scholarly journals MOBILE-APPS questionnaire: Developing and validating a scale to measure the attitudes and perceptions of undergraduate students on mobile information literacy

2020 ◽  
Vol 52 (4) ◽  
pp. 1063-1072
Author(s):  
Maria Pinto ◽  
David Caballero ◽  
Dora Sales ◽  
Rosaura Fernández-Pascual
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Student Attitudes ◽  
Scale Validation ◽  
Mobile Apps ◽  
Internal Validity ◽  
Mobile Technologies ◽  
Attitudes And Perceptions ◽  
Mobile Information ◽  
Teaching Learning

This paper aims at reflecting on the process of developing and validating a scale for measuring the students’ attitudes and perceptions regarding the use of mobile technologies in the teaching-learning of information competencies (MOBILE-APPS). Validation was carried out by administering the questionnaire to a pilot group of students, selected from Education degree, with a rubric to analyse the quality/coherence, clarity and usefulness of the content. The questionnaire was then piloted with a larger sample of students. To analyse the tool’s reliability and internal validity, scale validation techniques and exploratory factorial analysis were used. The resulting questionnaire, MOBILE-APPS, is a simple yet effective scale for collecting information. It can be applied in a number of university settings and degrees to ascertain student attitudes and perceptions of mobile information literacy.

scholarly journals Students Think Science Literacy Is Important and Improves with Lifelong Learning

2021 ◽  
Vol 16 (2) ◽  
pp. 150-152
Author(s):  
Heather MacDonald
Keyword(s):  
Lifelong Learning ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Student Attitudes ◽  
Science Literacy ◽  
The United States ◽  
Literacy Skills ◽  
Science Students ◽  
Library Administration ◽  
Science Group

A Review of: Holden, I. I. (2010) Science literacy and lifelong learning in the classroom: A measure of attitudes among university students. Journal of Library Administration, 50:3, 265-282.  https://doi.org/10.1080/01930821003635002 Abstract Objective – Investigate student attitudes to science literacy and lifelong learning as outlined in Standard Five of the Information Literacy Standards for Science and Engineering/Technology (ILSTE): The information literate student understands that information literacy is an ongoing process and an important component of lifelong learning and recognizes the need to keep current regarding new developments in his or her field (2006). Design – Survey. Setting – A large public American R1 university. Subjects – Undergraduate students in two classes: Information Literacy in the Sciences (Science group) and Information Literacy (Non-Science group). Methods – A 13 question survey was administered to students by a colleague of the author.  Three categories of questions were asked: students' perceptions of the important of science literacy, students' assessment of their own science literacy skills and students' perceptions of lifelong learning in relation to Standard Five. Main Results – Survey participation included 13 students from the Science group and 18 students from the Non-Science group. Students agreed that science literacy is an important part of civic literacy and responsibility, and should be taught to undergraduates in the United States.  Students from the Science group frequently had more positive responses to statements than the students in the Non-Science group.  For example, 81% of Science students either agreed or strongly agreed with the statement, “Every responsible citizen should be aware of the latest scientific discoveries” compared to 61% of Non-science students.  Students felt that their science literacy skills had improved since high school.  Most students were confident in their research skills including using emerging communication technologies. Students believed that life-long learning and staying current contribute to good information literacy and science literacy. Conclusion – Students think science literacy is an important part of being a responsible citizen. They also believe being a lifelong learner improves science literacy.

scholarly journals Attitudes, perceptions and prospectings on mobile information literacy training: Design and validation of the MOBILE-APP questionnaire

2018 ◽  
Vol 52 (1) ◽  
pp. 208-223 ◽  
Author(s):  
Maria Pinto ◽  
Dora Sales ◽  
Rosaura Fernández-Pascual ◽  
David Caballero-Mariscal
Keyword(s):  
Information Literacy ◽  
New Technologies ◽  
Mobile App ◽  
Mobile Technologies ◽  
Validity And Reliability ◽  
Teaching Innovation ◽  
Teachers Perceptions ◽  
Information Competencies ◽  
Qualitative Methodologies ◽  
Teaching Learning

The basic aim of this paper is to outline the process of designing and validating an instrument for measuring teachers’ perceptions regarding the importance of using mobile technologies in the teaching-learning of information competencies (MOBILE-APP). Validation was carried out by administering the instrument to a pilot group of teachers, all of whom were experts in new technologies selected from the Information and Communication, Business and Education degrees, together with a rubric to analyse the quality and relevance of the content, as well as the wording of the items. Quantitative and qualitative methodologies were combined (statistical and descriptive analyses). The results from the quantitative-qualitative analysis of the evaluation rubric and the psychometric analysis of the items show the strengths of the questionnaire and the possible improvements that could be made to optimise it, which were focused on small adjustments to some of the categories and the reordering of several items. The quantitative analysis shows a high degree of internal consistency, thus ensuring the usefulness and applicability of the instrument for evaluating teachers’ perceptions regarding the use of mobile technologies in the teaching-learning of information competencies. The validity and reliability of the instrument mean that it can be transferred to other academic settings as a platform for future diagnostic studies that allow advances to be made in teaching innovation using mobile technologies, while at the same time permitting it to be reviewed and updated. The innovative element of the MOBILE-APP questionnaire lies in the interrelation between the mode of learning (mobile learning) and the information literacy competencies.

