Adult Science-Based Learning: The Intersection of Digital, Science, and Information Literacies

2019 ◽  
Vol 30 (3) ◽  
pp. 128-137 ◽  
Author(s):  
Angela Collier Bliss
Keyword(s):  
Adult Learners ◽  
Digital Literacy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Digital Tools ◽  
Online Resources ◽  
Usability Study ◽  
Science Content ◽  
Literacy Knowledge ◽  
Internet Searches

In today’s learning environment, adult learners conduct learning episodes on the Internet meaning they are now expected to approach a self-directed science-based learning endeavor with knowledge of digital tools (digital literacy), knowledge of the science content (science literacy), and critical thinking skills to evaluate online resources (information literacy). Are adults equipped with such skills to discern credible science-based resources? If so, how are these adults discerning credibility, especially when they encounter conflicting science-based information. A recent qualitative study was conducted to delve into these questions. Participants engaged in real-time science-based Internet searches and provided feedback on rationales behind their credibility decisions. Findings from this study provided three strategies to assist those serving adult audiences in ways in which science-based resources might be best dissimilated online, especially when focused on controversial science issues such as fracking and climate change. The three strategies are (a) internally evaluate online resources, (b) conduct a usability study of online resources, and (c) stay dynamic with types of science-based resources and how to best meet the changing needs of the adult populace.

scholarly journals The Ability Of Islamic Boarding School Students In Facing The Digital Literacy Era With Critical Reading

2020 ◽  
Vol 1 (2) ◽  
pp. 141-153
Author(s):  
Anwar Hafidzi
Keyword(s):  
Digital Literacy ◽  
Boarding School ◽  
Digital Age ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Law ◽  
Global Knowledge ◽  
School Students ◽  
National Education ◽  
National Education System

  Abstract: In order to develop information technology, the national education system must be improved, and Pondok Pesantren is no exception. Since the ratification of Islamic Boarding School Law there have been at least four key fields, including the eight aspects of digital-age literacy, core literacy, science, information, visuals, technology, multicultural awareness and global knowledge. The tool used in the present study was to develop the teaching abilities of Islamic boarding school students and to write them through a bibliography approach and approach to education through Kelvin Seifert's digital literacy techniques, opportunities and challenges. These findings show the students' ability to learn and comprehend it again with good analytics can be enhanced with the approach to classical book studies with critical thinking skills. Keywords: Ability; Digital-Age Literacy; Islamic education; boarding school;   Abstrak: Untuk mengembangkan teknologi informasi, sistem pendidikan nasional harus diperbaiki, tidak terkecuali Pondok Pesantren. Sejak disahkannya UU Pesantren setidaknya terdapat empat bidang utama, yaitu delapan aspek literasi era digital, literasi inti, sains, informasi, visual, teknologi, kesadaran multikultural, dan pengetahuan global. Alat yang digunakan dalam penelitian ini adalah untuk mengembangkan kemampuan mengajar siswa pesantren dan menuliskannya melalui pendekatan bibliografi dan pendekatan pendidikan melalui teknik literasi digital, peluang dan tantangan Kelvin Seifert. Temuan ini menunjukkan kemampuan siswa untuk belajar dan memahaminya kembali dengan analitik yang baik dapat ditingkatkan dengan pendekatan studi buku klasik dengan kemampuan berpikir kritis. Kata kunci: Kemampuan; Literasi Era Digital; Pendidikan Islam; pesantren;

scholarly journals COVID-19 MISINFORMATION: HOW DOES SCIENTIFIC INFORMATION LITERACY PREVENT IT?

2021 ◽  
Vol 8 (1) ◽  
pp. 39-76
Author(s):  
Muhammad Retsa Rizaldi Mujayapura ◽  
Karim Suryadi ◽  
Sardin Sardin
Keyword(s):  
Information Literacy ◽  
Digital Literacy ◽  
Scientific Literacy ◽  
Scientific Information ◽  
Thinking Skills ◽  
Literacy Skills ◽  
Critical Thinking Skills ◽  
The Public ◽  
Information Literacy Skills ◽  
News Literacy

This article aims to examine the importance of information literacy and scientific literacy skills to prevent exposure to misinformation in the midst of the Covid-19 pandemic. Believing in misinformation encourages behaviour that is detrimental to individuals and groups due to anxiety, fear, uncertainty, and a lack of critical thinking skills. This study uses a qualitative approach with a systematic literature review (SLR) method. Through the SLR method, this article uses various sources of empirical research by collecting data and information to analyze elements in information literacy and scientific literacy that can identify misinformation. Information literacy is considered to be more useful in preventing belief in misinformation compared to the concepts of digital literacy, media literacy, and news literacy. Information literacy skills with information verification, and supported by scientific literacy with intellectual virtue, can recognize misinformation about COVID-19 so that it can prevent individuals from believing in misinformation that can result in errors of action. Scientific information literacy needs practical intervention to the public, one of which is through the role of educational institutions.

