes closer planning of text use in science and literacy lessons.

Developing a Geoscience Literacy Exam: Pushing Geoscience Literacy Assessment to New Levels

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Iverson, E. A.; Steer, D. N.; Manduca, C. A.

2012-12-01

InTeGrate is a community effort aimed at improving geoscience literacy and building a workforce that can use geoscience to solve societal issues. As part of this work we have developed a geoscience literacy assessment instrument to measure students' higher order thinking. This assessment is an important part of the development of curricula designed to increase geoscience literacy for all undergraduate students. To this end, we developed the Geoscience Literacy Exam (GLE) as one of the tools to quantify the effectiveness of these materials on students' understandings of geoscience literacy. The InTeGrate project is a 5-year, NSF-funded STEP Center grant in its first year of funding. Details concerning the project are found at http://serc.carleton.edu/integrate/index.html. The GLE instrument addresses content and concepts in the Earth, Climate, and Ocean Science literacy documents. The testing schema is organized into three levels of increasing complexity. Level 1 questions are single answer, understanding- or application-level multiple choice questions. For example, selecting which type of energy transfer is most responsible for the movement of tectonic plates. They are designed such that most introductory level students should be able to correctly answer after taking an introductory geoscience course. Level 2 questions are more advanced multiple answer/matching questions, at the understanding- through analysis-level. Students might be asked to determine the types of earth-atmosphere interactions that could result in changes to global temperatures in the event of a major volcanic eruption. Because the answers are more complicated, some introductory students and most advanced students should be able to respond correctly. Level 3 questions are analyzing- to evaluating-level short essays, such as describe the ways in which the atmosphere sustains life on Earth. These questions are designed such that introductory students could probably formulate a rudimentary response

The effects of scientific literacy on participation to political decision making

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Süerdem Ahmet

2016-01-01

Full Text Available The low levels of scientific literacy among the general public in a society where technology penetrates all aspects of everyday life creates major citizenship problems. One of the main goals of education is increasing the civic scientific literacy of the citizens besides preparing students for science based vocations. Well educated human capital stock is important for informed decision making as well as the development of research and development activities. The quality of policy decisions is highly dependent on the level of interest, information and attitudes towards S&T. Making conscious decisions about S&T related developments is substantial for democratic participation of the public to policy making. Increasing complexity of science and technology related issues creates a gap between expert and citizen knowledge. Scientific literacy decreases this gap in terms of creating a knowledgeable approach to the controversies around scientific issues. The aim of this study is to make an operational model for explaining how civic scientific literacy affects public understanding of science and these in turn influence participation to political decision making. We analyse the effects of scientific literacy and other public understanding of science variables on participation to political decision making.

"Grand Theft South Africa": Games, Literacy and Inequality in Consumer Childhoods

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Walton, Marion; Pallitt, Nicola

2012-01-01

Discussions of "game literacy" focus on the informal learning and literacies associated with games but seldom address the diversity in young people's gaming practices, and the highly differentiated technologies of digital gaming in use. We use available survey data to show how, in South Africa, income inequalities influence consumption…

Literacy and Capital in Immigrant Youths' Online Networks across Countries

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Lam, Wan Shun Eva

2014-01-01

Communication technologies are playing an increasingly prominent role in facilitating immigrants' social networks across countries and the transnational positioning of immigrant youth in their online language and literacy practices. Drawing from a comparative case study of the digital literacy practices of immigrant youth of Chinese descent,…

Promoting improved family caregiver health literacy: evaluation of caregiver communication resources.

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Wittenberg, Elaine; Goldsmith, Joy; Ferrell, Betty; Ragan, Sandra L

2017-07-01

Family caregivers of cancer patients have a vital role in facilitating and sharing information about cancer, revealing a need to develop caregiver health literacy skills to support caregiver communication. The goal of this study was to investigate caregiver print materials and develop and assess a new caregiver communication resource titled A Communication Guide for Caregivers TM . Using a model of six domains of caregiver health literacy skills, print cancer education materials were collected and evaluated for caregiver communication support. A new caregiver communication resource was also developed and assessed by caregivers and healthcare providers. Caregivers reviewed content and assessed utility, relatability, and reading quality. Healthcare providers also assessed whether the material would be understandable and usable for cancer caregivers. Only three of the 28 print materials evaluated were written at the recommended sixth grade reading level and only five addressed all six caregiver health literacy skills. Readability scores for A Communication Guide for Caregivers TM were at the sixth grade level, and caregivers reported its contents were relatable, useful, and easy to read. Healthcare providers also rated the material as easy for patient/family members of diverse backgrounds and varying levels of literacy to understand and use. Existing print-based caregiver education materials do not address caregivers' health literacy skill needs and are aimed at a highly literate caregiving population. A Communication Guide for Caregivers TM meets health literacy standards and family caregiver and provider communication needs. The findings are relevant for healthcare professionals who provide cancer education. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

An assessment of information communication technology content ...

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An assessment of information communication technology content, context and ... a- vis the upscaling of ICT in health care facilities in Nairobi and Machakos counties. ... high in all the facilities compared to levels of services operations computerised and ... for Authors · for Policy Makers · about Open Access · Journal Quality.

Integration of Information Literacy into the Curriculum: Constructive Alignment from Theory into Practice

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Claes Dahlqvist

2016-12-01

Full Text Available Librarian-teacher cooperation is essential for the integration of information literacy into course syllabi. Therefore, a common theoretical and methodological platform is needed. As librarians at Kristianstad University we have had the opportunity to develop such a platform when teaching information literacy in a basic course for teachers in higher education pedagogy. Information literacy is taught in context with academic writing, distance learning and teaching, and development of course syllabi. Constructive Alignment in Theory: We used constructive alignment in designing our part of the course. John Biggs’ ideas tell us that assessment tasks (ATs should be aligned to what is intended to be learned. Intended learning outcomes (ILOs specify teaching/learning activities (TLAs based on the content of learning. TLAs should be designed in ways that enable students to construct knowledge from their own experience. The ILOs for the course are to have arguments for the role of information literacy in higher education and ideas of implementing them in TLAs. The content of learning is for example the concept of information literacy, theoretical perspectives and constructive alignment for integration in course syllabi. TLAs are written pre-lecture reflections on the concept of information literacy, used as a starting point for the three-hour seminar. Learning reflections are written afterwards. The AT is to revise a syllabus (preferably using constructive alignment for a course the teacher is responsible for, where information literacy must be integrated with the other parts and topics of the course. Constructive Alignment in Practice: Using constructive alignment has taught us that this model serves well as the foundation of the theoretical and methodological platform for librarian-teacher cooperation when integrating information literacy in course syllabi. It contains all important aspects of the integration of information literacy in course

Literacy in Ancient Greece: The Evidence from History and Archaeology.

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Hollis, Karyn

In examining the nature of literacy in ancient Athens, this paper reviews the work of key modern scholars and their positions in the debates concerning the development of literacy in Greece, the oral culture preceeding this, and the technology that enabled it to occur. Following an introduction surveying the viewpoints of Rhys Carpenter, L. H.…

Strategies for Ensuring Computer Literacy among Undergraduate Business Students: A Marketing Survey of AACSB-Accredited Schools

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Hungerford, Bruce C.; Baxter, Joseph T.; LeMay, Stephen; Helms, Marilyn M.

2012-01-01

There is broad agreement that college students need computer and information literacy for their studies and to be competitive as graduates in an environment that increasingly relies on information technology. However, as information technology changes, what constitutes computer literacy changes. Colleges have traditionally used the freshman- or…

The Effects of Inquiry-Based Integrated Information Literacy Instruction: Four-Year Trends

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Lin Ching Chen

2014-07-01

Full Text Available The purpose of this study was to examine the effects of four-year integrated information literacy instruction via a framework of inquiry-based learning on elementary students’ memory and comprehension. Moderating factors of students’ academic achievement was another focus of this study. The subjects were 72 students who have participated in this study since they entered an elementary school in Chiayi district. This elementary school adopted the integrated information literacy instruction, designed by the researchers and elementary school teachers, and integrated it into various subject matters via a framework of inquiry-based learning, such as Super 3 and Big6 models. A series of inquiry-based integrated information literacy instruction has been implemented since the second semester of the subjects’ first grade. A total of seven inquiry learning projects has been implemented from grade one through grade four. Fourteen instruments were used as pretests and posttests to assess students’ factual recall and conceptual understanding of subject contents in different projects. The results showed that inquiry-based integrated information literacy instruction couldhelp students memorize facts and comprehend concepts of subject contents. Regardless ofacademic achievements, if students would like to devote their efforts to inquiry processes, their memory and comprehension of subject contents improvedeffectively. However, students of low-academic achievement might need more time to be familiar with the inquiry-based learning strategy.

Bridging the digital divide in diabetes: family support and implications for health literacy.

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Mayberry, Lindsay S; Kripalani, Sunil; Rothman, Russell L; Osborn, Chandra Y

2011-10-01

Abstract Background: Patient web portals (PWPs) offer patients remote access to their medical record and communication with providers. Adults with health literacy limitations are less likely to access and use health information technology (HIT), including PWPs. In diabetes, PWP use has been associated with patient satisfaction, patient-provider communication, and glycemic control. Using mixed methods, we explored the relationships between health literacy, numeracy, and computer literacy and the usage of a PWP and HIT. Participants (N=61 adults with type 2 diabetes) attended focus groups and completed surveys, including measures of health literacy, numeracy, and computer anxiety (an indicator of computer literacy) and frequency of PWP and HIT use. Computer literacy was positively associated with health literacy (r=0.41, Pdigital divide" in diabetes by helping adults access a PWP or HIT for diabetes management.

Developing Technological Pedagogical Content Knowledge (TPACK) in Animal Physiology

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Pusparini, F.; Riandi, R.; Sriyati, S.

