Information literacy: assessment of undergraduate and graduate nursing students

PurposeTo describe the perceived level of information competency among nursing students in Jordan.Design/methodology/approachCross sectional-correlational design was utilized. Data were collected using an electronic self-administered questionnaire from graduate and undergraduate nursing students in Jordan.FindingsNursing students showed a moderate mean total score of information competency (184.11 out of 280, SD = 22.92). Among information competency subscales, using the information technologies subscale had the highest mean score, while information from the mass media subscale had the lowest mean score. Information competency of nursing students was positively correlated with students' age. Significant differences were found in information competency according to the academic level, addressing scientific research and research in databases in the course of the study, frequency of meeting the supervisor to discuss the research and university sector.Originality/valueAlthough there are numerous studies worldwide that assessed nursing students' information literacy, this paper represents the first study of information literacy competencies among nursing students in Jordan. While the content supports conclusions that have been drawn from other studies, this study is novel in terms of the student population it addressed. Information competency among nursing students can be improved by integrating standard research and information competency courses at the undergraduate level and involving mass media platforms in the nursing education curricula.

Wholistic Planning and Literacy Assessment for Bi/Multilingual and Bi/Multicultural DHH Students

This chapter presents Hornberger's *continua of biliteracy as a comprehensive and wholistic examination of diverse deaf and hard-of-hearing students' multilingual and multicultural abilities. The continua consist of four domains—development, content, media, and contexts—through which biliteracy is acquired. The continua are described then applied to three diverse immigrant DHH students and their families who are from Cambodia, Vietnam, and Chile. This results in unique insights into the students' current skill development and future needs including attainment of a positive dual minority identity and optimal academic skills. The final section utilizes the continua with a miscue analysis of an African American eighth grader. Miscue analysis provided a naturalistic, language-neutral means of assessing reading skills and identified a number of strengths not previously observed. This combination of tools more thoroughly examines the positive and negative influences on diverse DHH students with sensitive and insightful approaches for optimizing their educational experiences.

Evaluating the Effectiveness of a Volunteer One-on-One Tutoring Model for Early Elementary Reading Intervention: A Randomized Controlled Trial Replication Study

This study examines the impacts of two AmeriCorps programs, Minnesota Reading Corps and Wisconsin Reading Corps, where AmeriCorps volunteers provide literacy tutoring to at-risk kindergarten through third-grade (K–3) students utilizing a response-to-intervention framework. This evaluation replicates a prior randomized controlled trial evaluation of the program 4 years later and for the first time evaluates the program model replicated in Milwaukee, Wisconsin. The results of the two evaluations showed that kindergarten and first-grade students who received a single semester of Reading Corps tutoring achieved significantly higher literacy assessment scores, and demonstrated meaningful and significant effects after a full-school year of the intervention for second- and third-grade students.

Learning outcome in literacy and numeracy in Uganda: Mining Uwezo assessment data to demonstrate the importance of maternal education

Academic performance in primary education plays a crucial role in obtaining further educational opportunities. Despite increased focus on addressing the inequality gaps in access to education, a number of studies have shown that children living in poor families with mothers who have low educational attainments experience less success, both in school and later as adults in the workforce, than children living in more advantaged circumstances. This paper analyses the effect of mothers’ education on the numeracy and literacy learning outcomes among children in Uganda. Mining data from the 2018 Uwezo Uganda Learning Assessment survey, we explore the influence of maternal education on learning outcomes. The findings showed that the proportion of children who demonstrated the ability of competently reading and comprehending a story of primary two level increased with increasing maternal education. Whereas only 13.6% of the primary four children whose mothers had never been to school were able to read and comprehend a story (the highest level in literacy assessment), more than four times (50.7%) of the children whose mother had above senior four qualification had similar abilities. A similar trend was seen with performance in numeracy where 31.9% of primary four children whose mothers had no education at all were able to attain the highest numeracy level, compared to 59.1% for children whose mothers level of education was beyond senior four. It was further observed that slightly more than one in three (35.6%) of the primary one/two children whose mothers had never been to school were completely non numerate compared to less than one in ten (9.0%) of the children whose mothers had studied beyond senior four who were non-numerate. Given the changes in access to schooling and impact on learning yielding from the global COVID 19 pandemic, whereas the data mined was collected before this pandemic, there is need for reflection on the home schooling approach being proposed by government and other stakeholders considering that this is likely to benefit more children whose mothers have higher levels of education than those with less education or never

Assessing the health literacy level of students in higher education: evolution throughout the training

Objectives: This work has two objectives: contribute to evaluate the level of health literacy of students in higher education, in the area of health and to contribute to the formulation of strategies to adapt the content of training to the needs of students. Methods: In this longitudinal observational study, a health literacy assessment questionnaire (NVS) was applied to students from 3 Health Schools and 2 different courses (Nursing and Dental Hygiene), at the beginning of the first school year, and at the end of the third year. Results: Less than 5% of the students participating in this study had inadequate health literacy at the entrance to the course. Women had a better level of health literacy than men, although no statistical significance was found (p=0.153). The health literacy gains are different among the courses. Nursing students began with a higher level of health literacy but were overtaken by oral hygiene students at the end of the 3rd year. However, the level of health literacy did not differ statistically throughout the training, although an increase in the level of health literacy was observed. Conclusions: The relationship between health literacy and health is recognized. Higher education institutions need to formulate strategies to adapt the content of training to the needs of students and to the level of health literacy in order to train students for lifelong learning.

