Parental and Teacher Influence on Secondary Students’ Information Literacy

2018 ◽  
pp. 404-415
Author(s):  
Sha Zhu ◽  
Di Wu ◽  
Liqin Yu ◽  
Harrison Hao Yang ◽  
Jason MacLeod ◽  
...  
Keyword(s):  
Secondary Students ◽  
Information Literacy ◽  
Teacher Influence

scholarly journals Searching for Knowledge: Teaching Information Technology to Secondary Students

2021 ◽  
pp. 277-290
Author(s):  
Eleanor B. Howe
Keyword(s):  
Secondary Students ◽  
Information Literacy ◽  
Computer Literacy ◽  
Accurate Information ◽  
Search Process ◽  
Knowledge Based ◽  
Electronic Search ◽  
Accurate Knowledge ◽  
Short Course ◽  
Subject Areas

This paper discusses the importance of accurate knowledge to a knowledge-based society and presents the rationale, organization, and content of a short course in electronic search skills that enables students to retrieve accurate information by evaluating their searches, citations, and resources in a variety of databases. Focusing on the Seven Steps in the electronic search process, the course develops students' skills in thinking, computer literacy, and the ethical use of information. Students learn the concepts, process, and skills of information literacy and technology as they integrate the results of their searches into subject areas across the secondary curriculum. A syllabus and daily topics are included. 

Appraising information literacy skills of students in Singapore

2020 ◽  
Vol 72 (3) ◽  
pp. 379-394
Author(s):  
Shaheen Majid ◽  
Schubert Foo ◽  
Yun Ke Chang
Keyword(s):  
Secondary Students ◽  
Information Literacy ◽  
Information Seeking ◽  
School Curriculum ◽  
Literacy Skills ◽  
Middle Level ◽  
School Librarians ◽  
Information Process ◽  
Content Type ◽  
Education Administrators

PurposeTo investigate information literacy (IL) skills of secondary students in Singapore after integration of these skills into school curriculum. The study also explored cyber wellness skills of the students.Design/methodology/approachA survey questionnaire was used to collect data from 14 secondary schools, located in different geographical zones of the country. A total of 3,306 secondary students participated in this survey. A scoring scheme was devised to assess IL skills of the students.FindingsThe students achieved an overall mean score of 52.6%, which is considered as a “middle” level of IL competency. The students obtained high mean scores for two IL skills: “defining information task and analysing information gaps” (60.5%) and cyber wellness (60.1%). Lowest scores were achieved for two IL skills: “selecting information sources” (47.4%) and “appraising the information process and product” (48.0%).Research limitations/implicationsThis study has not investigated IL knowledge of teachers, responsible for teaching IL components. Similarly, content analysis of school textbooks, integrating IL skills, could be useful.Practical implicationsIt appeared that integration of IL skills into school curriculum showed limited success in imparting these skills. This paper suggests measures for improving the integration of IL skills into school curriculum. Findings of this survey will be useful to curriculum planners, education administrators, instructors teaching IL skills and school librarians.Originality/valueThis study was unique as, in addition to standard IL skills, it also investigated cyber wellness skills. It was desirable as now social media have become a popular source for information seeking and sharing.

Exploring junior secondary students’ plagiarism behavior

2016 ◽  
Vol 50 (4) ◽  
pp. 361-373 ◽  
Author(s):  
Alice H.W. Yeung ◽  
Connie B.L. Chu ◽  
Samuel Kai-Wah Chu ◽  
Charmaine K.W. Fung
Keyword(s):  
Secondary Students ◽  
Information Literacy ◽  
Academic Integrity ◽  
Information Needs ◽  
School Curriculum ◽  
Project Based Learning ◽  
Technological Advancement ◽  
Structured Interviews ◽  
Junior Secondary ◽  
Potential Factors

Inquiry project-based learning is a contemporary focus area in curriculum development around the world. This new learning approach requires students to locate appropriate information from various sources in order to satisfy their information needs under strict anti-plagiarism requirements. However, technological advancement inadvertently allows convenient plagiarism opportunities. Students must learn how to enhance their academic integrity and not to copy information directly from readily available sources like the Internet. This study investigated junior secondary students’ standard of academic integrity. Data was collected through information literacy tests, plagiarism checks on student group projects and structured interviews. Poor information literacy and language abilities were found to be potential factors behind poor academic practice, and academic integrity teaching proved to be largely effective. Therefore, related teaching should be further included in the school curriculum starting at the junior secondary level. Including a statement of academic honesty as part of school policy could also heighten students’ awareness of academic integrity and bring about plagiarism-free learning to actualize genuine education.