2017-09-01

The purpose of this study is to describe preservice teacher’s learning during lecturing Animal Physiology and investigate it’s impact on preservice teacher’s technological pedagogical content knowledge (TPACK). How was the lecturing process can improve TPACK of preservice teacher on Biology education espescially in Animal Physiology. There are four experiment classes using Solomon four group design, there are pedagogic treatment, content treatment and technological treatment, the last class without any treatment. Both quantitative and qualitative data were collected. Quantitative data were collected through a questionaire of TPACK. Qualitative data were collected through a lesson plan and teaching simulation. Findings has revealed that participants experienced significant gains in all TPACK constructs. Both of pedagogic and technology treatment is better than others, but pedagogical treatment didn’t also increase PCK most of participants. Findings has implications for teacher education programs to be a professional teachers and for researchers interested.

Technological Pedagogical Content Knowledge of Prospective Mathematics Teacher in Three Dimensional Material Based on Sex Differences

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Aqib, M. A.; Budiarto, M. T.; Wijayanti, P.

2018-01-01

The effectiveness of learning in this era can be seen from 3 factors such as: technology, content, and pedagogy that covered in Technological Pedagogical Content Knowledge (TPCK). This research was a qualitative research which aimed to describe each domain from TPCK include Content Knowledge, Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge and Technological, Pedagogical, and Content Knowledge. The subjects of this research were male and female mathematics college students at least 5th semester who has almost the same ability for some course like innovative learning, innovative learning II, school mathematics I, school mathematics II, computer applications and instructional media. Research began by spreading the questionnaire of subject then continued with the assignment and interview. The obtained data was validated by time triangulation.This research has result that male and female prospective teacher was relatively same for Content Knowledge and Pedagogical Knowledge domain. While it was difference in the Technological Knowledge domain. The difference in this domain certainly has an impact on other domains that has technology components on it. Although it can be minimized by familiarizing the technology.

Student Perceived Importance and Correlations of Selected Computer Literacy Course Topics

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Ciampa, Mark

2013-01-01

Traditional college-level courses designed to teach computer literacy are in a state of flux. Today's students have high rates of access to computing technology and computer ownership, leading many policy decision makers to conclude that students already are computer literate and thus computer literacy courses are dinosaurs in a modern digital…

Narrative Competence and the Enhancement of Literacy

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Stephen Dobson

2005-12-01

Full Text Available This essay argues for narrative competence as an underlying skill neglected in educational policy makers’ calls for enhanced literacy through improved reading, writing, numeracy and working with digital technology. This argument is presented in three parts. First, a genealogy of the narrative is presented by looking at understandings of narratives with respect to changes in technology and socio-cultural relations. Three technological forms of the narrative are examined: the oral, written and image based narrative. Second, revisiting Bernstein, narrative competency is connected to pedagogic practice. The focus is upon code recognition and the rhythm of narrative in a classroom context. Third, a proposal is made to develop narrative competence as a research programme capable of exploring literacy in an age of open learning. The core assertion of this essay is that when narrative is understood in a multi-directional, multi-voiced and multi-punctual sense, opportunities are created for a pedagogic practice that is in tune with the demands placed upon youth and their relationship to changing technologies. This makes the exploration of connections between narrative competence, pedagogic practice and technology the central focus of this essay.

Competência virtual para a mediação da informação e do conhecimento (virtual literacy/Virtual competences to mediate the information of knowledge (literacy virtual

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Daniela Melaré Vieira Barros

2005-01-01

Full Text Available O presente trabalho tem por objetivo apresentar possibilidades de uso da tecnologia na gestão da informação científica, em sua divulgação e na transformação do conhecimento em forma digital, acessível a todas as pessoas, sem restrição. Para tanto, as teorias que subsidiam este trabalho são a information literacy, a virtual literacy, a media literacy e a digital literacy. Essas teorias são as bases da competência de uso da tecnologia com seus elementos centrais para o processo de divulgação científica mediante recursos educativos. A seguir, destacaremos as referências e os padrões de uso dessa competência para esse trabalho, sua aplicação e a viabilização de procedimentos. The present work has for objective to present possibilities of use of the technology in the management of the scientific information, in its spreading and the transformation of the knowledge in digital, accessible form to all the people, without restriction. For in such a way, the theories that subsidize this work are information literacy, virtual literacy, it measured it literacy and digital literacy. These theories are the bases of the ability of use of the technology with its elements central offices for the process of scientific spreading by means of educative resources. To follow, we will detach the references and the standards of use of this ability for this work, its application and the viabilização of procedures.

Combining Traditional and New Literacies in a 21st-Century Writing Workshop

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Bogard, Jennifer M.; McMackin, Mary C.

2012-01-01

This article describes how third graders combine traditional literacy practices, including writer's notebooks and graphic organizers, with new literacies, such as video editing software, to create digital personal narratives. The authors emphasize the role of planning in the recursive writing process and describe how technology-based audio…

Assessing the Genetics Content in the Next Generation Science Standards.

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Lontok, Katherine S; Zhang, Hubert; Dougherty, Michael J

2015-01-01

Science standards have a long history in the United States and currently form the backbone of efforts to improve primary and secondary education in science, technology, engineering, and math (STEM). Although there has been much political controversy over the influence of standards on teacher autonomy and student performance, little light has been shed on how well standards cover science content. We assessed the coverage of genetics content in the Next Generation Science Standards (NGSS) using a consensus list of American Society of Human Genetics (ASHG) core concepts. We also compared the NGSS against state science standards. Our goals were to assess the potential of the new standards to support genetic literacy and to determine if they improve the coverage of genetics concepts relative to state standards. We found that expert reviewers cannot identify ASHG core concepts within the new standards with high reliability, suggesting that the scope of content addressed by the standards may be inconsistently interpreted. Given results that indicate that the disciplinary core ideas (DCIs) included in the NGSS documents produced by Achieve, Inc. clarify the content covered by the standards statements themselves, we recommend that the NGSS standards statements always be viewed alongside their supporting disciplinary core ideas. In addition, gaps exist in the coverage of essential genetics concepts, most worryingly concepts dealing with patterns of inheritance, both Mendelian and complex. Finally, state standards vary widely in their coverage of genetics concepts when compared with the NGSS. On average, however, the NGSS support genetic literacy better than extant state standards.

Assessing the Genetics Content in the Next Generation Science Standards.

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Katherine S Lontok

Full Text Available Science standards have a long history in the United States and currently form the backbone of efforts to improve primary and secondary education in science, technology, engineering, and math (STEM. Although there has been much political controversy over the influence of standards on teacher autonomy and student performance, little light has been shed on how well standards cover science content. We assessed the coverage of genetics content in the Next Generation Science Standards (NGSS using a consensus list of American Society of Human Genetics (ASHG core concepts. We also compared the NGSS against state science standards. Our goals were to assess the potential of the new standards to support genetic literacy and to determine if they improve the coverage of genetics concepts relative to state standards. We found that expert reviewers cannot identify ASHG core concepts within the new standards with high reliability, suggesting that the scope of content addressed by the standards may be inconsistently interpreted. Given results that indicate that the disciplinary core ideas (DCIs included in the NGSS documents produced by Achieve, Inc. clarify the content covered by the standards statements themselves, we recommend that the NGSS standards statements always be viewed alongside their supporting disciplinary core ideas. In addition, gaps exist in the coverage of essential genetics concepts, most worryingly concepts dealing with patterns of inheritance, both Mendelian and complex. Finally, state standards vary widely in their coverage of genetics concepts when compared with the NGSS. On average, however, the NGSS support genetic literacy better than extant state standards.

It's in the Bag!: Going beyond the Science Classroom with Take-Home Literacy Bags

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Martin, Susan Ferguson; Daughenbaugh, Lynda; Shaw, Edward L., Jr.; Burch, Katrina

2013-01-01

Although literacy plays a large role in elementary science classrooms, one thing that offers a challenge for educators is meeting the linguistic needs of English language learners (ELLs) while also meeting their content needs. An additional challenge is ensuring that academic literacy extends beyond the classroom. This article presents ways of…

Technological, Pedagogical, and Content Knowledge (TPACK): An Educational Landscape for Tertiary Science Faculty

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Lavadia, Linda

Earlier studies concluded that technology's strength is in supporting student learning rather than as an instrument for content delivery (Angeli & Valanides, 2014). Current research espouses the merits of the Technological Pedagogical Content Knowledge (TPACK) framework as a guide for educators' reflections about technology integration within the context of content and instructional practice. Grounded by two theoretical frameworks, TPACK (Mishra & Koehler, 2006; 2008) and Rogers' (1983, 1995) theory of diffusion of innovation, the purpose of this mixed-methods research was two-fold: to explore the perceived competencies of tertiary science faculty at higher education institutions with respect to their integration of technology within the constructs of pedagogical practice and content learning and to analyze whether these perceived competencies may serve as predictive factors for technology adoption level. The literature review included past research that served as models for the Sci-TPACK instrument. Twenty-nine professors of tertiary science courses participated in an online Likert survey, and four professors provided in-depth interviews on their TPACK practices. Quantitative analysis of data consisted of descriptive and reliability statistics, calculations of means for each of the seven scales or domains of TPACK, and regression analysis. Open-ended questions on the Likert survey and individual interviews provided recurrent themes of the qualitative data. Final results revealed that the participants integrate technology into pedagogy and content through a myriad of TPACK practices. Regression analysis supported perceived TPACK competencies as predictive factors for technology adoption level.

The Moderating Effect of Geographic Area on the Relationship Between Age, Gender, and Information and Communication Technology Literacy and Problematic Internet Use.

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Yu, Liang; Recker, Mimi; Chen, Shijian; Zhao, Nan; Yang, Qiuyan

2018-06-01

This study investigated the relationship between adolescents' problematic Internet use (PIU) and demographic characteristics such as age, gender, and information and communication technology (ICT) literacy and the moderating effect of geographic area on this relationship using a cross-sectional research design. The study sample comprised 2160 adolescents from the Chongqing area of China and consisted of 47.3 percent boys (N = 1022) and 52.7 percent girls (N = 1138). Participants anonymously completed a 38-item questionnaire that examined their Internet use, behaviors, and attitudes, ICT literacy, parents' education level, and other demographic information. The results showed that the geographic area in which respondents lived (urban vs. rural), gender, age, father's education, mother's education, and ICT literacy had significant relationships with PIU. Moreover, hierarchical multiple regression analyses indicated that geographic area was found to be a significant moderator for both age and gender in their relationship with PIU. These findings suggest that it is essential to address differences between urban and rural areas when seeking to mitigate PIU among adolescents.

