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.

scholarly journals Using Photostory, MovieMaker and Voki to motivate Danish Upper Secondary Students to learn German language and culture – An empirical qualitative study of students’ perceived intrinsic motivation

2014 ◽  
Vol 7 (12) ◽  
Author(s):  
Lisbet Pals Svendsen ◽  
Margrethe Smedegaard Mondahl ◽  
Zaki Faizi
Keyword(s):  
High School ◽  
High School Students ◽  
Intrinsic Motivation ◽  
Secondary Students ◽  
German Language ◽  
Culture Learning ◽  
School Students ◽  
Language And Culture ◽  
Upper Secondary ◽  
Group Interviews

Foreign language and culture learning suffers from a bad image in Danish Upper Secondary schools and German is not an exception. It means that the majority of Danish Upper Secondary school students are not particularly interested in learning the language. Therefore, intrinsic motivation plays a pivotal role in German language and culture learning in Denmark. One didactic initiative proposed to remedy the lack of intrinsic motivation is the introduction of various ICT (Information and Communication Technology) tools. This is the background for the research described in this article. Our study which was conducted on the basis of semi-structured focus group interviews with n=50 high school students and n=2 high school teachers shows that the ICT tools Photostory, MovieMaker and Voki indeed have an influence on students’ perceived intrinsic motivation in connection with German language and culture learning. Depending on the nature of the tool, our thematic analysis indicates that such tools facilitate different aspects of perceived intrinsic motivation. Still, our study shows that the tools have a limited effect on perceived intrinsic motivation, unless they are addressed and used strategically in the proper pedagogical context.

Tunisian High School Students and Digital Media Literacy: A Quantitative Study

2021 ◽  
pp. 002205742110259
Author(s):  
Tarak Dridi
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Media ◽  
Secondary Students ◽  
Media Literacy ◽  
Quantitative Study ◽  
School Students ◽  
Information And Communication ◽  
Digital Media Literacy ◽  
The Impact

Digital media literacy has become an intrinsic component in shaping high school students’ knowledge acquisition and critical thoughts. Over the last two decades, internet and computers have been the implemented tools to reach such goals and promote the students’ learning. This article looks for the impact of Information and Communication Technology (ICT) on Tunisian secondary school students by detecting their technical skills as well as their critical understanding. This quantitative study relies on a self-reporting approach and targets 150 Tunisian secondary students. It proves the necessary consideration of technological and social variables in helping sort out major digital handicaps related to secondary students and displays the interconnectedness between the different dimensions of digital media literacy. It also displays that Tunisian high school students cannot be referred to as digital-media literate people. The study contributes to the field of digital media literacy as it offers a solid empirical background to build on and indicates the necessity of integrating digital media literacy into the school-based initiatives.

Giving voice to the voiceless: connecting graduate students with high school students by incubating DRR plans through participatory mapping

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Miguel Angel Trejo-Rangel ◽  
Adriano Mota Ferreira ◽  
Victor Marchezini ◽  
Daniel Andres Rodriguez ◽  
Melissa da Silva Oliveira ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Graduate Students ◽  
Design Methodology ◽  
Civil Defense ◽  
Participatory Mapping ◽  
School Students ◽  
Content Type ◽  
Governmental Organization ◽  
The City

PurposeThe purpose of this study is to encourage graduate students to facilitate a participatory mapping activity with high school students, to have their voices heard in the disaster risk reduction (DRR) agenda.Design/methodology/approachA participatory mapping, youth-led session, was conducted with 22 high school students, where they had to identify flood and landslide-prone areas. Then, they were asked to propose and plan DRR measures in collaboration with local partners in São Luiz do Paraitinga, Brazil.FindingsThe participatory method engaged the graduate students and the high school students in the DRR debate, allowing them to map hazards and vulnerabilities, and to discuss five incubation projects for enhancing DRR in the city.Originality/valueThis research highlights the importance of involving young people in DRR formulation and planning to build local capacities in younger generations. The outputs were shared with the local civil defense and a local non-governmental organization (NGO), who suggested recommendations to improve the five incubation projects.

