Information literacy education in primary schools: A case study

2020 ◽  
pp. 096100062093813
Author(s):  
Sigal Ben Amram ◽  
Noa Aharony ◽  
Judit Bar Ilan
Keyword(s):  
Information Literacy ◽  
Primary Schools ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Technology Program ◽  
Teachers Perceptions ◽  
Teachers Perspectives ◽  
National Information ◽  
Academic Year

This study focuses on teachers’ perspectives concerning information literacy teaching in two primary schools in Israel—one school that joined the national information and communications technology program and a second school that did not. The researchers used a qualitative research method during the 2015 academic year. Eighteen teachers were interviewed. The findings suggest that participation in the national information and communications technology program did not lead to the integration of information literacy in the school’s curriculum. A significant gap was discovered in both schools between the teachers’ perceptions—who understood the importance of teaching information literacy and its actual implementation.

scholarly journals Teachers’ Perceptions of Consumer Education in Primary Schools in Finland

2019 ◽  
Vol 10 (2) ◽  
pp. 72-88
Author(s):  
Kati Pajari ◽  
Sari Harmoinen
Keyword(s):  
Primary Schools ◽  
Information Overload ◽  
Consumer Education ◽  
Teacher Interviews ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Consumer Organisations ◽  
Analyse Data ◽  
Teachers Perspectives ◽  
Shed Light

Abstract Operating in today’s markets is challenging due to information overload and an expanding choice of products. Children also encounter these complex markets at an early age. Providing consumer education in schools is an excellent opportunity to enhance their ability to think critically and increase their awareness. However, it would be a mistake to ignore the interconnections between consumer education and entrepreneurship education, since active and innovative people are also a prerequisite for future development. Taking advantage of the opportunity to provide consumer education in schools requires teachers to be familiar with consumer issues. This article aims to discuss the perceptions and experiences that primary school teachers in Finland have regarding children’s consumer education in schools. This study was conducted using the phenomenographic qualitative method to analyse data from teacher interviews. The analysis revealed a set of categories that describes the various ways the participants perceive and experience children’s consumer education in schools. These categories include themes, actors, teaching methods and the challenges and expectations teachers relate to children’s consumer education. The findings of this study are worth exploring when planning how to support teachers’ consumer educational competences for a sustainable future. The authors consider that this article is especially valuable for curriculum planners, educators, consumer organisations and parents’ associations, because it shed light on teachers’ perspectives about consumer education.

scholarly journals Information Literacy Education for University Undergraduates: A case study in a Library initiative in University College, Cork, Ireland

2013 ◽  
Vol 5 (1) ◽  
pp. 11-21 ◽  
Author(s):  
Margot Conrick ◽  
Anita Wilcox
Keyword(s):  
Information Literacy ◽  
International Standards ◽  
Information And Communications Technology ◽  
School Of Education ◽  
Graduate Studies ◽  
Teaching For Understanding ◽  
Generic Skills ◽  
University Level ◽  
University Undergraduates

In Ireland, there is an identified need to address the inconsistency that exists in Undergraduate Education at entry to university level.  This article aims to provide a roadmap of generic skills teaching which in turn will form the foundation of a Teaching for Understanding (TFU) framework, as developed in " Ten Years at Project Zero: A Report on 1993 - 2002", Harvard Graduate Studies School of Education, in the 1990s (HGSE, 2003). Thus, at UCC, a structured, comprehensive and collaborative approach was used to develop a programme which would initially begin within the Library, but would also form the nucleus of, and have the potential to become, an all-inclusive Information and Communications Technology (ICT) type, university-wide, credit bearing module. To contextualise our model we will firstly look at the prevailing background to our project and review some of the existing literature and international standards on Information Literacy (IL).  

Online Leaders Increase Three Types of Capital

2018 ◽  
pp. 99-117
Author(s):  
Ditte Kolbaek
Keyword(s):  
Common Ground ◽  
Document Analysis ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Stock Valuation ◽  
Memory Work ◽  
Online Leadership ◽  
Working Practices ◽  
Critical Competencies

This chapter explores 10 years of development in online leadership by asking, How may information and communications technology (ICT) increase the economic, cultural, or social capital of online leaders in a global information-technology company classified as big business? Drawing on practice theory, this chapter is aimed at investigating online leaders' approach to their role seen “from inside,” particularly in regards to three types of capital (social, cultural, and economic capital). This qualitative case study employs the methods of memory work and document analysis covering the development of ICT by Oracle, a global IT company from 2002 to 2012. The analysis provides insights into four themes: first, establishment of common ground for cooperation; second, working practices; third, critical competencies; and fourth, stock valuation trends. The findings indicate that ICT supports the enhancement of all three types of capital.