Student-Produced Movies as a Medium for Literacy Development

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Young, Chase; Rasinski, Timothy V.

2013-01-01

In this article the authors integrate literacy with classroom-based technologies to create a student produced movie. The authors explain the steps to classroom movie production that deepens students' comprehension, engages students' in purposeful writing, and utilizes new technologies. (Contains 6 figures.)

Comparison of Reading Literacy in Hearing Impaired and Normal Hearing Students

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Dr. Ali Asghar Kakojoibari

2011-06-01

Full Text Available Background and Aim: listening, speaking, reading and writing are considered the lingual skills. These skills are in direct relation with each other. Listening is the first skill learnt by the individual through development. If damaged by hearing impairment, listening can cause serious defect to lingual skills. The goal of our research was to study the effect of hearing loss on reading literacy in hearing impairment students in comparison with normal hearing students.Methods: Study was performed using the examination booklets of Progress in International Reading Literacy Study (PIRLS 2001. 119 hearing impairment students of 4th grade primary school, last year guidance school, and last year high school levels in schools providing exceptional student education were included. These individuals were compared to 46 normal hearing students of 4th grade primary school of ordinary schools. Comparative statistical analysis was performed using t-test.Results: Reading literacy and literal contents understanding was shown to have a significant difference between normal hearing and whole hearing impaired student (p<0.05, except the ones in high school level with moderate hearing loss. There was also seen a significant difference between normal hearing and hearing impairment students in understanding of information contents (p=0.03.Conclusion: Hearing loss has a negative effect on reading literacy. Consequently, curriculum change and evolution of educational programs in exceptional centers is needed, in order to promote reading literacy and to enhance rest hearing

Analyzing health organizations' use of Twitter for promoting health literacy.

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Park, Hyojung; Rodgers, Shelly; Stemmle, Jon

2013-01-01

This study explored health-related organizations' use of Twitter in delivering health literacy messages. A content analysis of 571 tweets from health-related organizations revealed that the organizations' tweets were often quoted or retweeted by other Twitter users. Nonprofit organizations and community groups had more tweets about health literacy than did other types of health-related organizations examined, including health business corporations, educational institutions, and government agencies. Tweets on health literacy topics focused predominantly on using simple language rather than complicated language. The results suggest that health organizations need a more strategic approach to managing positive organizational self-presentations in order to create an optimal level of exposure on social networking sites.

Information literacy: perceptions of Brazilian HIV/AIDS researchers.

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Alvarez, Maria do Carmo Avamilano; França, Ivan; Cuenca, Angela Maria Belloni; Bastos, Francisco I; Ueno, Helene Mariko; Barros, Cláudia Renata; Guimarães, Maria Cristina Soares

2014-03-01

Information literacy has evolved with changes in lifelong learning. Can Brazilian health researchers search for and use updated scientific information? To describe researchers' information literacy based on their perceptions of their abilities to search for and use scientific information and on their interactions with libraries. Semi-structured interviews and focus group conducted with six Brazilian HIV/AIDS researchers. Analyses comprised the assessment of researchers as disseminators, their interactions with librarians, their use of information and communication technology and language. Interviewees believed they were partially qualified to use databases. They used words and phrases that indicated their knowledge of technology and terminology. They acted as disseminators for students during information searches. Researchers' abilities to interact with librarians are key skills, especially in a renewed context where libraries have, to a large extent, changed from physical spaces to digital environments. Great amounts of information have been made available, and researchers' participation in courses does not automatically translate into adequate information literacy. Librarians must help research groups, and as such, librarians' information literacy-related responsibilities in Brazil should be redefined and expanded. Students must develop the ability to learn quickly, and librarians should help them in their efforts. Librarians and researchers can act as gatekeepers for research groups and as information coaches to improve others' search abilities. © 2013 Health Libraries Group of CILIP and John Wiley & Sons Ltd.

Improve Climate Change Literacy At Minority Institutions Through Problem-based Teaching And Learning

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yang, Z.; Williams, H.

2013-12-01

Climate change is one of most popular topics in the U.S. Currently we are implementing our funded NASA climate change education grant entitled as 'Preparing Science Educators with Climate Change Literacy through Problem-based Teaching and Learning'. This project aims to prepare underrepresented STEM (Science, Technology, Engineering and Mathematics) teachers that are competent for teaching the contents of the Earth, climate, and climate change. In this project, we first developed lectures, assignments, and lab exercises which are related to climate change and then applied those materials in courses which are usually selected by pre-service teachers after modification based on students' evaluation. Also field visits to sites such as landfill and hog farm were provided to North Carolina Central University (NCCU) students in order to help them have better understanding on sources and amount of greenhouse gases emitted from human activities. In addition, summer interns are specifically trained to enhance and improve their knowledge and skills in climate change science. Those strategies have effectively improved climate change literacy of pre-service teachers at NCCU in spite of some challenges.

Organizational Health Literacy: Review of Theories, Frameworks, Guides, and Implementation Issues

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Bonneville, Luc; Bouchard, Louise

2018-01-01

Organizational health literacy is described as an organization-wide effort to transform organization and delivery of care and services to make it easier for people to navigate, understand, and use information and services to take care of their health. Several health literacy guides have been developed to assist healthcare organizations with this effort, but their content has not been systematically reviewed to understand the scope and practical implications of this transformation. The objective of this study was to review (1) theories and frameworks that inform the concept of organizational health literacy, (2) the attributes of organizational health literacy as described in the guides, (3) the evidence for the effectiveness of the guides, and (4) the barriers and facilitators to implementing organizational health literacy. Drawing on a metanarrative review method, 48 publications were reviewed, of which 15 dealt with the theories and operational frameworks, 20 presented health literacy guides, and 13 addressed guided implementation of organizational health literacy. Seven theories and 9 operational frameworks have been identified. Six health literacy dimensions and 9 quality-improvement characteristics were reviewed for each health literacy guide. Evidence about the effectiveness of health literacy guides is limited at this time, but experiences with the guides were positive. Thirteen key barriers (conceived also as facilitators) were identified. Further development of organizational health literacy requires a strong and a clear connection between its vision and operationalization as an implementation strategy to patient-centered care. For many organizations, becoming health literate will require multiple, simultaneous, and radical changes. Organizational health literacy has to make sense from clinical and financial perspectives in order for organizations to embark on such transformative journey. PMID:29569968

Organizational Health Literacy: Review of Theories, Frameworks, Guides, and Implementation Issues.

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Farmanova, Elina; Bonneville, Luc; Bouchard, Louise

2018-01-01

Organizational health literacy is described as an organization-wide effort to transform organization and delivery of care and services to make it easier for people to navigate, understand, and use information and services to take care of their health. Several health literacy guides have been developed to assist healthcare organizations with this effort, but their content has not been systematically reviewed to understand the scope and practical implications of this transformation. The objective of this study was to review (1) theories and frameworks that inform the concept of organizational health literacy, (2) the attributes of organizational health literacy as described in the guides, (3) the evidence for the effectiveness of the guides, and (4) the barriers and facilitators to implementing organizational health literacy. Drawing on a metanarrative review method, 48 publications were reviewed, of which 15 dealt with the theories and operational frameworks, 20 presented health literacy guides, and 13 addressed guided implementation of organizational health literacy. Seven theories and 9 operational frameworks have been identified. Six health literacy dimensions and 9 quality-improvement characteristics were reviewed for each health literacy guide. Evidence about the effectiveness of health literacy guides is limited at this time, but experiences with the guides were positive. Thirteen key barriers (conceived also as facilitators) were identified. Further development of organizational health literacy requires a strong and a clear connection between its vision and operationalization as an implementation strategy to patient-centered care. For many organizations, becoming health literate will require multiple, simultaneous, and radical changes. Organizational health literacy has to make sense from clinical and financial perspectives in order for organizations to embark on such transformative journey.

Are Health Literacy and eHealth Literacy the Same or Different?

Science.gov (United States)

Monkman, Helen; Kushniruk, Andre W; Barnett, Jeff; Borycki, Elizabeth M; Greiner, Leigh E; Sheets, Debra

2017-01-01

Many researchers assume that there is a relationship between health literacy and eHealth literacy, yet it is not clear whether the literature supports this assumption. The purpose of this study was to determine if there was a relationship between health and eHealth literacy. To this end, participants' (n = 36) scores on the Newest Vital Sign (NVS, a health literacy measure) were correlated with the eHealth Literacy Scale (eHEALS, an eHealth literacy measure). This analysis revealed no relationship (r = -.041, p = .81) between the two variables. This finding suggests that eHealth Literacy and health literacy are dissimilar. Several possible explanations of the pattern of results are proposed. Currently, it does not seem prudent to use the eHEALS as the sole measure of eHealth literacy, but rather researchers should continue to complement it with a validated health literacy screening tool.

ODL STUDENTS’ PERCEIVED COMPUTER LITERACY COMPETENCIES, EXPECTATIONS OF SUPPORT INTENTION TO USE AND PERSEVERANCE

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Hendrik D. ESTERHUIZEN,(Corresponding author

2012-08-01

Full Text Available This paper reports on disadvantaged South African practising teachers’ perceptions on computer literacy competencies while studying to improve their teaching qualifications. During the process of developing a learning technology integration framework for the School of Continuing Teacher Education at North-West University, South Africa, an initial exploratory survey identified issues and themes for systemic inquiry, in order to provide substance to the integration framework. The purposive sample related to a criterion-based selection of N=338 teacher-students attending supplementary computer literacy training sessions. Queues from the Technology Acceptance Model supplemented the questions intended to investigate enablers and barriers to learning technology adoption. The pragmatic approach was towards discovering which possible interventions could be introduced to enable adoption of technology in interaction and learning. Descriptive statistics and structural equation modelling produce a suggested parsimonious model relating to self-confidence, trust and perseverance in acquiring computer literacy.

