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 Penjenjangan Kemampuan Berpikir Kritis Matematis Berdasarkan Teori Bloom Ditinjau Dari Kecerdasan Multiple Intelligences

2019 ◽  
Vol 2 (1) ◽  
pp. 87-103
Author(s):  
Mujib Mujib
Keyword(s):  
Critical Thinking ◽  
Multiple Intelligences ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Analysis And Evaluation ◽  
Critical Thinking Ability ◽  
Spatial Intelligence ◽  
Thinking Ability ◽  
Qualitative Descriptive ◽  
The Mathematical Model

This study aims to see how the mathematical model of critical thinking skills is based on Bloom theory in terms of Multiple Intelligences intelligence, namely Students have Linguistic Intelligences, Logical-Mathematical and Spatial Intelligence Intelligence. The research method used is descriptive qualitative. Subjects taken in this study were using purpose sampling techniques. Data collection techniques used are tests, questionnaires, observation and interviews. Data analysis was carried out in a qualitative descriptive manner. Each Multiple Intelligences intelligence is capable of observing, understanding, applying, analyzing, evaluating and creating. Based on the tests and interviews the characteristics seen are at the stage of observing, understanding and applying. Not able to analyze, evaluate and be creative. Students who have a tendency to Linguistic Intelligence Intelligence processes the process of critical thinking mathematically has the stages of Lower Order Thinking (LOT). Students who have Spatial Intelligence Intelligence stages of critical thinking skills are mathematical, namely at the stage of observing, understanding, applying analysis and evaluation. At the stage of creation, the characteristics of students are not able. Students who have a tendency for Spatial Intelligence intelligence in the process of mathematical critical thinking skills at the level of Middle Order Thinking (MOT). Students who have the type of Logical-mathematical Intelligence Intelligence stage of critical thinking ability that is the stage of observing, understanding, applying, analyzing, evaluating, and developing. Students who have the type of Logical-mathematical Intelligence tendencies in the process of mathematical critical thinking abilities at the stages of Higher Order Thinking (HOT).

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.

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 Hayat Bilgisi Ders Kitaplarında Yer Alan Soruların Eleştirel Düşünmeye Katkısının Öğretmen Görüşlerine Göre İncelenmesi

2021 ◽  
Vol 7 (13) ◽  
pp. 220-235
Author(s):  
Murat ŞAHİN
Keyword(s):  
Critical Thinking ◽  
Real Life ◽  
First Grade ◽  
Structured Interview ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Classroom Teachers ◽  
Study Group ◽  
Analysis And Evaluation ◽  
Content Analysis Method

The aim of this study is to examine the contribution of the questions in the Life Science course books to critical thinking according to the views of teachers. A case study pattern, which is one of the qualitative research methods, was used in the research. The study group consists of 12 Classroom Teachers working in the province of Van in the 2018-2019 academic year. In order to determine the study group, criterion based sampling method was used. Data were collected by semi-structured interview form developed by the researcher. Content analysis method was used for data analysis. The findings obtained at the end of the research are as follows: 1- Classroom teachers see individuals with critical thinking skills as inquiring, having a different perspective, producing solutions to problems, assimilating information, and making analysis and evaluation. 2- While the first grade teachers stated that the questions in the Life Studies textbooks contributed positively to the critical thinking skills of the students, the second and third grade teachers stated that they did not. 3- All of the classroom teachers suggested increasing the number of questions and linking the questions with real life so that the questions in the Life Studies textbooks could contribute more to the critical thinking skills of the students.

scholarly journals On the Question of Critical Perception of Information by Young People on the Internet

2020 ◽  
pp. 16-24
Author(s):  
Daria Kononovych ◽  
Keyword(s):  
Critical Thinking ◽  
Young People ◽  
Essential Element ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Internet ◽  
Leading Role ◽  
Modern Information ◽  
Types Of Information ◽  
The Impact