INTEGRATING INFORMATION LITERACY IN THE GENERAL EDUCATION MODULE AT THE DURBAN UNIVERSITY OF TECHNOLOGY, SOUTH AFRICA

Mousaion ◽  
2016 ◽  
Vol 34 (1) ◽  
pp. 43-55
Author(s):  
Shirlene Neerputh
Keyword(s):  
Academic Success ◽  
General Education ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Academic Library ◽  
Information Provision ◽  
Traditional Role ◽  
University Of Technology ◽  
Student Centred Learning ◽  
Teaching Learning

A university curriculum re-design process provides a promising opportunity for the Durban University of Technology (DUT) Library to become an active academic partner as it modifies its contribution to enhance teaching, learning and research in the twenty-first century information environment. This article provides a conceptual framework for the library to engage in the General Education Module (GEM) for first-year undergraduate students. The GEM at DUT emanated from a curriculum renewal strategy to enhance student-centred learning across all six faculties of the university. The GEM is underpinned by a humanistic educational university strategy. Constructivist theory underpins the compulsory credit-bearing information literacy (IL) programme in the GEM at DUT. The article shows how an academic library can become a cohesive instructional partner in contributing to academic success. The library, in addition to its traditional role as the gatekeeper of learning resources and information provision, offers an integrated credit bearing IL programme in the GEM. This also constitutes a paradigm shift for instructional design at DUT.

Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners

ReCALL ◽  
2021 ◽  
pp. 1-15
Author(s):  
Yan Li ◽  
Christoph A. Hafner
Keyword(s):  
Undergraduate Students ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Mobile Technologies ◽  
Word Knowledge ◽  
Mobile Platforms ◽  
Efl Learners ◽  
Learning Group ◽  
Chinese University ◽  
L2 Vocabulary

Abstract Considerable research has been conducted on the advancement of mobile technologies to facilitate vocabulary learning and acquisition in a second language (L2). However, whether mobile platforms lead to a comprehensive mastery of both receptive and productive vocabulary knowledge has seldom been addressed in previous literature. This study investigated English vocabulary learning from engagement with mobile-based word cards and paper word cards in the context of the Chinese university classroom. A total of 85 undergraduate students were recruited to take part in the study. The students were divided into two groups, a mobile learning group and a paper-based learning group, and tested on two word knowledge components: receptive knowledge of the form–meaning connection and productive knowledge of collocations. Both the digital and non-digital word cards enhanced L2 vocabulary learning, and the results showed that the mobile application (app) promoted greater gains than physical word cards.

Student Experiences with Digital Citizenship: A Comparative Cultural Study

Libri ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Jenna Kammer ◽  
Kodjo Atiso ◽  
Edward Mensah Borteye
Keyword(s):  
United States ◽  
Cultural Study ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Technology Use ◽  
Student Experiences ◽  
The Internet ◽  
Digital Citizenship ◽  
Fake News ◽  
Ethical Aspects

Abstract This comparative cultural study examines differences in digital citizenship between undergraduate information literacy students at two different, but similar, universities across the globe from each other. Under the notion that the internet and prevalence of mobile devices allow students to participate online as digital citizens in ways that were impossible before, we use mixed methods to compare the attitudes and experiences of undergraduate students at a university in the midwestern United States (U.S.), with a university on the southwestern coast of Ghana. We also examine the policies related to technology use at these schools. The findings indicate that Ghanaian students had higher levels of digital citizenship. Other findings suggest that network issues are a problem for students in both schools, especially for Ghana, and ethical aspects of internet use, like cyberbullying, hacking, and fake news, deter students from participating online as much as they would like.

scholarly journals Active teaching model to promote critical thinking

2019 ◽  
Vol 72 (1) ◽  
pp. 293-298
Author(s):  
Fábio da Costa Carbogim ◽  
Larissa Bertacchini de Oliveira ◽  
Melina Mafra Toledo ◽  
Flávia Batista Barbosa de Sá Diaz ◽  
Greicy Kelly Gouveia Dias Bittencourt ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Educational Intervention ◽  
Life Support ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Model ◽  
Active Teaching ◽  
Two Phases ◽  
Teaching Learning

ABSTRACT Objective: To present the experience of elaboration and implementation of the Active Teaching Model to Promote Critical Thinking (MEAPC), associated to Problem-Based Learning (PBL), for undergraduate students in Nursing. Method: Case report on the experience of the educational intervention (MEAPC + PBL) with undergraduate students in Nursing, in a 20-hour course on Basic Life Support (BLS). The MEAPC was validated by judges to guide the analysis of clinical cases. Critical Thinking (CT) skills were assessed using the California Critical Thinking Skills Test. Result: The educational intervention took place in two phases: elaboration and implementation, allowing not only the production of knowledge about BLS, but also the development of CT and exchange of experiences for teaching-learning. Conclusion: The association of the MEAPC to the PBL in the course of BLS organized the learning, gave opportunity to acquire knowledge and to stimulate the skills of the CT.