New Tools for New Literacies Research: An Exploration of Usability Testing Software

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Asselin, Marlene; Moayeri, Maryam

2010-01-01

Competency in the new literacies of the Internet is essential for participating in contemporary society. Researchers studying these new literacies are recognizing the limitations of traditional methodological tools and adapting new technologies and new media for use in research. This paper reports our exploration of usability testing software to…

Financial literacy and financial literacy education : what might be the components of an effective financial literacy curriculum?

OpenAIRE

Lee, Nirmala

2010-01-01

Abstract There is concern about lack of financial literacy and need for financial literacy education, but little or no attempt to understand their nature. Three questions were asked: 'What is financial literacy?', 'What is financial literacy education?' and 'What might be the components of an effective financial literacy curriculum?'. Adopting an inductive grounded theory approach and a pragmatist philosophy, in association with real-world organisations such as the National ...

Using a Touch-Based, Computer-Assisted Learning System to Promote Literacy and Math Skills for Low-Income Preschoolers

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Mark H McManis

2016-08-01

Full Text Available The use of touch-based technologies by young children to improve academic skills has seen growth outpacing empirical evidence of its effectiveness. Due to the educational challenges low-income children face, the stakes for providing instructional technology with demonstrated efficacy are high. The current work presents an empirical study of the use of a touch-based, computer-assisted learning system by low-income preschoolers. A description of the system’s design is provided with attention to young children’s interaction with touch devices, learner engagement, and pedagogically-based delivery of academic content. Children in 18 low-income child-care preschool classrooms were assessed on literacy and math skills in the fall and again in the spring. Target children used the iStartSmart learning system throughout the academic year, while control children did not have access to the system. Compared to controls, children using the learning system made significant gains on external standardized measures of literacy and math. Children who spent more time using the system and those who reached the upper levels of skill understanding showed the strongest improvement in test scores. The findings contribute to the currently sparse literature by illuminating that for at-risk early learners, touch-based, computer-assisted instructional technology shows promise as an educational tool.

Defining and identifying concepts of medication literacy: An international perspective.

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Pouliot, Annie; Vaillancourt, Régis; Stacey, Danielle; Suter, Philippe

2017-11-08

Multiple concepts to define health literacy in the context of medication use exist, such as medication literacy, pharmacotherapy literacy, pharmacy health literacy; however, no studies have looked at consensus among experts internationally. A Delphi process was used to achieve consensus on the statements about medication literacy. Experts for the Delphi were selected from a review of the literature and suggestions from an international survey conducted with members of the International Pharmaceutical Federation on medication literacy. The preliminary Delphi questionnaire was built using the statements about medication literacy found in the scientific literature. Responses and comments were analyzed using a pre-established method and communicated to the experts after each round of Delphi. Statements with an agreement of at least 80% were accepted and used to develop a definition of medication literacy. The Delphi process started with 21 experts and included 4 rounds. Overall, 30 statements regarding medication literacy were accepted and divided into 4 clusters representing: (1) type of information necessary for optimal and safe use of medication, (2) skills and abilities, (3) format of information, and (4) outcomes. These statements were used to propose 2 different definitions of medication literacy. One of the definitions was preferred by 75% of the expert panel, which provided further comments for improvements. Of the 11 experts who answered the final questionnaire, nine strongly agreed with the refined definition. Medication literacy is the degree to which individuals can obtain, comprehend, communicate, calculate and process patient-specific information about their medications to make informed medication and health decisions in order to safely and effectively use their medications, regardless of the mode by which the content is delivered (e.g. written, oral and visual). Future studies should focus on how this definition can be operationalized to support the role

Exploring Preschool Teachers' Technological Pedagogical Content Knowledge of Educational Games

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Hsu, Chung-Yuan; Liang, Jyh-Chong; Chai, Ching-Sing; Tsai, Chin-Chung

2013-01-01

Current technological pedagogical content knowledge (TPACK) studies are inclined to treat technology in a general manner, an approach which may not be able to provide adequate guidelines to improve teacher preparation and professional development when teaching with games. This study developed two new questionnaires, namely the Technological…

Scientific literacy and the social constructivist perspective

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Antić Slobodanka

2015-01-01

Full Text Available The term scientific literacy is already common in our educational rhetoric. Although the term is widely used, there are no papers that analyse the definition of the term and the rangeitencompasses in Serbia. If scientific literacy is a necessary outcome of education, this analysis is an important base for designing the teaching/learning process which is intended to develop such an outcome. Therefore, this paper provides an analysis of the concept of scientific literacy (SL, the different viewpoints on SL and the nature of the concept. Furthermore, five key lines as courses of action in the teaching/learning process, necessary for the development of these competencies, are defined: appreciation ofstudents' previous knowledge, encouragement of students' basic functional literacy and reading comprehension skills, the development of students' understanding of the socio-cultural perspective on the origin and use of scientific knowledge and technological products, and practicing of scientific research, either through school science or science applied in the context of cooperation between school and the local community, i.e. in the socio-cultural background where students live.

Information literacy dimension seeking learning quality in university education

OpenAIRE

Vaičiūnienė, Vilhelmina; Gedvilienė, Genutė

2009-01-01

Education in Lithuania is undergoing great transformations that are affecting higher education. Today's education at large experiences challenges caused by new technologies, abundance of information resources, thus being forced to search for new and effective methods of teaching / learning. The issue of information literacy at university level in Lithuania has not been researched in more depth so far. Integration of information literacy into the curriculum of higher education is a key questio...

Life Science Literacy of an Undergraduate Population

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Medina, Stephanie R.; Ortlieb, Evan; Metoyer, Sandra

2014-01-01

Science content knowledge is a concern for educators in the United States because performance has stagnated for the past decade. Investigators designed this study to determine the current levels of scientific literacy among undergraduate students in a freshman-level biology course (a core requirement for majors and nonmajors), identify factors…

The Contribution of Trade Books to Early Science Literacy: In and out of School

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Schroeder, Meadow; Mckeough, Anne; Graham, Susan; Stock, Hayli; Bisanz, Gay

2009-01-01

Lifelong science literacy begins with attitudes and interests established early in childhood. The use of trade books (i.e., a literary work intended for sale to the general public) in North American school classrooms to support the development of science literacy invites an examination of the quality of science content disseminated to students. A…

STUDENTS’ SCIENCE LITERACY ABILITY PROFILE IN ENVIRONMENTAL POLLUTION AND GLOBAL WARMING MATERIAL

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Laela Ulfa

2017-12-01

Full Text Available This research head for measure profile of students’ science literacy ability in environmental pollution and global warming material. The study was conducted in one of SMP Negeri Semarang with samples of 70 students from grade VII D and VII E. The profile of literacy science of students from the highest percentage till the lowest was science as a body of a knowledge was 70,36%, science as a way of thinking was 61,71%, the interaction between science, technology, and society was 61,43% categorized enough level, and science as a way for investigating was 38,21 categorized too less. keywords: science literacy, scince literacy ability

Media Literacy: Smart In Educating Society In Information Technology Era

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Darwadi MS

2017-08-01

Full Text Available Communication Media has been developed in the form of printed Media and electronic Media.   This development is not only easy to communicate and receive information fast wherever and whenever we go but also cheap. Besides positive impacts, it has negative influence to children and teenagers growth and adults. In other word it brings great influence to people. That is why Media literacy is needed so people will be able to know what Media is. Media presents through a long process. What we see is not 100% true.  There are politics, economics, culture etc in it. People have to know and understand Media. So, media literacy is so important to educate society when they access information in mass media. The program must be doing together, comprehensive from all element in society in structural and cultural way.

An initial reliability and validity study of the Interaction, Communication, and Literacy Skills Audit.

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El-Choueifati, Nisrine; Purcell, Alison; McCabe, Patricia; Heard, Robert; Munro, Natalie

2014-06-01

Early childhood educators (ECEs) have an important role in promoting positive outcomes for children's language and literacy development. This paper reports the development of a new tool, The Interaction Communication and Literacy (ICL) Skills Audit, and pilots its reliability and validity. Intra- and inter-rater reliability was examined by three speech-language pathologists (SLPs). Five skill areas relating to ECE language and literacy practice were rated. The face and content validity of the ICL Skills Audit was examined by expert SLPs (n = 8) and expert ECEs (n = 4) via questionnaire. The overall intra-rater reliability for the ICL Skills Audit was excellent with percentage close agreement (PCA) of 91-94. Inter-rater agreement was PCA 68-80. Expert SLPs and ECEs agreed that the content was comprehensive and practical. Based on this preliminary study, the ICL Skills Audit appears to be a promising tool that can be used by SLPs and ECEs in collaboration to measure the skills of ECEs in the areas of language and literacy support. Future psychometric and outcome research on the revised ICL Skills Audit is warranted.

The Effect of STEM Learning through the Project of Designing Boat Model toward Student STEM Literacy

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Tati, T.; Firman, H.; Riandi, R.

2017-09-01

STEM Learning focusses on development of STEM-literate society, the research about implementation of STEM learning to develope students’ STEM literacy is still limited. This study is aimed to examine the effect of implementation STEM learning through the project of designing boat model on students STEM literacy in energy topic. The method of this study was a quasi-experiment with non-randomized pretest-posttest control group design. There were two classes involved, the experiment class used Project Based Learning with STEM approach and control class used Project-Based Learning without STEM approach. A STEM Literacy test instrument was developed to measure students STEM literacy which consists of science literacy, mathematics literacy, and technology-engineering literacy. The analysis showed that there were significant differences on improvement science literacy, mathematics technology-engineering between experiment class and control class with effect size more than 0.8 (large effect). The difference of improvement of STEM literacy between experiment class and control class is caused by the existence of design engineering activity which required students to apply the knowledge from every field of STEM. The challenge that was faced in STEM learning through design engineering activity was how to give the students practice to integrate STEM field in solving the problems. In additional, most of the students gave positive response toward implementation of STEM learning through design boat model project.

Information literacy of the academic library users

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Sanda Hasenay

2016-03-01

Full Text Available Information literacy should be a foundation of any educational system, which would enable students and library users a more efficient way to perform academically and in everyday life. The research goal was to determine the level of information literacy among the students, users of the Library of Faculty of Food and Technology Osijek (PTFOS. A special survey – quiz was used to determine students’ knowledge of library collection and services. The sample of 115 students was surveyed between 16th and 27th of February 2015. The library users are aware of the conditions of using the library collections as well as library services, but they don't read messages on the library's bulletin board, desks and web site. The research results will be used as guidelines for improving information literacy and future research.

