Rewriting Field-Based Literacy Practicum Experiences

High-quality, field-based practicum experiences provide learning opportunities foundational to future teachers' pedagogy that coursework alone cannot replicate. However, access to these field-based placements for preservice teachers can be limited at times, such as during the COVID-19 pandemic. This chapter explores how one instructor of an intermediate literacy course, which carries a 20-hour field-based practicum requirement, rewrote a traditional field-based literacy experience to design a virtual practicum experience. Following a review of the literature, this chapter is divided into three key parts: (1) design elements of a virtual literacy practicum, (2) preservice teacher perceptions of a virtual literacy practicum, and (3) comparisons of preservice teachers' experiences in a traditional in-person literacy practicum to a virtual literacy practicum. Finally, suggestions for re-writing traditional field-based literary practicum experiences will be provided.

Distance learning information literacy: Undergraduate students experience distance learning during the COVID-19 setting

This qualitative study provides an understanding about undergraduate students’ information literacy experience during their involvement with distance learning in an Indonesian university. Findings present evidence to inform the development of the distance learning process in Indonesia and informed learning responses that enhance the learning of undergraduate students. A total of 17 undergraduate students were interviewed using a semi-structured interview technique. The data collected were analyzed using thematic analysis, revealing four themes related to students’ information literacy experience during distance learning, namely, understanding distance learning, platform literacy, learning strategy, and learning resources. Findings can inform the development of informed learning responses to enhance the transition of undergraduate students into distance learning during a pandemic situation. These results may also be of benefit to teaching faculties for enhancing teaching and learning activities and to provide support for students.

The Interplay of Information Literacy, Learning Facility, Learning Achievement & Motivation Toward Online Learning Experience During COVID-19 Crisis: PLS-SEM Approach

The COVID-19 crisis has forced the learning system in Indonesia from face-to-face learning to online learning. This rapid transformation presents various challenges, especially for universities in remote areas such as Papua. This study aims to explore the factors that can influence the students' learning experience. The research approach used is quantitative with an analysis model of PLS-SEM. The data were obtained using a simple random sampling technique from four universities in Merauke, with 207 respondents. Four hypotheses were accepted, and one hypothesis was rejected in this research. Online information literacy experience and online learning facility perspective were affecting online learning experience significantly. Meanwhile, the online learning facility perspective significantly affecting online information literacy experience and online learning achievement motivation. However, online learning achievement motivation has a positive correlation but does not contribute significantly to an online learning experience. This research implies that higher education institutions can focus on factors that significantly contribute to the student's learning experience to provide a positive experience and increase online learning effectiveness, especially during the COVID-19 crisis.Keywords: learning experience, online learning, PLS-SEM, COVID-19

EXPRESS: Long-term written language experience affects grammaticality judgments and usage but not priming of spoken sentences

‘Book language’ offers a richer linguistic experience than conversational speech in terms of its syntactic properties. Here, we investigated the role of long-term syntactic experience on syntactic knowledge and processing. In a pre-registered study with 161 adult native Dutch speakers with varying levels of literacy, we assessed the contribution of individual differences in written language experience to offline and online syntactic processes. Offline syntactic knowledge was assessed as accuracy in an auditory grammaticality judgment task in which we tested violations of four Dutch grammatical norms. Online syntactic processing was indexed by syntactic priming of the Dutch dative alternation, using a comprehension-to-production priming paradigm with auditory presentation. Controlling for the contribution of non-verbal IQ, verbal working memory, and processing speed, we observed a robust effect of literacy experience on the detection of grammatical norm violations in spoken sentences, suggesting that exposure to the syntactic complexity and diversity of written language has specific benefits for general (modality-independent) syntactic knowledge. We replicated previous results by finding robust comprehension-to-production structural priming, both with and without lexical overlap between prime and target. Although literacy experience affected the usage of syntactic alternates in our large sample, it did not modulate their priming. We conclude that amount of experience with written language increases explicit awareness of grammatical norm violations and changes the usage of (PO vs. DO) dative spoken sentences but has no detectable effect on their implicit syntactic priming in proficient language users. These findings constrain theories about the effect of long-term experience on syntactic processing.

EMERGENCE OF EDUCATION IN TOMSK GUBERNIYA: FROM THE ARCHIAL FUNDS

Основная цель статьи – показать историю становления и развития начальных училищ и гимназий (мужских и женских) в сибирских территориях периода ХVII – начала ХХ в. на архивных материалах уникального томского школьного музея народного образования. Представлена динамика создания и функционирования различных типов образовательных учреждений духовного ведомства и сословного предназначения. На основе данных из архивных фондов музея народного образования города Томска подчеркнута роль выдающихся общественных деятелей и сибирских просветителей П. И. Макушина и Г. Н. Потанина по строительству новых школ и созданию различных образовательно-просветительских обществ, среди которых Общество попечения о начальном образовании. Показан опыт распространения грамотности населения на территориях Томской губернии путем открытия бесплатных библиотек, книжных магазинов, общедоступных музеев. Описана история школьного музея народного образования, в котором документально представлена целостная картина школьного образования в период существования Томской губернии до 1925 г. Архивные документы и экспонаты музея также отражают современное состояние педагогических кадров, содержание учебных программ и достижения школьной системы образования. The main purpose of this article is to illustrate the historical emergence and developing of elementary schools, men and women gymnasiums in Siberian territories in the period of of the 17th - early 20th centuries using archival materials from the unique school museum of public education in Tomsk. The dynamic of formation and functioning of the various types of ecclesiastical educational institutions and class purpose are presented. On the basis of data from the archival funds of the Museum of Public Education of the city of Tomsk, the role of prominent public figures and Siberian educators P.I. Makushin and G.N. Potanin in the construction of new schools and the creation of various educational societies, including the Society for the Care of Primary Education. The distribution of literacy experience is illustrated by means of creation free libraries, book shops and accessible museum on the Tomsk province territories. Today more than a hundred municipal and departamental museums operate on the territory of the modern Tomsk region. Most of these museums have special sections containing archival documents and exhibits, dedicated to education. The article describes the history of the Tomsk school museum of public education, which documents a complete picture of school education during the existence of the Tomsk province until 1925. Archival documents also reflect the current state of the teaching staff, the content of educational programs and achievements of the school educational system.

Technologies, knowledge and truth: the three dimensions of information literacy of university students in Slovakia

PurposeThe purpose of this paper is to inform on results of the study based on the dissertation project – the study of newcoming university students and their information literacy experience. It describes the three categories of information literacy experience as perceived by these students.Design/methodology/approachThe document is based on a qualitative phenomenographic study of 40 first-year undergraduate students of teacher education programs from five faculties of Comenius University in Bratislava. Data were collected from each participant in two stages by three methods: written statements, drawings and interviews.FindingsThe phenomenographic analysis results in three categories of information literacy: (1) the conception of digital technologies, (2) the conception of knowledge and (3) the conception of truth. The outcome space presented by two alternative models points to a strong interrelation of all three categories. The resulting conceptions point to the diversity of the concept of information literacy in relation to other types of literacies, especially digital, reading and media literacy, as well as to intersections with other scientific disciplines such as psychology, cognitive science or philosophy.Research limitations/implicationsThe most important limits of this qualitative research are the low numbers of participants and the high degree of subjectivity in data evaluation. For this reason, a verification study was carried out one-year later.Originality/valueAlthough phenomenographic studies of information literacy in the educational context are quite common, the third category of this study brings a new contribution to the information literacy theory – the dimension of truth or truthfulness of information.