scholarly journals Competências em informação em um regime de informação

2017 ◽  
Vol 12 (1) ◽  
Author(s):  
Walqueline Silva Araújo
Keyword(s):  
High Education ◽  
Information Literacy ◽  
Mapping Information

Resenha do artigo: SERAFIM, L. A.; FREIRE, G. H. A. J. Regime of information for mapping information literacy in high education. Encontros Bibli:Revista Eletrônica de Biblioteconomia e Ciência da Informação, v. 18, n. 37, p.43-60, maio/ago. 2013. Disponível em:<https://periodicos.ufsc.br/index.php/eb/article/view/1518-2924.2013v18n37p43/25337>. Acesso em: 05 Jun. 2017. 

scholarly journals Mapping Information Landscapes: New Methods for Exploring the Development and Teaching of Information Literacy

2021 ◽  
Vol 109 (1) ◽  
Author(s):  
Gerald Natal
Keyword(s):  
Information Literacy ◽  
Practice Theory ◽  
New Methods ◽  
Mapping Information

In Mapping Information Landscapes: New Methods for Exploring the Development and Teaching of Information Literacy, Whitworth discusses information literacy in relationship to practice theory and discusses mapping as a practice with objectives similar to those of information literacy: namely, finding, selecting, organizing, and communicating information.

scholarly journals When Plagiarism Is A Matter

2019 ◽  
Vol 4 (1) ◽  
pp. 8
Author(s):  
Nur Cahyati Wahyuni
Keyword(s):  
High Education ◽  
Information Literacy ◽  
Academic Integrity ◽  
Academic Community ◽  
Plagiarism Detection ◽  
Scientific Process ◽  
Literature Study ◽  
Primary And Secondary Education ◽  
Raising Awareness ◽  
Scientific Papers

The high education world is retested with resurfacing the plagiarism practice of the scientific papers in the academic community. The Plagiarism joins in the realm of academic integrity, where the honesty of the scientific process and the contributions of others in a paper of an academic community should be recognized in.The software of Plagiarism detection on the paper can be used to reduce the risk of plagiarism and academic integrity. However, the information sharing and appropriate learning about the plagiarism issue itself is more important for improving the understanding which directs the behavior of anti-plagiarism.This Literature Study give a line description on raising awareness of plagiarism.  It is not only higher education’s responsibility, but also primary and secondary education. The Application of Information Literacy program earlier will assist in the formation of individuals who are away from plagiarism behavior.

Diagnostik von ICT Literacy: Messen Multiple-Choice-Aufgaben und simulationsbasierte Aufgaben vergleichbare Konstrukte?

Diagnostica ◽  
2020 ◽  
Vol 66 (3) ◽  
pp. 147-157
Author(s):  
Martin Senkbeil ◽  
Jan Marten Ihme
Keyword(s):  
Information Literacy ◽  
Large Scale ◽  
Panel Study ◽  
Multiple Choice ◽  
Ict Literacy ◽  
Computer And Information Literacy ◽  
Literacy Test

Zusammenfassung. ICT Literacy legt eine performanzbasierte Erfassung mit simulierten und interaktiven Testaufgaben nahe. Der vorliegende Beitrag untersucht, ob mit Multiple-Choice (MC)-Aufgaben ein vergleichbares Konstrukt wie mit Simulationsaufgaben erfasst wird. Hierfür wurden die Testergebnisse zweier Instrumente aus aktuellen Large-Scale-Studien gegenübergestellt, die an N = 2 075 Jugendlichen erhoben wurden: der auf MC-Aufgaben basierende ICT Literacy-Test für Klasse 9 des Nationalen Bildungspanels (National Educational Panel Study, NEPS) und der simulationsbasierte Kompetenztest der internationalen Schulleistungsstudie ICILS 2013 (International Computer and Information Literacy Study). Die Analysen unterstützen die Gültigkeit der Konstruktinterpretation des MC-basierten Tests in NEPS. Im Sinne der konvergenten Evidenz korrelieren die MC-Aufgaben substanziell mit den computer- und simulationsbasierten Aufgaben in ICILS 2013 (.68 ≤  r ≤ .90). Weiterhin ergeben sich positive und für beide Tests vergleichbar hohe Korrelationen mit ICT-bezogenen Schülermerkmalen (z. B. Selbstwirksamkeit). Weiterführende Analysen zum Zusammenhang mit allgemeinen kognitiven Fähigkeiten zeigen zudem, dass ICT Literacy und kognitive Grundfähigkeiten distinkte Faktoren repräsentieren.

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