scholarly journals Information literacy capabilities of upper secondary students: the case of Vietnam

2019 ◽  
Vol 68 (6/7) ◽  
pp. 453-470 ◽  
Author(s):  
Huyen Thi Ngo ◽  
Alison Jane Pickard ◽  
Geoff Walton
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Students ◽  
Information Literacy ◽  
School Students ◽  
Self Assessment ◽  
Content Type ◽  
Upper Secondary ◽  
The Usa ◽  
Multiple Choice Questionnaire

Purpose This paper aims to focus on investigating information literacy (IL) capabilities and IL self-assessment of Vietnam’s upper secondary students. Design/methodology/approach The investigation was conducted in two upper secondary schools in the country using a multiple-choice questionnaire. The questionnaire was based on the IL competency-level assessment toolkit of high schools in the USA, the tool for real-time assessment of IL, to measure students’ IL in terms of developing search strategies, evaluating information sources, using information ethically and using English to engage with information effectively. Findings The findings reveal that students’ IL has not been well equipped. There is a real need to work toward improving the IL capability of Vietnam’s upper secondary students. The findings also reveal gender differences in IL capabilities. Research limitations/implications The research used a closed-response questionnaire, which is considered appropriate to engage with Vietnamese high-school students, to explore students’ lower-level IL skills and their self-assessment rather than higher-level thinking competencies. Practical implications This research may help Vietnam’s educators understand high-school students’ IL competency and raise their awareness of the importance of IL to encourage the implementation of an IL programme. Originality/value This study contributes to the existing knowledge by adding substantially to current understanding of IL level of Vietnamese upper secondary students – a context which has not been explored to date. It also indicates gender inequality in IL capabilities.

Diagnostik von ICT Literacy: Messen Multiple-Choice-Aufgaben und simulationsbasierte Aufgaben vergleichbare Konstrukte?

Diagnostica ◽  
2020 ◽  
Vol 66 (3) ◽  
pp. 147-157
Author(s):  
Martin Senkbeil ◽  
Jan Marten Ihme
Keyword(s):  
Information Literacy ◽  
Large Scale ◽  
Panel Study ◽  
Multiple Choice ◽  
Ict Literacy ◽  
Computer And Information Literacy ◽  
Literacy Test

Zusammenfassung. ICT Literacy legt eine performanzbasierte Erfassung mit simulierten und interaktiven Testaufgaben nahe. Der vorliegende Beitrag untersucht, ob mit Multiple-Choice (MC)-Aufgaben ein vergleichbares Konstrukt wie mit Simulationsaufgaben erfasst wird. Hierfür wurden die Testergebnisse zweier Instrumente aus aktuellen Large-Scale-Studien gegenübergestellt, die an N = 2 075 Jugendlichen erhoben wurden: der auf MC-Aufgaben basierende ICT Literacy-Test für Klasse 9 des Nationalen Bildungspanels (National Educational Panel Study, NEPS) und der simulationsbasierte Kompetenztest der internationalen Schulleistungsstudie ICILS 2013 (International Computer and Information Literacy Study). Die Analysen unterstützen die Gültigkeit der Konstruktinterpretation des MC-basierten Tests in NEPS. Im Sinne der konvergenten Evidenz korrelieren die MC-Aufgaben substanziell mit den computer- und simulationsbasierten Aufgaben in ICILS 2013 (.68 ≤  r ≤ .90). Weiterhin ergeben sich positive und für beide Tests vergleichbar hohe Korrelationen mit ICT-bezogenen Schülermerkmalen (z. B. Selbstwirksamkeit). Weiterführende Analysen zum Zusammenhang mit allgemeinen kognitiven Fähigkeiten zeigen zudem, dass ICT Literacy und kognitive Grundfähigkeiten distinkte Faktoren repräsentieren.

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