Development of a Responsive Literacy Pedagogy Incorporating Technology for the Indigenous Learners in Malaysia

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Thanabalan, T. Vanitha; Siraj, Saedah; Alias, Norlidah

2014-01-01

The aim of this study is to develop a literacy pedagogy to facilitate literacy learning among the Indigenous community in Malaysia. The Developmental Research Approach method was used and thus various groups of people participated in the study. They included subject matter experts, English language teachers from schools with indigenous students,…

Literacy at a Distance in Multilingual Contexts: Issues and Challenges

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Christine I. Ofulue

2011-10-01

Full Text Available Literacy is perhaps the most fundamental skill required for effective participation in education (formal and non-formal for national development. At the same time, the choice of language for literacy is a complex issue in multilingual societies like Nigeria. This paper examines the issues involved, namely language policy, language and teacher development, and the role of distance education and information and communication technologies (ICTs, in making literacy accessible in as many languages as possible. Two distance learning literacy projects are presented as case studies and the lessons learned are discussed. The findings of this study suggest that although there is evidence of growing accessibility to ICTs like mobile phones, their use and success to increase access to literacy in the users’ languages are yet to be attained and maximised. The implication of the lessons learned should be relevant to other multilingual nations that seek the goal of increasing access to learning and promoting development so as to harvest economic benefits.

A Collaborative Education Network for Advancing Climate Literacy using Data Visualization Technology

Science.gov (United States)

McDougall, C.; Russell, E. L.; Murray, M.; Bendel, W. B.

2013-12-01

One of the more difficult issues in engaging broad audiences with scientific research is to present it in a way that is intuitive, captivating and up-to-date. Over the past ten years, the National Oceanic and Atmospheric Administration (NOAA) has made significant progress in this area through Science On a Sphere(R) (SOS). SOS is a room-sized, global display system that uses computers and video projectors to display Earth systems data onto a six-foot diameter sphere, analogous to a giant animated globe. This well-crafted data visualization system serves as a way to integrate and display global change phenomena; including polar ice melt, projected sea level rise, ocean acidification and global climate models. Beyond a display for individual data sets, SOS provides a holistic global perspective that highlights the interconnectedness of Earth systems, nations and communities. SOS is now a featured exhibit at more than 100 science centers, museums, universities, aquariums and other institutions around the world reaching more than 33 million visitors every year. To facilitate the development of how this data visualization technology and these visualizations could be used with public audiences, we recognized the need for the exchange of information among the users. To accomplish this, we established the SOS Users Collaborative Network. This network consists of the institutions that have an SOS system or partners who are creating content and educational programming for SOS. When we began the Network in 2005, many museums had limited capacity to both incorporate real-time, authentic scientific data about the Earth system and interpret global change visualizations. They needed not only the visualization platform and the scientific content, but also assistance with methods of approach. We needed feedback from these users on how to craft understandable visualizations and how to further develop the SOS platform to support learning. Through this Network and the collaboration

Teaching Information Literacy to Generation Y.

Science.gov (United States)

Manuel, Kate

2002-01-01

Discusses how to change library information literacy classes for Generation Y students (born after 1981) to accommodate their learning styles and preferences, based on experiences at California State University, Hayward. Topics include positive outlooks toward technology; orientation toward images, not linear text; low thresholds for boredom and…

The Quality of a "Local Values Based" Fuctional Literacy Program: Its Contribution to the Improvement of the Learner's Basic Competencies

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Wahyudin, Uyu

2015-01-01

Literacy facilitators across the archipelago are currently faced with the challenge to integrate local values in functional literacy education programs, because its integration is a new aspect. This makes localized literacy content a hard thing to implement. Yet, if properly conducted, it can lead to improved learner's basic competencies. In an…

The revelation(s of Asher Levi: An iconographic literacy event as a tool for the exploration of fragmented selves in new literacies studies after 9/11

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Jeanine M. Staples

2011-10-01

Full Text Available This article considers the dynamics of an iconographic literacy event that functions as a tool for explorations of literacy practices and fragmented selves, particularly in relationship to the literate lives of marginalized individuals in the post 9/11 era. The author examines what happened when a group of 10 African American women in an urban area employed new literacies in the teaching/learning spaces of their personal lives (i.e. individual homes, familiar eateries, communicative digital technologies to explore and respond to stories in post 9/11 popular culture narratives. The study employed ethnographic methods (interviews, journaling, email and instant message writing and critical observations with members of the inquiry over the course of two years. The author investigated critically the meeting of biography, fiction and autoethnography as a literacy event used to couch the literacies and fragmented selves of these women in the post 9/11 era. Findings regarding the nature of their post 9/11 literacies, as expressed through fragmented selves, are shared, along with implications for new literacies research and teaching. Findings show that the women’s post 9/11 literacies include a range and variation of critical sensibilities that include, but are not limited to, multiple levels of sociolinguistic integration, sociocultural criticality and heightened awarenesses.

Literacy practices in multi-graded classrooms in the context of the National Pact for Literacy at the Right Age (PNAIC

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Carolina Figueiredo de Sá

2016-01-01

Full Text Available This case study aimed to analyze the literacy practices in a multi-graded rural classroom of a PNAIC participating teacher. As methodological procedures, we conducted classroom observations and semi-structured interviews, analysed through Bardin’s (2002 content analysis. We carried out a diagnostic class evaluation through written words, which were analyzed based on the theory of Psychogenesis of written language, and document analysis of PNAIC education notebooks - Rural Education (2013 edition. We noticed some “marks” of PNAIC during the observations, particularly concerning to the pedagogical perspective (CHARTIER, 2002 in working with literature books, literacy games and the appropriation of methodological appropriation of projects and didactic sequences.

Operationalizing physical literacy: The potential of active video games

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Haichun Sun

2015-06-01

Full Text Available The core idea of physical literacy is a mind-body integrated, holistic approach to physical activity. A physically literate individual is expected to be cognitively knowledgeable, physically competent, and mentally motivated for a physically active life throughout the lifespan. The advancement of technology in recent years, especially those in active video games (AVGs, seems to have allowed the mind-body integrated physical activity accessible to children at all ages. This article reviews findings from research and critique research on AVGs in light with the theoretical and pedagogical tenets of physical literacy and, on the basis of the review, elaborates the potential that AVGs could contribute to enhancing children's physical literacy.

Unpacking New Media Literacy

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Der-Thanq “victor” Chen

2011-04-01

Full Text Available The 21st century has marked an unprecedented advancement of new media. New media has become so pervasive that it has penetrated into every aspect of our society. New media literacy plays an essential role for any citizen to participate fully in the 21st century society. Researchers have documented that literacy has evolved historically from classic literacy (reading-writing-understanding to audiovisual literacy to digital literacy or information literacy and recently to new media literacy. A review of literature on media literacy reveals that there is a lack of thorough analysis of unique characteristics of new media and its impacts upon the notion of new media literacy. The purpose of the study is to unpack new media literacy and propose a framework for a systematic investigation of new media literacy.

Artistic Technology Integration: Stories From Primary and Elementary Classrooms

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Steckel, Barbara; Shinas, Valerie Harlow; Van Vaerenewyck, Leah

2015-01-01

The purpose of this article is to inform teachers about the ways technology can be integrated to add value to literacy instruction. Artistic technology-integrated literacy and disciplinary instruction in preK through grade 4 classrooms is described through the stories of five teachers who were identified as both strong teachers of literacy and…

Differences in Student Information and Communication Technology Literacy Based on Socio-Economic Status, Ethnicity, and Gender: Evidence of a Digital Divide in Florida Schools

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Ritzhaupt, Albert D.; Liu, Feng; Dawson, Kara; Barron, Ann E.

2013-01-01

This research examines student information and communication technology (ICT) literacy and its relationships to a student's socio-economic status (SES), gender, and ethnicity of middle school students. We recruited 5,990 students from 13 school districts across the state of Florida. Student participants completed the Student Tool for Technology…

A systematic review and meta-analysis of teachers’ development of digital literacy

DEFF Research Database (Denmark)

Khalid, Md. Saifuddin; Slættalíð, Tóri; Parveen, Mahmuda

2015-01-01

Teachers’ development of digital literacy (DL) is gaining importance with the increase in the integration and adoption of information and communication technologies in educational contexts. The focus has been predominantly on students and not much on teachers, who require greater attention due...... to rapid transformation of both school systems and digital systems’ applications. The goal of this systematic literature review is to draw attention of researchers, policy-makers, and practitioners associated with education systems for considering ‘digital literacy for the professional development...... for the qualitative analysis. This paper reports on three main categories: (a) definition of digital literacy, (b) development of digital literacy of pre-service and in-service teachers and (c) models for the development and evaluation of digital literacy. The general definitions of DL include the elements...

Quantitative Literacy at Michigan State University, 2: Connection to Financial Literacy

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Dennis Gilliland

2011-07-01

Full Text Available The lack of capability of making financial decisions has been recently described for the adult United States population. A concerted effort to increase awareness of this crisis, to improve education in quantitative and financial literacy, and to simplify financial decision-making processes is critical to the solution. This paper describes a study that was undertaken to explore the relationship between quantitative literacy and financial literacy for entering college freshmen. In summer 2010, incoming freshmen to Michigan State University were assessed. Well-tested financial literacy items and validated quantitative literacy assessment instruments were administered to 531 subjects. Logistic regression models were used to assess the relationship between level of financial literacy and independent variables including quantitative literacy score, ACT mathematics score, and demographic variables including gender. The study establishes a strong positive association between quantitative literacy and financial literacy on top of the effects of the other independent variables. Adding one percent to the performance on a quantitative literacy assessment changes the odds for being at the highest level of financial literacy by a factor estimated to be 1.05. Gender is found to have a large, statistically significant effect as well with being female changing the odds by a factor estimated to be 0.49.