Argentina's national telemedicine programme: Reasons for a premature failure

2002 ◽  
Vol 8 (3_suppl) ◽  
pp. 69-71 ◽  
Author(s):  
Xavier Urtubey ◽  
Marcelo Petrich
Keyword(s):  
Information Society ◽  
Political Action ◽  
Action Plan ◽  
Information And Communications Technology ◽  
National Context ◽  
Communications Technology ◽  
Cooperative Network ◽  
Premature Failure ◽  
First Semester ◽  
National Information

summary In July 1999, the Argentinean government decided to extend the national telemedicine network from eight to 108 hospitals and medical schools. In April 2000, a telemedicine workstation was donated to every hospital, although there was no training, no guidelines and no overall objectives. We have been leading this project since June 2000 as part of the National Information Society Programme, with an initial US$50,000 budget for the first semester. Since then, we have raised funds, deployed a large cooperative network, and developed training, seminars and content. We have also proposed an overall action plan. Nevertheless, the programme in that time has twice suffered a change of government, the budget has changed five times and the priorities have changed three times. At present, the team finds itself with no contract and no political action plan in a national context which is not favourable to information and communications technology projects.

scholarly journals TEACHERS’ PERCEPTIONS OF THE CONSEQUENCES OF INTERPERSONAL CONFLICT: A CASE STUDY IN THREE PRIMARY SCHOOLS

2013 ◽  
Vol 8 (1) ◽  
pp. 25-41
Author(s):  
Gerard Cain ◽  
André du Plessis
Keyword(s):  
Personal Growth ◽  
Primary Schools ◽  
Basic Education ◽  
Negative Impact ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Perceived Consequences ◽  
Formed Part ◽  
Dysfunctional Conflict

The purpose of this qualitative intrinsic interpretive case study, which formed part of a larger Master in Education Study, is to report on the perceptions of teachers in three primary schools regarding the consequences of conflict among educators. Fifty nine educators, including principals, participated in this study that utilised an open-ended questionnaire, semi-structured interviews and focus-group interviews. The rationale for this study was to ascertain what the perceived consequences of conflict are, in order that these schools as well as the district office of the Department of Basic Education could have a sense of what the perceived consequences are as portrayed by the participants. Hence, participants were able to tell their stories through using text and voice. The findings suggest that the consequences of conflict can be categorised as functional (positive) and dysfunctional (negative) outcomes, each with subsidiary themes. Overall, conflict was experienced as a negative force in general, that is perceived as causing defiant attitudes, intolerance, poor cooperation and teamwork, poor relationships, division of unity, poor morale and work ethic, has a negative impact on wellness, leads to absenteeism and ultimately adversely impact on the learners’ learning. On the other hand the positive consequences were improved relationships among staff, greater understanding, improved attitudes, positive change and even personal growth. Keywords: Conflict, conflict theories, consequences, dysfunctional conflict, functional conflict

Education in civic participation: Children, seniors and the challenges of an intergenerational information and communications technology program

2016 ◽  
Vol 19 (9) ◽  
pp. 1388-1405 ◽  
Author(s):  
Tova Gamliel
Keyword(s):  
Elementary Schools ◽  
Civic Participation ◽  
Participant Observation ◽  
Digital Natives ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Educational Setting ◽  
Technology Program ◽  
Technological Gap ◽  
Power And Agency

This article investigates an intergenerational information and communications technology (ICT) program that seeks expressly to enhance children’s civic participation by placing them in mutually educational encounters with seniors. Applying Devine’s model of the interrelationship among structure, power, and agency, it problematizes this goal by analyzing the dialectics of the power relations between seniors and children who maintain a technology-driven relationship. The data were gathered via qualitative participant-observation in two elementary schools. The results reveal clashing implications for children’s empowerment as computer “teachers” and their experiencing of agency. Implementation of Devine’s theoretical model sheds light on the meanings of the stereotyped terms “digital natives” and “digital immigrants,” as well as on the a-stereotyped senior’s identity as “digital consumers.” The conclusions suggest that the technological gap may not be definitive in confirming young people’s supremacy in the generational hierarchy, signaling the need for caution in handling this gap via civic empowerment in an educational setting.

scholarly journals Victims of Cyberbullying in the Region of Murcia: A Quantitative Study with High School Students

2018 ◽  
Vol 7 (1) ◽  
pp. 10-16 ◽  
Author(s):  
Victor González Calatayud
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Education ◽  
Quantitative Study ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Traditional Bullying ◽  
School Students ◽  
Peer Harassment ◽  
Academic Year

The fact that technologies have become a normal part of our lives has meant that bullying and other problems have shifted towards the virtual, hence complicating possible solutions. While before peer harassment occurred mainly at school, today Information and Communications Technology (ICT) means that children now have no place to “hide” from this problem. This and other features, like anonymity, have led many people to believe that this problem is more serious than traditional bullying. The purpose of this research was to determine the incidence of this phenomenon and its impact on students in compulsory secondary education in the Region of Murcia, specifically the prevalence of victimization and differences in relation to gender, age and academic year. One of the main results is that 49.3% of students have suffered from one or more cyberbullying behaviours. Greater victimization of females was observed in fourth of ESO and at higher ages (age ranges: 11-13; 14-15; 16-18). These results show the reality of secondary schools and the need to establish effective measures to solve this problem.

Sign in / Sign up

Export Citation Format

Share Document