scholarly journals HOTS-ORIENTED LEARNING LANGUAGE LEARNING, PROJECT-BASED IN THE 21ST CENTURY LEARNING CONTEXT

2020 ◽  
Vol 6 (1) ◽  
pp. 9-19
Author(s):  
Esra Siagian ◽  
Ifan Iskandar
Keyword(s):  
Language Learning ◽  
21St Century ◽  
Digital Literacy ◽  
Thinking Skills ◽  
21St Century Learning ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Learning Context ◽  
Technology Students ◽  
Global World

Changes in time that cannot be undone require changes in society and the system. The change in curriculum is also carried out because of an increasingly competitive future. Students of genertion Z who are born spoiled will be increasingly difficult to live, difficult, resolved, find alternatives, and compete in the global world if not prepared from the bench of education. This paper explains how students are prepared not only able to think alone, but are able to develop critical thinking skills through language improvement so that they are ready to face the world of work. Project-based learning stages with a focus on 21st century competency training. Through Indonesian language learning students can become students who have learning and innovation skills, career, and digital literacy. In addition, 21st century learning trains communicative, collaborative abilities, and the use of cellular technology. Students are also taught to be able to apply the knowledge gained, be able to do what can be used in their lives, and be able to find solutions not only for academic needs but also useful in their lives. Through language learning students are prepared to become individuals who not only have knowledge, but also skills that can be utilized in future life and careers. Besides being a person who has the traits that can be used to survive in the industrial era 4.0.

scholarly journals Digital Storytelling in Museum Education Context: How to Promote Critical Thinking Skills through Digital Tools within Secondary School Pupils

2021 ◽  
pp. 135-144
Author(s):  
Maria Rosaria
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Informal Education ◽  
Digital Storytelling ◽  
Museum Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Digital Tools ◽  
Heritage Education ◽  
Secondary School Pupils

The present paper aims to analyse the use of Digital Storytelling (DST) methodology in museum education context for the development of Critical Thinking (CT) skills within secondary school pupils. Starting from a brief literature review about CT promotion and cultural heritage education, an overview of active learning methodologies used in museum education for CT development is introduced. Moreover, the paper presents the first data obtained from a quasi-experiment carried out at the Galleria Lapidaria in the Capitolini Museums in Rome, which is focused on the use of DST for the promotion of CT skills for secondary school pupils within an integrated formal and informal education path.

scholarly journals Effective Strategies For Engaging Adult Learners

2011 ◽  
Vol 8 (12) ◽  
pp. 53 ◽  
Author(s):  
Belinda Dunnick Karge ◽  
Kathleen M. Phillips ◽  
Tammy Jessee ◽  
Marjorie McCabe
Keyword(s):  
Social Support ◽  
Adult Learners ◽  
Adult Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Immediate Feedback ◽  
Effective Strategies ◽  
Innovative Methods ◽  
Practical Information ◽  
Social Support Systems

Innovative methods in teaching should be used in every college classroom to enhance student engagement, support any teaching environment and encourage inquiry among learners. Adults learn best by participation in relevant experiences and utilization of practical information. When adult students are active in their learning they are able to develop critical thinking skills, receive social support systems for the learning, and gain knowledge in an efficient way. The authors highlight several exemplary strategies for adult learners including, Think-Pair-Share, Tell -Help-Check, Give One, Get One, and the Immediate Feedback Assessment Test.

scholarly journals Developing College EFL Writers’ Critical Thinking Skills Through Online Resources: A Case Study

SAGE Open ◽  
2018 ◽  
Vol 8 (4) ◽  
pp. 215824401882038 ◽  
Author(s):  
Xiaodong Zhang
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Academic Writing ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Online Resources ◽  
Writing Classroom ◽  
Efl Writing ◽  
Student Writers

This study reports on how the supplementation of online resources, informed by systemic functional linguistics (SFL), impacted English-as-a-foreign-language (EFL) student writers’ development of critical thinking skills. Through qualitative analyses of student-teacher interactions, interviews with students, and students’ written documents, the case study shows that through 1 semester of intensive exposure to SFL-based online resources in a college Chinese EFL writing classroom, EFL writers were able to develop critical thinking skills in regard to the construction of effective academic writing, although it was a process of encountering and overcoming challenges. Through teacher mediation and their own efforts, they could adjust to the online resources-based classroom, exemplified by their utilization of SFL-related categories offered through online resources to analyze and evaluate the interrelationship between language features and the content manifested in valued texts, and regulate the content of their own academic writing.