Information Literacy for Health Professionals: Teaching Essential Information Skills with the Big6 Information Literacy Model

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Santana Arroyo, Sonia

2013-01-01

Health professionals frequently do not possess the necessary information-seeking abilities to conduct an effective search in databases and Internet sources. Reference librarians may teach health professionals these information and technology skills through the Big6 information literacy model (Big6). This article aims to address this issue. It also…

Technological pedagogical content knowledge and teaching practice of mathematics trainee teachers

Science.gov (United States)

Tajudin, Nor'ain Mohd.; Kadir, Noor Zarinawaty Abd.

2014-07-01

This study aims to identify the level of technological pedagogical content knowledge (TPCK) of mathematics trainee teachers at Universiti Pendidikan Sultan Idris (UPSI) and explore their teaching practices during practical training at school. The study was conducted in two phases using a mix-method research. In the first phase, a survey method using a questionnaire was carried out on 156 trainee teachers of Bachelor of Mathematics Education (AT14) and Bachelor of Science (Mathematics) with Education (AT48). The instrument used was a questionnaire that measures the level of content knowledge, pedagogy, technology and TPCK of mathematics. Data were analyzed using descriptive statistics, namely the mean. While in the second phase, the interview method involved four trainee teachers were performed. The instrument used was the semi-structured interview protocol to assess the trainee teacher's TPCK integration in their teaching practice. Data were analyzed using the content analysis. The findings showed that the level of knowledge of TPCK among trainee teachers was moderate with overall mean score of 3.60. This level did not show significant differences between the two programs with mean scores of 3.601 for the AT14 group and 3.603 for the AT48 group. However, there was a difference for gender classification such that the female trainees had mean score of 3.58 and male trainees with mean score of 3.72. Although students' TPCK level was moderate, the level of content knowledge (CK), technological knowledge (TK) and pedagogical knowledge (PK), showed a higher level with overall mean scores of 3.75, 3.87 and 3.84 respectively. The findings also showed that in terms of content knowledge, trainee teacher's learning mathematics background was good, but the knowledge of mathematics was limited in the curriculum, philosophy and application aspect. In terms of pedagogical content knowledge, all respondents tend to use lecture and discussion methods in teaching Trigonometry topic

The Health Literacy and ESL study: a community-based intervention for Spanish-speaking adults.

Science.gov (United States)

Soto Mas, Francisco; Ji, Ming; Fuentes, Brenda O; Tinajero, Josefina

2015-04-01

Although Hispanics have a documented high risk of limited health literacy, there is a scarcity of research with this population group, and particularly with Hispanic immigrants who generally confront language barriers that have been related to low health literacy. The National Action Plan to Improve Health Literacy identified community-based English-language instruction as a strategy that can facilitate a health literate society. However, the literature lacks discussion on this type of intervention. This randomized control trial aimed to test the feasibility of using conventional English-as-a-second-language (ESL) instruction for improving health literacy among Spanish-speaking adults. Objectives included the development, implementation, and evaluation of a health literacy/ESL curriculum. The Test of Functional Health Literacy in Adults (TOFHLA) in English was used to assess health literacy levels. Analyses included independent sample t test, chi-square, and multiple linear regression. A total of 155 people participated. Results showed a significantly higher increase in the TOFHLA posttest score in the intervention group (p = .01), and noticeable differences in health literacy levels between groups. Results indicate that ESL constitutes a promising venue for improving health literacy among Spanish-speaking adults. Incorporating health literacy-related content may provide additional benefits.

The Health Literacy and ESL Study: A Community-Based Intervention for Spanish-Speaking Adults

Science.gov (United States)

MAS, FRANCISCO SOTO; JI, MING; FUENTES, BRENDA O.; TINAJERO, JOSEFINA

2015-01-01

Although Hispanics have a documented high risk of limited health literacy, there is a scarcity of research with this population group, and particularly with Hispanic immigrants who generally confront language barriers that have been related to low health literacy. The National Action Plan to Improve Health Literacy identified community-based English-language instruction as a strategy that can facilitate a health literate society. However, the literature lacks discussion on this type of intervention. This randomized control trial aimed to test the feasibility of using conventional English-as-a-second-language (ESL) instruction for improving health literacy among Spanish-speaking adults. Objectives included the development, implementation, and evaluation of a health literacy/ESL curriculum. The Test of Functional Health Literacy in Adults (TOFHLA) in English was used to assess health literacy levels. Analyses included independent sample t test, chi-square, and multiple linear regression. A total of 155 people participated. Results showed a significantly higher increase in the TOFHLA posttest score in the intervention group (p = .01), and noticeable differences in health literacy levels between groups. Results indicate that ESL constitutes a promising venue for improving health literacy among Spanish-speaking adults. Incorporating health literacy-related content may provide additional benefits. PMID:25602615

Literacy in America.

Science.gov (United States)

Graubard, Stephen R., Ed.

1990-01-01

This collection of essays addresses issues related to basic literacy and mathematical competence in the United States. Articles include the following: "The Roots of Literacy" (David Hawkins); "Historical Perspectives on Literacy and Schooling" (Daniel P. Resnick); "Reconciling the Literacies of Generations" (William…

Learning Strategies and Motivational Factors Predicting Information Literacy Self-Efficacy of E-Learners

Science.gov (United States)

Kilic-Cakmak, Ebru

2010-01-01

Rapid increase in information sources in different formats, developments in technology and need for lifelong learning have drawn increased attention to needs for information literacy. Although information literacy is significant for students of all educational levels, it has become even more significant for e-learners. Therefore, this study…

Creating Content Acquisition Podcasts (CAPs) for Vocabulary: The Intersection of Content, Pedagogy, and Technology

Science.gov (United States)

Weiss, Margaret P.; Evmenova, Anya S.; Kennedy, Michael J.; Duke, Jodi M.

2016-01-01

Mastering content vocabulary is critical to the success of students with high-incidence disabilities in the general education curriculum. General education classrooms often do not offer the opportunities necessary for these students to master important vocabulary. Teachers often look to technology to help. Several studies have indicated that…

A SURVEY OF INTERNET LITERACY SKILLS AMONG PHYSICAL ...

African Journals Online (AJOL)

Communication Technology (ICT), these digital resources are now produced and used with the ... libraries today. The numerous advantages of the use of the internet in the libraries ..... Benchmarking ICT Literacy in tertiary learning settings.

Negotiating Content with Learners Using Technology Enhanced Teaching and Learning Solutions

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Richard Smith

2011-09-01

Full Text Available This paper examines issues around learning ‘content’ and its place in the new digital learning culture. We focus on the increasing demands of digital learners for content that is relevant and the challenges this poses if educators are to stay relevant to them. We say ‘relevance’ is best achieved when content is negotiated with learners in collaboration with instructors. We describe strategies in which technology enhanced teaching and learning solutions have enabled learners to negotiate and create digitised learning content that is educationally, culturally and socially relevant. We cite two case studies that exemplify this approach: a trial of negotiated content with primary school aged digital learners at Brisbane School of Distance Education (BSDE, Australia, and the content decision-making processes used for the development of e-learning courses for hearing health professionals and Auditory-Verbal Therapy at Hear and Say WorldWide Brisbane, Australia. We focus on the changing demands and skill sets of digital learners, their learning managers and subject matter experts, and the use of technology enhanced teaching and learning solutions as the negotiating tool in the development of digital content that is academically rigorous and also learner friendly.

Embedding Multiple Literacies into STEM Curricula

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Soules, Aline; Nielsen, Sarah; LeDuc, Danika; Inouye, Caron; Singley, Jason; Wildy, Erica; Seitz, Jeff

2014-01-01

In fall 2012, an interdisciplinary team of science, English, and library faculty embedded reading, writing, and information literacy strategies in Science, Technology, Engineering, and Mathematics (STEM) curricula as a first step in improving student learning and retention in science courses and aligning them with the Next Generation Science and…

Reform in Literacy Education in China. Literacy Lessons.

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Yianwei, Wang; Jiyuan, Li

Literacy in China is mainly concerned with illiteracy in rural areas. Therefore, reforming literacy education is largely a problem of how to eliminate rural literacy within the general framework of reform in contemporary China. From 1949 to 1988, the illiteracy rate among the population decreased from 80 percent to 20 percent. There are still…

Media Literacy in Times of Media Divides

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Kaja Žuran

2013-12-01

Full Text Available We live in a post-modern society, an information society, a society based around knowledge and participation, and above all in a media society. In a media culture where media holds a dominant position, we cannot overlook the emerging idea of a ‘media divide’ within the frame of media education, media literate individuals and the expansion of the traditional concept of media literacy. Firstly, we are in an era of technological revolution, and it is time to consider the meaning and function of media and how we experience it in our everyday life. Secondly, as a society we are subject to intense media invasion and we all need to learn how to use it to our benefit and apply a critical and autonomous perspective towards selecting media content. Otherwise the media divide between the media literate and illiterate will widen; but is there even a chance to overcome the supposed divide between those who are formally media educated and those who are not?

Charting a Course to Earth System Science Literacy

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Karsten, J. L.; Koch, L.; Ridky, R.; Wei, M.; Ladue, N.

2008-12-01

Public literacy of fundamental ideas in Earth System Science (ESS) is immensely important, both because of its relevance to the daily lives of individual citizens and the role played by informed policy decisions related to water, energy, climate change, and hazards in securing our Nation's well-being and prosperity. The National Science Education Standards (NRC, 1996) argued that topics which comprise ESS also have tremendous value in providing context and meaning for the teaching of Biology, Chemistry, and Physics concepts and their applications, thereby serving the goals of the America COMPETES Act. Yet, as documented in the 2006 Program for International Student Assessment (PISA) results, the U.S. continues to lag significantly behind other developed nations in science literacy. A major obstacle to improving public ESS literacy, specifically, and strengthening science literacy, in general, is the fact that fewer than 30% of students in U.S. high schools take any courses related to ESS. Often, these courses are taught by teachers with limited preparation in this content area. A new grass-roots movement within the geoscience research and education communities, fueled by interagency collaboration, is seeking to overcome these obstacles and steer a new course for ESS education in the Nation. The Earth System Science Literacy Initiative (ESSLI) builds on recent efforts within portions of the geosciences community to reach consensus on what defines scientific literacy within their fields. Individual literacy frameworks now exist for the ocean, atmospheric science, Earth science, and climate topic areas, and others are under development. The essential principles and fundamental concepts articulated in these frameworks provide consistent core messages that can be delivered and reinforced not only through formal education channels, but also through informal education activities and the media, thereby avoiding the inherent obstacles of the formal education setting

A qualitative case study of ehealth and digital literacy experiences of pharmacy staff.

