scholarly journals TOPICS OF MEDIA LITERACY IN THE CONTENT OF PRIMARY AND SECONDARY EDUCATION IN THE SUBJECT OF THE LATVIAN LANGUAGE

2021 ◽  
Vol 5 ◽  
pp. 588-598
Author(s):  
Sandra Murinska ◽  
Inga Kaļva-Miņina
Keyword(s):  
Critical Thinking ◽  
Secondary Education ◽  
Media Literacy ◽  
Information Literacy ◽  
Digital Content ◽  
Primary And Secondary Education ◽  
Lack Of Information ◽  
Teachers And Students ◽  
The Subject

People are facing the growth and access of information, as well as the various forms of communication. While some part of society experience a lack of information, others are flooded with printed, broadcast and digital content. UNESCO argues that media and information literacy can provide answers to questions related to our culture of information and critical thinking. Media literacy must be discussed through education, because teachers are the key person to literacy of the society. An important way to update media literacy among teachers and students is to introduce it in the curriculum. The topic of media literacy is currently included in the curriculum based on the new competency approach in Latvia. When evaluating the curriculum of the subject of the Latvian language, the aim of the paper is to determine which topics and aspects of media literacy are included in the curriculum of the Latvian language and what pupils' skills and knowledge they promote.  

scholarly journals The important role of information literacy and learning in the development of lifelong learners: How well prepared are our teachers and students?

2021 ◽  
Author(s):  
Elizabeth Probert
Keyword(s):  
Information Literacy ◽  
Literacy Skills ◽  
Pedagogical Practice ◽  
School Students ◽  
Lifelong Learners ◽  
Teacher Understanding ◽  
Lack Of Information ◽  
Teachers And Students ◽  
Information Literacy Skills

There have recently been increasing numbers of published articles lamenting school students’ lack of information literacy skills. All strongly state the urgent need for improvement. The problem may arise from classroom teachers’ lack of knowledge of information literacy skills and their related pedagogical practice but there is little research. This presentation reports on a project, involving a cluster of New Zealand schools, which investigated both teacher’s and students’ understanding of information literacy and classroom practices. The results have established the need for better teacher understanding and practice. One solution will be to trial appropriate professional development.

"Maar Dat is Niet de Opdracht"

2007 ◽  
Vol 78 ◽  
pp. 107-117
Author(s):  
Femke Nijland
Keyword(s):  
Secondary Education ◽  
Verbal Behavior ◽  
Education Student ◽  
Student Discourse ◽  
Know How ◽  
Teachers And Students ◽  
The Subject

Learning is entering the discourse of a community of knowledgeable peers. However, in Dutch secondary education student discourse during autonomous working does not reflect the discourse of the community of the subject, but it reflects the discourse of the community of the school: the discourse of how to be a good student. Because both the teacher's verbal behavior and the formulation of the task strongly focus on procedural aspects like how to proceed in completing the task correctly, students mainly interact about the procedure of the task. They even perceive correct completion of higher importance than understanding the content of the task. And although students interact much more about the task during seatwork than both teachers and students had expected and they often know how to solve a task, they do not know why their answer is correct. Students are working very hard doing it wrong to do it right.

scholarly journals Using peers in a three folded support : student needs and achieving the learning outcomes!

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Anna Wiberg ◽  
Annika Hellbring
Keyword(s):  
Student Teachers ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Information Seeking ◽  
Bologna Process ◽  
Close Relation ◽  
Law Students ◽  
Central Feature ◽  
Teachers And Students ◽  
The Subject

This poster describes how librarians, teachers and students collaborate at the Faculty of Law at Lund University in order to support the law students to achieve the learning outcomes.The purpose is to highlight the use of peers as a part of the learning support. When The Bologna process took place in 2007, the library introduced a plan on how to achieve the learning outcomes concerning information literacy. Information literacy is an important competence for law students and professionals and is therefore stressed in the learning outcomes. A central feature is that the outcomes should be closely related to the contents of each course so that the students practice information literacy as part of the subject law. To make best use of different competencies the library suggested a three folded support structure. Student teachers give database instructions for solving course assignments; subject teachers and librarians work together in lectures concerning document cultures and law practices; librarians are responsible for lectures concerning problem solving and information seeking. The faculty has a long tradition of hiring students to assist in teaching on a basic level. One reason to use peers in teaching is that students are close to the learning process and are familiar with difficulties. The students also have other perspectives on the topics being taught, which can be useful in their teaching (Biggs & Tang, 2011, p. 147). The information lectures have very often a high amount of participants, which sort of confirm the teaching organization. The library is responsible for coordinating the information literacy and work in close relation with the student teachers and the subject teachers. The librarians repeatedly discuss with the subject teachers and the student teachers about the learning outcomes and the assignments on the course. Exercises and questions for the students are jointly developed. The librarians also write manuals for the lectures given by librarians and student teachers.We believe this way of organizing support is one way to enhance student learning both in information literacy and in subject learning. References Biggs, J. B. & Tang, C. S-K. (2011). Teaching for quality learning at university: what the student does. 4th, [rev.] Ed.. Maidenhead: Open University Press.