scholarly journals The Impact of “Manipulated News” on Student Attitudes and Perceptions and Their Participation in the Umbrella Movement in Hong Kong

2021 ◽  
Vol 7 (2) ◽  
pp. 205630512110197
Author(s):  
Chesca Ka Po Wong ◽  
Runping Zhu ◽  
Richard Krever ◽  
Alfred Siu Choi
Keyword(s):  
Social Media ◽  
Content Analysis ◽  
Hong Kong ◽  
Survey Research ◽  
Student Attitudes ◽  
Qualitative Content Analysis ◽  
Fake News ◽  
Attitudes And Perceptions ◽  
The Impact ◽  
Potential Use

While the impact of fake news on viewers, particularly marginalized media users, has been a cause of growing concern, there has been little attention paid to the phenomenon of deliberately “manipulated” news published on social media by mainstream news publishers. Using qualitative content analysis and quantitative survey research, this study showed that consciously biased animated news videos released in the midst of the Umbrella Movement protests in Hong Kong impacted on both the attitudes of students and their participation in the protests. The findings raise concerns over potential use of the format by media owners to promote their preferred ideologies.

scholarly journals The Daily Image Information Needs and Seeking Behavior of Chinese Undergraduate Students

2013 ◽  
Vol 74 (3) ◽  
pp. 243-261 ◽  
Author(s):  
Kun Huang ◽  
Diane Kelly
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Academic Libraries ◽  
Information Needs ◽  
Image Search ◽  
University Libraries ◽  
Current Image ◽  
Image Information ◽  
Seeking Behavior ◽  
Normal University

A survey was conducted at Beijing Normal University to explore subjects’ motives for image seeking; the image types they need; how and where they seek images; and the difficulties they encounter. The survey also explored subjects’ attitudes toward current image services and their perceptions of how university libraries might provide assistance. Based on the findings, this article summarizes the features of Chinese undergraduate students’ daily image needs and their information behavior related to images. The findings reveal the need to improve the image services offered by academic libraries and strengthen undergraduates’ information literacy with respect to image search and use.

BETTER LEARNING AND INCREASED MOTIVATION TO LEARN WITH MOBILE TECHNOLOGY (DEVICES): A PRELIMINARY STUDY

2019 ◽  
Vol 16 (2) ◽  
pp. 80-88
Author(s):  
Vincentas Lamanauskas ◽  
Violeta Slekiene ◽  
Gabriel Gorghiu ◽  
Costin Pribeanu
Keyword(s):  
Science Teachers ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Educational Process ◽  
Mobile Technologies ◽  
Motivation To Learn ◽  
Teachers And Students ◽  
Preliminary Study ◽  
Teaching Learning ◽  
Educational Potential

Mobile technology is now part of the everyday life of teachers and students and thus tends to become an inseparable part of the educational activities. Teachers and students are increasingly using mobile technologies in teaching and learning. Therefore, it is purposeful to responsibly integrate technologies into the educational process. However, technical and pedagogical support is necessary in order to facilitate both teacher and students’ understanding of this educational potential. Besides, it is still very little known and there is very little evidence about the effectiveness of the application of these technologies in the teaching/learning process. This research aims to explore the perceptions of Romanian and Lithuanian teachers regarding the use of mobile technologies in education. Keywords: motivation to learn, mobile technology, preliminary study, science education, science teachers.

scholarly journals Learning in the informal spaces and re-signification of the existence of undergraduate students of nursing

2014 ◽  
Vol 22 (5) ◽  
pp. 731-738 ◽  
Author(s):  
Isabel Silva de Jesus ◽  
Edite Lago da Silva Sena ◽  
Luana Machado Andrade
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Professional Training ◽  
Public University ◽  
Metropolitan Region ◽  
Undergraduate Nursing Students ◽  
Construction Of Knowledge ◽  
Undergraduate Nursing ◽  
Teaching Learning ◽  
The University

OBJECTIVE: to describe the perception of lecturers and undergraduate nursing students regarding the dialogic experience in the informal spaces and its relationship with training in health.METHOD: experiential descriptions were collected in the context of a public university in the non-metropolitan region of the state of Bahia, Brazil, using open interviews. These descriptions were analyzed according to the principles of the phenomenology of Maurice Merleau-Ponty.RESULTS: it was revealed that the informal spaces contribute significantly to the construction of knowledge and professional training strengthening teaching and promoting the re-signification of the subjects' experience.CONCLUSION: it is evidenced that the dialogic experience has relevancy for rethinking the teaching-learning process in the university, such that the informal spaces should be included and valued as producers of meanings for the personal and academic life of lecturers and students, with the ability to re-signify existence.

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