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MacLure, Katie; Stewart, Derek

2018-06-01

eHealth's many forms are benchmarked by the World Health Organization. Scotland is considered an advanced adopter of ehealth. The third global survey on ehealth includes pharmacy-related ehealth indicators. Advances in ehealth place an obligation on pharmacy staff to demonstrate proficiency, or digital literacy, in using ehealth technologies. The aim of this study was to provide an indepth exploration of the ehealth and digital literacy experiences of pharmacy staff in the North East of Scotland. A qualitative local case study approach was adopted for observational and interview activities in community and hospital pharmacies. Interview and observational data were collated and analysed using a framework approach. This study gained management approval from the local health board following ethical review by the sponsor university. Nineteen pharmacies and staff (n = 94) participated including two hospitals. Most participants were female (n = 82), aged 29 years and younger (n = 34) with less than 5 years pharmacy experience (n = 49). Participants identified their own digital literacy as basic. Most of the pharmacies had minimum levels of technology implemented (n = 15). Four themes (technology, training, usability, processes) were inducted from the data, coded and modelled with illustrative quotes. Scotland is aspirational in seeking to support the developing role of pharmacy practice with ehealth, however, evidence to date shows most pharmacy staff work with minimum levels of technology. The self-reported lack of digital literacy and often mentioned lack of confidence in using IT suggest pharmacy staff need support and training. Informal work based digital literacy development of the pharmacy team is self-limiting. Usability of ehealth technology could be a key element of its' acceptability. There is potential to better engage with ehealth process efficiencies in both hospital and community pharmacy. As Scotland increasingly invests in ehealth pharmacy

Literacy

DEFF Research Database (Denmark)

Bremholm, Jesper

I løbet at de seneste 10 år har literacy-begrebet for alvor vundet indpas som et etableret begreb i den nordiske forsknings- og uddannelsesverden, ikke mindst inden for læse-/skriveområdet. Der er dog langt fra konsensus om den præcise betydning af begrebet, og af samme grund hersker der en udbredt...... forvirring om hvorledes det skal forstås. Man kan på den baggrund stille spørgsmålet om hvorvidt literacy overhovedet er et brugbart og produktivt begreb i en nordisk kontekst. Når man i PISA-undersøgelserne giver læseområdet den pleonastiske betegnelse reading literacy, kunne det give anledning til...... at tvivle på at det er tilfældet. Med afsæt i forskellige begrebs- og forskningsmæssige perspektiver diskuteres i oplægget literacy-begrebets berettigelse, og i forlængelse heraf præsenteres et bud på en trifokal optik som teoretisk blik på literacy i undervisningskontekster. Eksempler fra forskellige...

Assessing for Technological Literacy

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Engstrom, Daniel E.

2004-01-01

Designing standards-based assessment is a key component of a quality technology education program. For students to become technologically literate, it is important that the teacher understands how to measure student understandings and abilities in the study of technology. This article is written to help teachers and teacher educators recognize the…

Supports for Vocabulary Instruction in Early Language and Literacy Methods Textbooks

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Wright, Tanya S.; Peltier, Marliese R.

2016-01-01

The goal of this study was to examine the extent to which the content and recommendations in recently published early language and literacy methods textbooks may support early childhood teachers in learning to provide vocabulary instruction for young children. We completed a content analysis of 9 textbooks with coding at the sentence level.…

Disciplinary literacy redefining deep understanding and leadership for 21st-century demands

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Piercy, Thomas

2012-01-01

Disciplinary Literacy addresses the practical issues of how teachers can help students engage in creativity, communication, and critical thinking, while remaining true to the rigors of academic disciplines. The authors detail specific literacy actions to increase connections between the disciplines of mathematics, history, science, English language arts, music and student's lives. For teachers and administrators there are immediately transferable instructional models provided for different content areas, including aligned connections with Common Core Standards.

Early literacy

DEFF Research Database (Denmark)

Jensen, Anders Skriver

2012-01-01

This paper discusses findings from the Danish contribution to the EASE project, a European research project running from 2008 to 2010 on early literacy in relation to the transition from childcare to school. It explores a holistic, inclusive approach to early literacy that resists a narrow...... and schools. The paper also draws on Gee’s (2001, 2003, 2004, 2008) sociocultural approach to literacy, and Honneth’s (2003, 2006) concept of recognition. Emphasizing participation and recognition as key elements, it claims that stakeholders in early liter- acy must pay attention to how diverse early literacy...... opportunities empower children, especially when these opportunities are employed in a project-based learning environ- ment in which each child is able to contribute to the shared literacy events....

Teacher Perspectives on Literacy and Mathematics Professional Development

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Martin, Christie; Polly, Drew; Mraz, Maryann; Algozzine, Robert

2018-01-01

This study examines teacher's perspectives of the most beneficial professional development they have participated in over the last three years in the content areas of literacy and mathematics. It also investigates teachers views on how professional development influences student learning. Specifically, this study is grounded in the following…

Enabling Digital Literacy

DEFF Research Database (Denmark)

Ryberg, Thomas; Georgsen, Marianne

2010-01-01

There are some tensions between high-level policy definitions of “digital literacy” and actual teaching practice. We need to find workable definitions of digital literacy; obtain a better understanding of what digital literacy might look like in practice; and identify pedagogical approaches, which...... support teachers in designing digital literacy learning. We suggest that frameworks such as Problem Based Learning (PBL) are approaches that enable digital literacy learning because they provide good settings for engaging with digital literacy. We illustrate this through analysis of a case. Furthermore......, these operate on a meso-level mediating between high-level concepts of digital literacy and classroom practice....

Health Literacy Measure for Adolescents (HELMA: Development and Psychometric Properties.

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Shahla Ghanbari

Full Text Available Health literacy refers to personal competencies for the access to, understanding of, appraisal of and application of health information in order to make sound decisions in everyday life. The aim of this study was to develop and evaluate the psychometric properties of an instrument for the measurement of health literacy among adolescents (the Health Literacy Measure for Adolescents-HELMA.This study was made up of two phases, qualitative and quantitative, which were carried out in 2012-2014 in Tehran, Iran. In the qualitative part of the study, in-depth interviews with 67 adolescents aged 15-18 were carried out in 4 high schools to generate the initial item pool for the survey. The content validity of the items was then assessed by an expert panel review (n = 13 and face validity was assessed by interviewing adolescents (n = 16. In the quantitative part of the study, in order to describe the psychometric properties of the scale, validity, reliability (internal consistency and test-retest and factor analysis were assessed.An item pool made up of 104 items was generated at the qualitative stage. After content validity was considered, this decreased to 47 items. In the quantitative stage, 582 adolescents aged 15-18 participated in the study with a mean age of 16.2 years. 51.2% of participants were females. In principal component factor analysis, 8 factors were loaded, which accounted for 53.37% of the variance observed. Reliability has been approved by α = 0.93 and the test-retest of the scale at two-week intervals indicated an appropriate stability for the scale (ICC = 0.93. The final questionnaire was approved with 44 items split into eight sections. The sections were titled: gain access to, reading, understanding, appraise, use, communication, self-efficacy and numeracy.The Health Literacy Measure for Adolescents (HELMA is a valid and reliable tool for the measurement of the health literacy of adolescents aged 15-18 and can be used to evaluate

Literacy as Value: Cultural Capital in Barbara Bush's Foundation for Family Literacy

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Westmoreland, Brandi Davis

2010-01-01

Many different views of literacy exist. In my study, I make use of Brian V. Street's two major models of literacy--the autonomous and the ideological. These models show contrasting views of literacy and are based on very different assumptions. I examine the views of literacy prevalent in family literacy campaigns, with special focus on Barbara…

Teaching and Reaching the Millennial Generation through Media Literacy

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Considine, David; Horton, Julie; Moorman, Gary

2009-01-01

These are times of rapid technological change that challenge all educators. The children currently in school--often referred to as the "Millennial Generation"--have always been immersed in Information Communication Technology. Millennials bring to school a rich set of literacy skills that allows them instant communication and access to a wealth of…

Promoting ‘Learning’ Literacy through Picturebooks: Learning How to Learn

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Gail Ellis

2016-11-01

Full Text Available Picturebooks provide a rich and motivating resource to develop children’s early language learning such as basic understanding, vocabulary and phrases related to the content of a story, but they can also be used to develop multiple literacies. These include visual, emotional, cultural, nature, digital, moving image literacy and ‘learning’ literacy, which is linked to learning how to learn and learner autonomy. ‘Learning’ literacy is described as an ethos, a culture and a way of life and involves being ready to develop learning capacities and the behaviours individuals need, including being willing to learn continuously, as competencies essential to thriving in a globally connected, digitally driven world. The Important Book (Brown & Weisgard, 1949 is used as an example of how learning literacy can be integrated into primary English language pedagogy by applying the Plan, Do, Review model of reflection. Working through the three stages of the Plan Do Review cycle, children are informed of the aims of the activity; they identify success criteria, draft and refine their own paragraphs about an important object, review what they did, what they learnt and how they learnt and then assess their performance to identify next steps. This process enables the teacher to create learning environments that develop learning literacy, by providing opportunities for systematic reflection and experimentation and the development of metacognitive and cognitive learning strategies.

Literacy in Francophone Africa.

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Kokora, Pascal D.

1991-01-01

Literacy in francophone Africa, where literacy is still a privilege, is reviewed in terms of the complex linguistic situation, effects of population change, concepts and definitions of literacy, promotion of literacy in adult nonformal settings (e.g., African language literacy materials, multilingual settings). (23 references) (LB)

Functional Literacy Tests: A Case of Anticipatory Validity?