Media Information Literacy

2019 ◽  
pp. 102-135
Author(s):  
Darlington Musemburi ◽  
Collen Nhendo
Keyword(s):  
Learning Environment ◽  
Media Literacy ◽  
Information Literacy ◽  
21St Century ◽  
Literacy Skills ◽  
Media Convergence ◽  
Teachers And Students ◽  
Information Literacy Skills ◽  
Access Information ◽  
The Relationship

Media and information literacy skills are critical contemporary skills to enable the 21st century citizen to effectively and efficaciously function in the information glut economy. This chapter explores what MIL is, outlining the relationship between media literacy and information literacy. The chapter builds a case for adoption of MIL by organizations, educators, and information practitioners. Significance of MIL against the backdrop of media convergence is interrogated. Various ways in which MIL can be integrated into the curriculum and necessary competencies required to deliver MIL by teachers and librarians are explored and a section on MIL into curriculum was developed from the UNESCO MIL curriculum for teachers. MIL evaluation was also tackled focusing on the capacity of teachers and students to evaluate sources and access information. The chapter concludes with MIL learning environment and resources.

scholarly journals Characterization of Environmental Education in Spanish Geography Textbooks

2021 ◽  
Vol 13 (3) ◽  
pp. 1159
Author(s):  
Juan Antonio García-González ◽  
Saúl García Palencia ◽  
Irene Sánchez Ondoño
Keyword(s):  
Decision Making ◽  
Secondary Education ◽  
Environmental Education ◽  
Compulsory Education ◽  
Environmental Problems ◽  
Education Students ◽  
Primary And Secondary Education ◽  
Official Curriculum ◽  
The Subject

Environmental problems endanger the sustainability and survival of our planet. A way to raise awareness of the seriousness of the current environmental situation among future citizens and instill proactive behaviors that place the environment at the center of decision-making is environmental education. This study analyzes nine primary and secondary education textbooks in order to see what environmental education students receive as part of the subject of geography across the years of compulsory education in Spain. These textbooks are published by three different and main companies, which are a good example of the adaptation of the official curriculum. The study was conducted using the design and development of a coding sheet combining analysis of format (quantitative) and content (qualitative). The results show much room for improvement there is in environmental education in Spain. This improvement should start from the organization of the curriculum and its subsequent transposition into the textbooks. Thus, many changes are needed if we wish to build a society capable of effectively solving the threat of the environmental problems that surround us.

scholarly journals PELATIHAN PEMBUATAN MEDIA FLIPBOOK BAGI GURU SMA MUHAMMADIYAH SE-DKI JAKARTA

2019 ◽  
Vol 1 (1) ◽  
pp. 6-10
Author(s):  
Mega Elvianasti ◽  
Agus Pambudi Dharma
Keyword(s):  
High Schools ◽  
Secondary Education ◽  
Media Literacy ◽  
Primary And Secondary Education ◽  
Service Activities ◽  
Service Activity ◽  
Service Coverage ◽  
Survey Interviews ◽  
Media Creation

The service activities carried is training in making flipbook media for teachers in Muhammadiyah High Schools at DKI Jakarta. The partners of the service activities is Dikdasmen PWM DKI Jakarta. Based on the survey, interviews with the vice headmaster and the Secretary of the Primary and Secondary Education that there had never been a learning media training, especially flipbook and as many as 75% of teachers had never used flipbook media in learning. Based on these problems, the service activities offered offer comprehensive training starting from an understanding of media literacy, the importance of learning media, providing material about flipbook media, how to make flipbook media in accordance with the steps described and how to use flipbook media in learning. The service activity was held in January 2019. The target of the service activities was in the form of services and publications. The service coverage is in the form of material exposure regarding through flipbook media creation training. The steps taken in this service activity are : 1) Explained of material about media literacy, 2) Explained of material about learning media, 3) Explained of material about flipbook media, 4) Making flipbook media, 5) Application of flipbook media.Keywords: Education, learning media, flipbook

scholarly journals The “Big Ideas of Science” for the school classroom: Promoting interdisciplinary activities and the interconnection of the science subjects taught in primary and secondary education