Development and Validation of the Health Literacy Assessment Instrument for Patients with Chronic Pain

A suitable health literacy assessment instrument for patients with chronic pain (HLCP) in China with good instrument’s psychometric properties is required. A theoretical framework for the HLCP was developed by adopting the hierarchical model of health literacy proposed by Nutbeam. The reliability and validity of the HLCP were tested in a cross-sectional survey of 237 chronic pain patients from three pain clinics and wards of Grade-3A hospitals in Zhejiang Province, China. The discriminant degree method, correlation analysis method, factor analysis method (exploratory factor analysis), half reliability, and other methods were utilized to screen items for inclusion in the final version of HLCP, and the fitness of the model was subsequently evaluated by confirmatory factor analysis. Cronbach’s alpha value and test-retest with two-week intervals were used to test the internal consistency and retest reliability of the HLCP. In the exploratory factor analysis, three domains, functional health literacy (10 items), interactive health literacy (14 items), and critical health literacy (7 items), comprising 31 items in total, were finally loaded; the model was determined to explain 70.9% of the total variance. HLCP’s effective assessment of the health literacy level of patients with chronic pain and its acceptable reliability and validity were revealed through the results.

Perilaku Literasi Digital Keagamaan Mahasiswa UIN Sunan Ampel Surabaya

State Islamic University of Sunan Ampel Surabaya (UINSA) implements integrated twin-towers learning model that combines Islamic scholarship with science, technology, social, and humanities. Through this learning model, the students of UINSA get courses on strengthening Islamic values regardless of their study program. Students are required to be independent in learning, including getting religious learning resources that can be accessed via the internet. However, religious information circulating on the internet is not always true and valid, so it affects on student behavior in accessing religious literacy in the digital world. This article aims to describe the level of religious digital literacy behavior on the students of UINSA and is observed based on demographic elements (gender, faculty and education background). The research method was carried out with quantitative approach where data collection was carried out by distributing questionnaires referring to the UNESCO Media and Information Literacy Assessment Framework via online. The results of this research indicate that the level of student religious digital literacy behavior is on a advance level. However, in demographic element, it shows various digital literacy levels, there are those who get advanced and intermediate levels. The results of this study are expected to be a reference for university to develop digital religious literacy competencies among their students in the future.

Assessing secondary students’ scientific literacy: A comparative study of suburban schools in England and Malaysia

This study sought to assess the level of secondary students’ scientific literacy in suburban schools in Malaysia and England, a research area which to date has not been fully explored in the literature. The study analysed the data using the OECD’s three domain-specific competencies of scientific literacy, namely: i) explain phenomena scientifically, ii) evaluate and design scientific enquiry, and iii) interpret data and evidence scientifically. To assess the level of secondary students’ scientific literacy in these contexts, the study applied the scientific literacy assessment instrument called the ‘Nature of Scientific Literacy Test’ (NOSLiT), first developed by Wenning (2006). The results indicated that the level of scientific literacy of English students was higher than that of Malaysian students across all three domain-specific competencies. Despite the fact that NOSLiT is a systematic and reliable instrument for assessing the level of students’ scientific literacy, the study found that OECD’s three domain-specific competencies of scientific literacy provided better insights into the level of secondary students’ scientific literacy in Malaysian and English suburban schools. It is suggested that future studies should use a qualitative approach to both data collection and analysis to understand the level of students’ scientific literacy in more detail.

Portuguese Physical Literacy Assessment Questionnaire (PPLA-Q) for adolescents (15–18 years) from grades 10–12: development, content validation and pilot testing

Background The Portuguese Physical Literacy Assessment (PPLA) is a novel tool to assess high-school students’ (grade 10–12; 15–18 years) Physical Literacy (PL) in Physical Education (PE); inspired by the four domains of the Australian Physical Literacy Framework (APLF), and the Portuguese PE syllabus. This paper describes the development, content validation, and pilot testing of the PPLA-Questionnaire (PPLA-Q), one of two instruments in the PPLA, comprised of modules to assess the psychological, social, and part of the cognitive domain of PL. Methods Development was supported by previous work, analysis of the APLF, and literature review. We iteratively gathered evidence on content validity through two rounds of qualitative and quantitative expert validation (n = 11); three rounds of cognitive interviews with high-school students (n = 12); and multiple instances of expert advisor input. A pilot study in two grade 10 classes (n = 41) assessed feasibility, preliminary reliability, item difficulty and discrimination. Results Initial versions of the PPLA-Q gathered evidence in favor of adequate content validity at item level: most items had an Item-Content Validity Index ≥.78 and Cohen’s κ ≥ .76. At module-level, S-CVI/Ave and UA were .87/.60, .98/.93 and .96/.84 for the cognitive, psychological, and social modules, respectively. Through the pilot study, we found evidence for feasibility, preliminary subscale and item reliability, difficulty, and discrimination. Items were reviewed through qualitative methods until saturation. Current PPLA-Q consists of 3 modules: cognitive (knowledge test with 10 items), psychological (46 Likert-type items) and social (43 Likert-type items). Conclusion Results of this study provide evidence for content validity, feasibility within PE setting and preliminary reliability of the PPLA-Q as an instrument to assess the psychological, social, and part of the cognitive domain of PL in grade 10 to 12 adolescents. Further validation and development are needed to establish construct validity and reliability, and study PPLA-Q’s integration with the PPLA-Observation (an instrument in development to assess the remaining domains of PL) within the PPLA framework.

Skills for Life: Fostering Creativity

As the global economy and workforce are constantly being diversified with a greater emphasis on technology, 21st Century citizens are required to acquire basic digital literacy competencies. In this brief, we examine the concept of literacy and digital literacy. Then, we review the latest digital literacy studies in the United Nations Educational, Scientific and Cultural Organization (UNESCO), the European Commission, the United Kingdom, and the United States. Lastly, we provide suggestions by comparing digital literacy studies, including ICT studies, in South Korea with international literacy assessment metrics. This brief aims to contribute to developing digital literacy measurements applicable to ICT in education internationally and mitigate the digital divide.