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Anderson, Lorin W.; Anderson, Jo Craig

1981-01-01

Development of the mathematics functional literacy test (MFLT) is described, issues of predictive and content validity are discussed, and implications for educational policy are presented. Ten basic skill areas identified by the National Council of Supervisors of Mathematics were used as the basis for the development of the MFLT. (RL)

Intrapersonal Factors Affecting Technological Pedagogical Content Knowledge of Agricultural Education Teachers

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Stewart, Jessica; Antonenko, Pavlo D.; Robinson, J. Shane; Mwavita, Mwarumba

2013-01-01

The focus of this exploratory study was to examine levels of technology integration, self-efficacy, and Technological Pedagogical Content Knowledge (TPACK) in preservice and inservice agricultural education teachers in Oklahoma. The findings of this study suggest that intrapersonal factors, such as self-efficacy, outcome expectations, and…

The App Map: A Tool for Systematic Evaluation of Apps for Early Literacy Learning

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Israelson, Madeleine Heins

2015-01-01

As portable devices become increasingly available in elementary classrooms teachers are expected to use these new technologies to engage students in both traditional print-based literacy learning and digital literacies practices, such as multimodal composing. Teachers face the daunting task of integrating apps into their current research-based…

Aviation Maintenance Technology. Course Content Guides. FAA Approved Curriculum.

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Shrawder, Jack; And Others

Course content guides are provided for the 30 courses in this aviation maintenance technology curriculum approved by the Federal Aviation Administration. Course titles are physics for technicians; aircraft information, regulations, and procedures; aircraft assembly; fundamentals of aircraft electronics; aircraft electrical components; aircraft…

Using Coding Apps to Support Literacy Instruction and Develop Coding Literacy

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Hutchison, Amy; Nadolny, Larysa; Estapa, Anne

2016-01-01

In this article the authors present the concept of Coding Literacy and describe the ways in which coding apps can support the development of Coding Literacy and disciplinary and digital literacy skills. Through detailed examples, we describe how coding apps can be integrated into literacy instruction to support learning of the Common Core English…

Environmental Literacy Development: A Comparison between Online and Traditional Campus Courses

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Taylor, James Young

As traditional educational efforts expand into the online environment, academic research is needed to determine if effective environmental education could be replicated in the virtual classroom in higher education. Although previous research showed that the online course delivery could be an effective means of teaching environmental facts, what had yet to be determined is if there was a significance difference in the development of an environmental literacy, represented by attitudes and behaviors between online and traditional campus students, at a university within the Western United States. To determine if there was a measured statistical difference in environmental literacy following course completion this causal comparative quantitative study built on the theoretical foundations of environmental literacy development and used the Measures of Ecological Attitudes and Knowledge Scale and New Ecological Paradigm. From a sample of 205 undergraduate environmental science students it was determined, through the use of two tailed t tests at the 0.05 significance level, that no statistical difference in environmental knowledge, actual commitment, and global environmental awareness were evident. However, statistical differences existed in verbal commitment and emotional connection to the environment. Both the online and the traditional campus classroom are shown to be effective in the development of environmental literacy. As technology continues to be incorporated in higher education, environmental educators should see technology as an additional tool in environmental literacy development. However, the identified differences in emotional and verbal commitment should be further investigated.

Internet at school: possibility for information literacy

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Maria Conceição da Silva Linhares

2015-06-01

Full Text Available In this work the contribution of teaching practices using social networking tools and computer literacy of high school students the Internet is analyzed. According to authors like Gasque (2012, Cervero (2007 Area (2006, Smith (2002 and Freire (1987, knowing how to use the information and the means to express it, a creative approach, understanding of what we read in conjunction keywords, concepts and ideas on how to intertextuality. This knowledge is evaluative in today's society, adjective by the exponential increase of information available in various formats and languages device through information and communication, including Internet technologies. The qualitative approach in the perspective of participant observation is the option that the object of this study suits to consider in its analysis, the relationships between subjects and cultural mediations, objectified by Internet spaces and tools to illuminate computer literacy. Develop pedagogical practices using social media and Internet tools for computer literacy work contributes to a significant experience with information.

Literacy of the Other: The Inner Life of Literacy

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Tarc, Aparna Mishra

2015-01-01

My paper situates literacy in the pre-symbolic implications of the maternal relation. Turning to child psychoanalysis, particularly Melanie Klein's theories of infancy and symbolization, my paper discusses the role the child's inner life plays in her engagements with literacy. Citing cases of second language learning, I pose literacy as…

Harnessing the Potential of ICTs for Literacy Teaching and Learning: Effective Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets, and Computers

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Hanemann, Ulrike, Ed.

2014-01-01

Different technologies have been used for decades to support adult education and learning. These include radio, television and audio and video cassettes. More recently digital ICTs such as computers, tablets, e-books, and mobile technology have spread at great speed and also found their way into the teaching and learning of literacy and numeracy…

Formation and Assessment of a Tool to Evaluate STEM Literacy in Service-Learning Projects

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Hayford, Barbara; Blomstrom, Sally; Mumpower, Lori

2015-01-01

The purpose of the authors' research was to create a tool to evaluate science, technology, engineering, and mathematics (STEM) literacy in service-learning projects. The researchers posited that components of service-learning, which in this case included the deliverable and reflections, are examples of fundamental STEM literacy and thus can be…

Media literacy between primary and secondary students in Andalusia (Spain

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Ignacio Aguaded

2015-03-01

Full Text Available The media consumption by children and young people in our society is a fact. Since 2010 there has been an R&D project that aims to assess media literacy in compulsory education in Andalusia. The content was defined in terms of six dimensions developed to assess the skill levels of citizenship. This article analyzes the degree of media literacy in primary and secondary school population in Andalusia. It is an important challenge for the information society to prepare media literate students. The study reports the comparative results of two surveys conducted in a varied sample of Andalusian schools. Both tools are designed to be implemented online with real-time tracking of the platform, to identify needs and gaps and plan for future strategies at school. The study defines media literacy and analysis of its dimensions and various categories of the quantitative study. This research concludes that the population of primary and secondary media literacy lacks the dimensions analyzed. It is, therefore, necessary to develop a course in media education in the school curriculum.

Insertion of pedagogical activities mediated by ICT in literacy

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Lúcia Margarete Santos da Costa

2016-12-01

Full Text Available This article is cut out of a research dissertation entitled "Educational activities insertion mediated by ICT literacy. This study aimed to implement such activities promoting the integration of ICT as an aid in the literacy process in a primary education school (EF of Santa Maria and had as participants the students of the 3rd year. In this survey we present results of the activities of insertion mediated by E-book technology. Therefore we sought theoretical foundation in authors like Ferreira and Teberoscky (1999, Freire (1989, 1996, Mendonça and Mendonça (2008 and other authors who contribute to the theme. The methodology used was action research that enables the construction of knowledge through practice, reflection-action and intervention in school reality. This study is linked to the line of research "Educational Technologies in Management Network", Federal University of Santa Maria. The results showed that the ICT e-book inserted in literacy contributed significantly to the advancement of learning reading, writing and the development of various skills as well as to build the autonomy of collaboration and cooperation among students considering the teacher as an important articulator and mediator interactions.

Teacher and student actions to construct biology literacy at a community college: A bounded case study

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Griesel, Patricia

2000-10-01

Science content area literacy, particularly literacy development in college level biology, is the focus of this study. The study investigates the actions and activities of an instructor and six students over the course of 16 weeks. The study is in response to interest in the literate practices in science classes (NSES, 1996) and to the call for contextual studies that facilitate the learning of science (Borasi & Siegel, 1999; Moje, 1996; Nist & Holschuh, 1996; Prentiss, 1998). A collaborative study between the biology teacher and the researcher, this study investigates the practices believed to be effective for the development of biology literacy. Data sources, in the qualitative bounded case study (Bogdin & Biklin, 1982; Glaser & Strauss, 1967; Miles & Huberman, 1994), include: field notes of classroom observations, in-depth interviews (Seidman, 1992), class surveys, and literate artifacts. The data were coded and analyzed using a constant comparative method (Glaser & Strauss, 1967). The six students reveal similarities and differences regarding the actions, patterns, practices and use of materials and their beliefs about effective practice in the development of biology literacy. The results indicate that a variety of actions and activities are needed to facilitate the development of biology literacy. The common themes to develop from the students' data about effective teacher actions are the following: (a) involves and engages students in inquiry learning through group projects, hands-on, and group discussions; (b) relates examples, experiences, and stories; (c) exhibits expertise; (d) encourages a relaxed classroom atmosphere; (e) facilitates and coaches students; and (f) credits creativity. Further, students report their teacher to be an expert, in terms of science knowledge and literate practices, and that her expertise contributes to their understanding of biology literacy. The teachers' data reveals three themes embedded in her classroom actions: science as

The Case for Infusing Quantitative Literacy into Introductory Geoscience Courses

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Jennifer M. Wenner

2009-01-01

Full Text Available We present the case for introductory geoscience courses as model venues for increasing the quantitative literacy (QL of large numbers of the college-educated population. The geosciences provide meaningful context for a number of fundamental mathematical concepts that are revisited several times in a single course. Using some best practices from the mathematics education community surrounding problem solving, calculus reform, pre-college mathematics and five geoscience/math workshops, geoscience and mathematics faculty have identified five pedagogical ideas to increase the QL of the students who populate introductory geoscience courses. These five ideas include techniques such as: place mathematical concepts in context, use multiple representations, use technology appropriately, work in groups, and do multiple-day, in-depth problems that place quantitative skills in multiple contexts. We discuss the pedagogical underpinnings of these five ideas and illustrate some ways that the geosciences represent ideal places to use these techniques. However, the inclusion of QL in introductory courses is often met with resistance at all levels. Faculty who wish to include quantitative content must use creative means to break down barriers of public perception of geoscience as qualitative, administrative worry that enrollments will drop and faculty resistance to change. Novel ways to infuse QL into geoscience classrooms include use of web-based resources, shadow courses, setting clear expectations, and promoting quantitative geoscience to the general public. In order to help faculty increase the QL of geoscience students, a community-built faculty-centered web resource (Teaching Quantitative Skills in the Geosciences houses multiple examples that implement the five best practices of QL throughout the geoscience curriculum. We direct faculty to three portions of the web resource: Teaching Quantitative Literacy, QL activities, and the 2006 workshop website