Technology-Enhanced Classroom to Enhance Critical Thinking Skills

2019 ◽  
pp. 225-244
Author(s):  
Alice Omariba
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Digital Tools ◽  
Digital Workplace ◽  
Student Groups ◽  
Technological Tools ◽  
The Face ◽  
The Impact

This chapter describes how the impact of digital technology can now be felt in all spheres of life leading to global competition especially in education. The vision for technology-enhanced classrooms is one in which student groups work on long-term, multidisciplinary projects involving challenging content that is interesting and important to them with the support of technological tools for collecting, analyzing, displaying and communicating information. In the face of severe social and economic challenges, many developing countries are struggling to overcome barriers to the integration of digital tools in education to help students develop high-order skills and global competences for life and work. This chapter is intended to further discussions on incorporating technologies into instruction in order to bridge the gap between critical thinking skills and digital tools, and helping learners to become globally competent at the digital workplace.

scholarly journals Listserv Lemmings and Fly-brarians on the Wall: A Librarian–Instructor Team Taming the Cyberbeast in the Large Classroom

1998 ◽  
Vol 59 (1) ◽  
pp. 10-17 ◽  
Author(s):  
Ruth Dickstein ◽  
Kari Boyd McBride
Keyword(s):  
Faculty Member ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Online Resources ◽  
The Internet ◽  
Research Strategies ◽  
Analysis And Evaluation ◽  
Construction Of Knowledge ◽  
Reference Librarians ◽  
E Mail

Computer technologies, in both the library and the classroom, have the potential to serve the aims of liberatory pedagogies, especially when used creatively to empower students in the shared construction of knowledge. However, such empowerment can happen only if students are given the tools to find their way through the ever-increasing complexity of print and online resources. This article shows how a reference librarian and a faculty member can team up effectively to teach research strategies and critical thinking skills (including analysis and evaluation of resources, so necessary for the Internet) in a large classroom through careful use of a list (e-mail forum) and focused research assignments. Such strategies revolutionize the ways that reference librarians do their work, greatly increasing their interaction with students by overcoming students’ reluctance to seek help and their fear of computerized resources. Librarian, instructor, and student become partners in the creation, evaluation, and dissemination of scholarly information.

scholarly journals The Measurement Items of Leadership Factors toward Successful Technopreneur in UAE

Webology ◽  
2021 ◽  
Vol 18 (Special Issue 04) ◽  
pp. 164-181
Author(s):  
Ahmed Abdulqader Alkhoori ◽  
Safiah Sedik ◽  
Samer Ali AL-Shami
Keyword(s):  
Value Chain ◽  
Digital Literacy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Global Competitiveness ◽  
Entrepreneurial Skills ◽  
The World ◽  
Innovation And Technology ◽  
World Economic ◽  
T Values

Leadership factors motivate the organization to move towards its success through influencing and directing in a cohesive way for better performance. It focuses on leading, influencing, commanding, and guiding employees in an organization. The Global Competitiveness Report year, 2017-2018 for the World Economic Forum shows that UAE rated 23rd place out of 80 countries in the world for entrepreneurship ranking. Therefore, entrepreneurs need to become successful technopreneurs that emphasize innovation and technology perspectives. The study focus on the relationship between Leadership Factors (LF) in Devolved Decision-Making (DM), Collaborative Achievement (CA), Agility Factor (AF), Purpose and direction (PD), and Authenticity Factor (AT), Digital Enablers (DE) in Digital Access (DA), Digital Commerce (DC), Digital Communication (DCM), and Digital Literacy (DL), Entrepreneurial Skills (ES) in Interpersonal Skills (IS), Critical Thinking Skills (CT), and Practical Skills (PS) and Successful Technopreneur (ST) in Knowledge-Economy (KE), Value Chain (VC), and High-Technology (HT). Moreover, the results obtained through PLS-SEM to test the hypotheses of the finding. The estimations of path coefficients, p-values, and t-values at an important level of 0.05 were assessed to test the hypotheses. Based on these values, all the hypotheses of the present study were accepted.

scholarly journals E-PORTFOLIO AS AN ALTERNATIVE ASSESSMENT FOR IMPROVING GRADUATE'S SOFT SKILLS

2019 ◽  
Vol 4 (3) ◽  
pp. 129-131
Author(s):  
Farah Mohamad Zain ◽  
Siti Nazuar Sailin
Keyword(s):  
Digital Literacy ◽  
Alternative Assessment ◽  
Teaching And Learning ◽  
Soft Skills ◽  
Thinking Skills ◽  
Learning Outcome ◽  
Critical Thinking Skills ◽  
Soft Skill ◽  
Postgraduate Studies ◽  
Self Assessments

E-Portfolio is an innovative platform that can be integrated in the teaching and learning process to develop graduates’ soft skills. E-Portfolio is a dynamic collection that incude reflective practice that enable students to showcase their learning outcome, achievements, skills and experience. E-portfolio is a medium that store a collection of learners’ works / artefacts which include products, demonstrations, self-assessments, resources, and accomplishments in digital. E-portfolio is a powerful tool to develop students’ soft skill such as creativity, digital literacy as well as critical thinking skills as it allows students to produce their own reflective writing and showcase their learning outcome / products. Through the E-portfolio, students’ can showcase their best learning practices or learning outcome such as the product that they have created during undergraduate or postgraduate studies to be showcased with the wider audience. The development of E-Portfolio also encourage students to set their career or professional goal and plan, which consequently enable them to showcase their knowledge and skills (including soft skills) to their future employers (Lorenzo & Ittelson, 2005; Reese & Levy, 2009).

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