Impact of an intuitive eating education program on high school students’ eating attitudes

2015 ◽  
Vol 115 (2) ◽  
pp. 214-228 ◽  
Author(s):  
Nicole Healy ◽  
Elana Joram ◽  
Oksana Matvienko ◽  
Suzanne Woolf ◽  
Kimberly Knesting
Keyword(s):  
High School ◽  
High School Students ◽  
Healthy Eating ◽  
Education Program ◽  
Eating Attitudes ◽  
Small Sample ◽  
Intuitive Eating ◽  
School Students ◽  
Content Type ◽  
K 12

Purpose – There is a growing need for school-based nutritional educational programs that promote healthy eating attitudes without increasing an unhealthy focus on restrictive eating or promoting a poor body image. Research suggests that intuitive eating (IE) approaches, which encourage individuals to focus on internal body signals as a guide for eating, have had a positive impact on eating-related psychological outcomes in adults. The purpose of this paper is to investigate the effects an IE education program on the eating attitudes of high school students. Design/methodology/approach – In a quasi-experimental study, 48 high school students (30 females) in a Midwest town in the USA received instruction on IE or a comparison program over seven days during health classes. Repeated measures analyses of covariance were conducted to examine changes in eating attitudes in sexes across conditions. Findings – Students who received the IE program made significantly greater gains in overall positive eating attitudes on the Intuitive Eating Scale than students in the comparison program (p=0.045), as well as on the Unconditional Permission to Eat subscale (p=0.02). There were no significant effects of sex on any of the analyses. Research limitations/implications – Because of the relatively small sample size and short duration of the program, the results should be generalized with caution. Practical implications – The results suggest that IE instruction may encourage the development of healthy eating attitudes in high school students, and health teachers may wish to consider including IE instruction in the health curriculum. Originality/value – This is the first study to examine the effectiveness of an IE program in a K-12 population, with instruction provided in the context of the school. The results are promising and suggest that this may be a fruitful area for future research in nutrition education.

scholarly journals Introduction to Information Literacy: An Online Library Media Course for High School Students

2021 ◽  
Author(s):  
Margaret Lincoln
Keyword(s):  
High School ◽  
Online Learning ◽  
High School Students ◽  
Information Literacy ◽  
Work Experience ◽  
Department Of Education ◽  
Library Media ◽  
School Students ◽  
Graduation Requirement ◽  
Online Library

During the academic year 2007-2008, a hybrid online course was piloted at Lakeview High School in Battle Creek, Michigan. The course was created in response to a newly mandated Michigan Department of Education online learning graduation requirement. Blackboard Learning Management System was utilized for instruction. The curricular focus was information literacy. Students included 11th and 12th graders who also gained real world library work experience. In the new online learning environment, library media specialists are creating an infrastructure to support the dynamic and evolving ways that students and teachers use information resources.

scholarly journals Self-Assessment in Exploring EFL Students’ Speaking Skill

AL-TA LIM ◽  
2020 ◽  
Vol 27 (2) ◽  
pp. 208-214
Author(s):  
Alek Alek ◽  
Abdul Gafur Marzuki ◽  
Muhammad Farkhan ◽  
Rahma Deni
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Study ◽  
Use Of Self ◽  
Vocational High School ◽  
Oral Performance ◽  
School Students ◽  
Self Assessment ◽  
Efl Students ◽  
Speaking Skill

Self-assessment is one of alternative ways to evaluate students’ speaking talent in English. Through this evaluation, students are allowed to discover, know, and develop their speaking skill. Nonetheless, this sort of project was probably not common in Indonesia. Thus, this study was aimed to know students’ perception of using self-assessment for assessing their oral performance at Link and Match vocational high school. The information of this study was gathered by means of questionnaire which consists of 5 questions about the use of self-assessment. In this qualitative study, the data had been analyzed descriptively. There have been 30 vocational high school students who stand in Multimedia Major as the participant of this study. The results of this study indicated that most of the students thought that self-assessment very helpful for them because it allowed them to know their functionality and develop it to achieve the course goal specifically the speaking course objective. However, some students though that self-assessment was considerably useful since the teacher not often use this assignment and the students not take pleasure in whereas attempting to assess themselves. Self-assessment is very useful in exploring and assessing students speaking skill.