2016 ◽  
Vol 2 (2) ◽  
pp. 72-89
Author(s):  
Tsourlidaki Eleftheria ◽  
Sofoklis Sotiriou ◽  
Rosa Doran
Keyword(s):  
Secondary Education ◽  
Teaching And Learning ◽  
Organizational Structures ◽  
Science Content ◽  
Interdisciplinary Learning ◽  
Curriculum Changes ◽  
Primary And Secondary Education ◽  
Big Ideas ◽  
Teachers And Students ◽  
Alternative Means

This paper presents the “Big Ideas of Science” set as an alternative means of organizing science educational content in an interdisciplinary way that goes beyond the traditional subject-based organizational structures. The “Big Ideas of Science” refers to a set of phrases which overarch all science subject domains and briefly describe our world; from the macrocosm to the microcosm. Building upon previous work done in the field, we introduce a set of phrases (eight) which constitute our proposed “Big Ideas of Science”. Our team carried out a research with teachers in primary and secondary education, and a small group of stakeholders, so as to examine the degree to which this set of phrases could facilitate science teaching and learning. In our research, we introduced to participants the “Big Ideas of Science” as an organization scheme that promotes interdisciplinary learning and it allows students to build more effectively on their existing knowledge by making connections between concepts and principles taught in different science disciplines. Our results indicate that such an organization scheme could be beneficial to teachers and students, as it can play or act as a backbone structure that promotes interdisciplinary science learning, and enable students to make easy connections between subjects taught. In addition, based on the feedback from stakeholders, the “Big Ideas of Science” could be helpful in promoting interdisciplinary learning, as they can be used to organize science content in schools in a sustainable way that is not affected by curriculum changes.

scholarly journals The concept of new Ukrainian school in the system of philological education

2019 ◽  
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Secondary Education ◽  
Problem Statement ◽  
Research Activity ◽  
Teaching Language ◽  
Language And Literature ◽  
Priority Direction ◽  
The Subject ◽  
Key Competences

The priority direction in the concept is the development of critical thinking of students as a trajectory of movement to the New Ukrainian school. Technologies of development of critical thinking – the ability of a person to clearly identify the problem that needs to be addressed; independently find, process and analyze information; logically build your thoughts; give convincing arguments; the ability to think mobile, choose the only correct solution to the problem; Be open to the perception of the thoughts of others and at the same time crucial in defending its position. In classes on methodology, we introduce students to the features and characteristics of technologies of critical thinking: independence, problem statement, decision-making, clear argumentation, sociality, ability to critically perceive the thoughts of others, competence, indifference in perceptions of events, independence of thoughts, curiosity, ability to dialogue and discussions; the conditions for the creation of critical thinking technologies: the budget of time, the expectation of ideas, communication, the appreciation of the opinions of others, the belief in the ability of students, active position. The new content of education, based on the formation of 10 key competences defined in the concept, should become a priority in the New Ukrainian School. The experience of using folklore as a means of implementing the principle of childhood cenzism in the New Ukrainian school, the system of work of the methodical service on the preparation of a teacher for work at the New Ukrainian school, motivation of teachers on the way to the New Ukrainian school, project-experimental and research activity of teachers of philology at the New Ukrainian school – these and other problems will be the subject of discussion at classes on methods of teaching language and literature in secondary education institutions.

New media and literacies: Amateurs vs. professionals

First Monday ◽  
2010 ◽  
Author(s):  
Tibor Koltay
Keyword(s):  
Critical Thinking ◽  
New Media ◽  
Division Of Labor ◽  
Media Literacy ◽  
Information Literacy ◽  
Digital Literacy ◽  
Selection Of

New media are not supportive of critical thinking and conscious selection of information. Literacies of our age stress critical thinking and take many forms. Despite differences and similarities among information literacy, media literacy and digital literacy, all of them have to differentiate between amateur and professional contents produced in new media. Similarly to the traditional division of labor among libraries, the needs behind amateurism and professionalism have to be satisfied differently.

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