Identifying the Information Literacy Competency Standards for Teachers

In line with the ministry of education to enhance students’s higher order thinking skills; teachers should take advantage of ICT use in classroom. The main purpose of this conceptual paper is to discuss the elements of information literacy competence for teachers in Malaysia. The literature review on existing standard competency literacy will be basis of this discussion. The ministry want to ensure that basic ICT infrastructure are in place throughout the system and the main priority is that all teachers have basic competency in ICT. Based on proposed framework, it is presumed that there were three dimensions related to information literacy competence (knowledge, skills and attitude). Keywords: ICT, Information literacy competence, ICT Competency Literacy Standards.

Literasi Kitab Kuning pada Santri Pondok Pesantren Al-Muhsinin Desa Koto Petai Kabupaten Kerinci

ABSTRACT Introduction. The purpose of this study was to determine the ability of the students of the Al-Muhsinin Islamic Boarding School in Koto Petai Village to access, evaluate, and use information on the kitab kuning content with literacy standards of the International Federation of Library Association and Institutions (IFLA).Data Collection Method. To collect precise and accurate data, the researcher used qualitative research. The method of determining the subject was done by purposive sampling, the data collection methods used were the interview method, the observation method and the documentation method.Analysis Data. Data analysis was used, namely data reduction, data presentation, and drawing conclusions.Results and Discussions. The results of this study are: The ability of the Santri at the Al-Muhsinin Islamic Boarding School of the Koto Petai Village in Accessing Information on the Kitab Kuning is quite good, this can be seen from the information obtained from discussions with teachers and clerics and also with friends. and chosen to be applicable in everyday life. The ability of the Santri at the Al-Muhsinin Islamic Boarding School of Koto Petai Village in Evaluating Information on the Kitab Kuning is quite good, it can be seen that to get clear information each person has different versions, some select and sort the information first and some are direct use the information. It depends on each person how to get the information. The ability of the Santri at Al-Muhsinin Koto Petai Islamic Boarding School in using the Kitab Kuning information is not good. It can be seen that in using the information obtained by the informants they have not applied or applied it and in communicating information to other parties, the informants also rarely communicate the information they know to other parties. Keywords: Information Literacy, Kitab Kuning, Santri

Information literacy standards for information skills in social work curricula

This study proposes information literacy standards to be met by social work curricula. The documentary review used as a point of departure included papers on the introduction of literacy in the curriculum to develop information skills; internationally defined information literacy standards; and the specific and general skills required for social work. The outcome of that review, a proposal for information literacy standards in social work curricula, was assessed by social workers and information scientists. As a result of these two stages of the study, five information literacy standards were defined: one, knowing what type of information is needed; two, accessing the information needed effectively, efficiently and ethically; three, assessing the information and sources, ethically and responsibly building new knowledge with the information selected; four, using and disseminating information effectively and ethically to a specific purpose; and five, keeping abreast of and networking with the information. Implementing those standards helps develop information skills while working toward a degree in social work. Coupled with other specific and general professional aptitudes, such skills help graduates address the issues with which they are confronted in social research and intervention.

Exploring In-Service TEYL Teachers’ Assessment Literacy: Implication For Continuing Professional Development

Assessment is central and holds essential role in language learning from which the result of the teaching and learning are derived. It shows that the ability of language teachers in assessing their students is crucial. This study explored the assessment literacy of in-service TEYL teachers in Bogor by employing narrative case study. The subjects of the study were 19 English teachers around Bogor. In collecting the data, CALI (Classroom Assessment Literacy Inventory) and FGD (Focus Group Discussion) were employed. The data gathered from CALI were then scored and analyzed, and FGD data were coded based on the assessment literacy standards from which conclusion were derived. The findings reveal that teachers have poor level of assessment literacy. Consequently, teachers must update themselves by conducting continuing professional development. HIGHLIGHTS: Assessing Young Learners is complicated and challenging for Indonesian teachers because of the demand of the Curriculum 2013. Assessment literacy is central in English language learning from which teachers can assess their students and communicate the results to the stakeholder. Continuing Professional Development is an important action that can be done by teachers to increase their assessment literacy.

Buying into Dominant Ideas About Wealth and Poverty: An Examination of U.S. and Canadian Financial Literacy Standards

Background In the wake of the 2007–2008 global financial crisis, calls for financial literacy education increased dramatically. In both the United States and Canada, the financial collapse and its aftermath saw a resurgence of personal finance programs and initiatives in schools. While financial literacy education continues to be introduced in U.S. and Canadian high schools through the implementation of financial literacy standards into social studies curricula, few studies have focused on the content and ideology of these standards. This study is the first to provide a systematic review of all available high school financial literacy standards across the United States and Canada. Purpose The purpose of this research was to render visible the hidden ideological underpinnings of financial literacy standards. Specifically, the study investigated what the discourse in the standards implied about individuals’ financial outcomes and what was made invisible about the ways in which people achieve or fail to achieve economic security and wealth. Research Design This study employed critical discourse and ideological analysis to examine state-sanctioned financial literacy standards from 43 high school social studies curriculum documents in the United States and Canada. Findings The analysis revealed that, overall, financial literacy standards framed financial wellbeing as a personal doing while neglecting to consider the broader social, economic, and political forces influencing financial outcomes. This research demonstrates how financial literacy discourses, rooted in ideologies of merit, often tell an incomplete story about the origins and determinants of both wealth and poverty. Conclusions The results from this study offer insight into how deficit thinking about economically marginalized individuals and groups continues to permeate educational discourse. In examining financial literacy standards in particular, this study contributes to existing research problematizing financial literacy initiatives and calling for more critical, inclusive, and nuanced approaches. This research also adds to scholarship unpacking the ideological assumptions embedded in state-mandated academic standards concerning wealth and poverty.

Evaluating literacy levels of patient education materials for a sickle cell transition group education programme

Objective: A multidisciplinary team from a US midwestern urban medical centre developed written patient education materials for a group education programme designed to prepare adolescents and emerging adults with sickle cell disease for transition to adult care. We evaluated the literacy levels of these materials and demonstrate how to revise the patient education materials to meet literacy standards. Method: Six tools were used to evaluate literacy levels of the patient education materials. Based on the literacy level scores of the materials, including readability, grade level, understandability and actionability, recommendations and revisions were made to improve literacy levels. The revised materials were again assessed using the same six tools. Results: Initial literacy levels of the patient education materials were higher than recommended standards. Adjustments were made to meet literacy standards. Not all standards were met. Conclusion: Patient education materials should conform as much as possible to recommended literacy standards for optimum understandability. However, not all patient education materials can fully meet all evidence-based literacy standards. Recommendations for evaluating literacy standards when creating or providing previously developed patient education materials are discussed. Extra efforts to achieve acceptable literacy standards are recommended when medically complex educational materials are necessary.