scholarly journals CARASTERÍSTICAS DE LOS INTERESES VOCACIONALES EN ALUMNOS DE EDUCACIÓN SECUNDARIA EVALUADOS A TRAVÉS DEL EXPLORA

2016 ◽  
Vol 3 (1) ◽  
pp. 549
Author(s):  
José Manuel Martínez Vicente ◽  
Isabel María Ángeles Segura
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Students ◽  
Current View ◽  
Vocational Counseling ◽  
School Students ◽  
Marked Preference ◽  
Toma De Decisiones ◽  
Las Mujeres ◽  
A Current

Abstract:The evaluation of vocational and professional interests is considered one of the important aspects in education secondary students for their future decision making. Thus, the objective of this study is to have a current view of how they are configured vocational and professional interests in secondary students in Spain. This Questionnaire for Vocational and Professional EXPLORE (Martinez-Vicente & Santamaría, 2013) to a sample of 3123 high school students and high school applied. The results obtained indicate that there are sex differences in the elections. While women marked preference for Social - Welfare - Artistic and Creative fields in the two men chosen fields are the Technical and Business -Owner - Persuasiavo. In the analysis of the indices of consistency and differentiation women are more consistent than men and differentiation is also higher for them.Keywords: Behavior vocational, vocational choice, vocational and professional interests, Vocational Counseling, Skills, Personality, Self-efficacy.Resumen:La evaluación de los intereses vocacionales y profesionales se considera uno de los aspectos importante en alumnos de educación Secundaria de cara a su futura toma de decisiones. Así pues, el objetivo del presente estudio es tener una visión actual de cómo están configurados los intereses vocacionales y profesionales en alumnos de educación secundaria en España. Para ello se aplicó el Cuestionario para la Orientación Vocacional y Profesional EXPLORA (Martínez-Vicente y Santamaría, 2013) a una muestra de 3123 alumnos de secundaria y Bachillerato. Los resultados obtenidos permiten concluir que existen diferencias de sexo en las elecciones. Mientras que las mujeres marcan preferencia por los campos Social-Asistencial y Artistico-Creativo, en los hombres los dos campos más elegidos son el Técnico-Manual y el Empresarial-Persuasivo. En los análisis de los índices de consistencia y diferenciación las mujeres son más consistentes que los hombres y la diferenciación también es mayor a favor de ellas.Palabras claves: Conducta vocacional, Elección vocacional, Intereses vocacionales y profesionales, Asesoramiento vocacional, Habilidades, Personalidad, Autoeficacia.

Interpreting old texts with new tools: Digital multimodal composition for a high school reading assignment

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jennifer M. Higgs ◽  
Grace MyHyun Kim
Keyword(s):  
High School ◽  
High School Students ◽  
New Technologies ◽  
Literary Analysis ◽  
Multimodal Composition ◽  
Student Survey ◽  
Academic Literacies ◽  
School Students ◽  
Content Type ◽  
Entry Points

Purpose Research on nonschool settings suggests young people benefit from digital multimodal composition. Less is known about how digital composing can support students as they interpret required literary class texts. To understand the potential benefits and challenges of digitally composing for literary analysis, design interviews with two high school students were conducted to examine their processes as they designed digital multimodal compositions to interpret Anglo-Saxon poems. Grounded in the social semiotic theory of multimodality, this study aims to examine how students engaged in literary analysis and interpretive digital composition within secondary ELA. Design/methodology/approach Qualitative classroom data were collected through digital means over a six-week period: a whole-class student survey, focal student semistructured design interviews, emails, field notes, analytic memos and student-created digital artifacts. Findings Students’ print-based literary engagements and digital multimodal composition processes were mutually shaped. Additionally, digital multimodal composition offered entry points into challenging print-based literary texts, resulting in understandings enacted across multiple forms of mediation. Research limitations/implications The study focused on one cycle of multimodal composition. Additional studies of students’ digital multimodal composition processes in ELA classrooms over time could be beneficial to the field. Practical implications The study identifies an approach to digital multimodal composition that may help teachers address and integrate core disciplinary objectives. Originality/value This study contributes to scholarship concerned with how “new” technologies and “old” literacies co-exist in contexts requiring students to engage in expanded communication modes alongside specific academic literacies.

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