The modern information age raises the problem of the formation of students ability to self-education, their competence work with different types of information and critical thinking skills in. The article focuses on the definition of critical thinking as an essential element of mental activity of a person at the modern information society; on the study of socio-psychological factors of youth susceptibility to manipulation of consciousness. The critical thinking procedure should provide not just proactive position of its bearer, but his leading role in determining the course and direction of events development. In the situation of informational war only critical thinking can save our consciousness from the impact of the mighty media manipulation. Critical thinking is not just the ability to think, it is the ability to think rationally, the ability to understand our own thoughts, the ability to understand the thoughts of others, the ability to make up your mind to reach the only right decision, consciously assessing the situation. It is defined the peculiarities of formation of critical thinking as a result of social work. The necessity of critical thinking with a view to possibility of information rethinking is substantiated. The author presents the results of a study of the attitude of 317 young people aged 16 to 25 to the Internet. The study also identified the most characteristic human qualities that contribute to the possibility of manipulating it: suggestibility, complexes, self-confidence, the desire to be consistent. The importance of further research was expressed.

The World Wide Web as a teaching and learning resource

2003 ◽  
Vol 17 ◽  
pp. 74-90 ◽  
Author(s):  
Eiko Ushida ◽  
Chihiro Kinoshita Thomson
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Resources ◽  
Group Project ◽  
Web Resources ◽  
Oral Presentations ◽  
E Mail ◽  
The Web

This empirical study of Resource Based Learning in a group project in intermediate Japanese classes investigated students’ learning process during their interactions with Web resources. The learners researched an aspect of Japanese society of their choice, using different types of available learning resources (e.g., human, media, literature, e-mail, and the Web) and gave oral presentations based on their research. The researchers observed the students throughout the semester while they were working on the various learning resources and took notes on their activities and interactions. After the presentation, one of the researchers conducted a follow-up interview with seven students from different groups. Based on the empirical data, the findings are described and interpreted. Results show learners’ positive perceptions of the gains of the project, and that learners most valued the resource from which they best obtained the information needed for their research content and topic. Although this project created a larger learning environment, learners were required to develop strategies to understand and use the authentic Web resources beyond their language proficiency; and to use information searching skills and critical thinking skills in order to be successful in resource-based learning using the Web.

Regulating online content in East Africa: Potential challenges and possible solutions

2020 ◽  
Vol 12 (3) ◽  
pp. 319-334 ◽  
Author(s):  
Sylvia Ndanu Mutua ◽  
Zhang Yanqiu
Keyword(s):  
East Africa ◽  
Digital Literacy ◽  
Thinking Skills ◽  
Daily Basis ◽  
Critical Thinking Skills ◽  
The Internet ◽  
Online Content ◽  
Internet Users ◽  
Content Regulation ◽  
Regulatory Challenges

This article identifies the key but common challenges in the regulation of online content in Kenya, Uganda and Tanzania in East Africa (EA), both in terms of the regulatory challenges and the controversies surrounding government legislative responses to curbing illegal and harmful online content. To address these challenges, the article proposes the incorporation of digital literacy into the existing cyber legislations through content regulation and digital literacy, a new concept geared towards empowering the internet users in EA to be not only aware of the existing content legislation but also develop critical thinking skills and abilities to take action on illegal and harmful online content on a daily basis.

Dynamic Learning: Designing a Hidden Pedagogy to Enhance Critical Thinking Skills Development

2018 ◽  
Vol 4 (2) ◽  
pp. 148-156
Author(s):  
Christine Rivers ◽  
Ian Kinchin
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Business Schools ◽  
Thinking Skills ◽  
Learning Outcome ◽  
Critical Thinking Skills ◽  
Skills Development ◽  
The Internet ◽  
Dynamic Learning ◽  
The One

Practitioners consider critical thinking skills to be vital for survival in business. Business schools should use such insight wisely by strategically embedding critical thinking skills in the curriculum at module and program levels. Practitioners even go further and say it is the one aspect that cannot be automated and probably the most valuable in functioning as an oppositional power to the “shallows of the internet.” However, we have to keep in mind that developing critical thinking skills is a learning process in itself, one that is cyclical, multilinear, and omnidirectional, and it needs to be integrated as a pedagogy, not just a learning outcome, so it can become an academic habit of mind. The article demonstrates how critical thinking can be enhanced by embedding it as a pedagogy at module level.

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