A Multicultural Approach to Digital Information Literacy Skills Evaluation in an Israeli College

Pieterse, Efrat; Greenberg, Riki; Santo, Zahava

doi:10.15760/comminfolit.2018.12.2.4

Cited by 15 publications

(18 citation statements)

References 22 publications

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“…Similar studies on informational skills in different contexts come from Townsend, Hofer, Hanick, & Brunetti (2016); Pieterse, Greenberg, & Santo (2018), Klucevsek (2017); Tewell (2015); Hinchliffe, Rand, & Collier (2018); and Holliday (2017). The results of the results have similar to acquire information skills.…”

Section: Informational Competenciesmentioning

confidence: 76%

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How to Use Digital Literacy as a Learning Resource for Teacher Candidates in Indonesia

Rusydiyah

Purwati

Prabowo

2020

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In the current era, the world of education faces challenges of how to design learning by using digital media with the intention to improve the instructional quality and students’ competencies. Digital media are important in the world of education since they are able to present materials contextually, visually, interestingly, and interactively. The present study was aimed at identifying teacher-candidate students’ perceptions on the use of digital literacy as a learning resource. The study was a survey involving students of the universities that had a partnership with USAID Priority as the research population. A sample of 168 students was selected from seven such universities. Data were collected using questionnaires, interviews, and documentation. The weighting of the questionnaire scores used the Likert’s scale. The variable Digital Literacy consisted of four indicators of ICT basic competencies, informational skills, media awareness, and computational thinking. Findings show that the teacher-candidate students have good perceptions in the use of digital literacy as a learning resource. On the ICT basic skill indicator, the average score is at the high category; on the informational skill indicator, the average score is at the very high category; on the media awareness, the average score is at the high category; and on the computational thinking indicator, the average score is at the medium category.

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Section: Informational Competenciesmentioning

confidence: 76%

“…In the study by Pieterse et al (2018), the informants are students of the first year studying Hebrew and Arabic. It is found that students have a good level of information.…”

Section: Informational Competenciesmentioning

confidence: 99%

How to Use Digital Literacy as a Learning Resource for Teacher Candidates in Indonesia

Rusydiyah

Purwati

Prabowo

2020

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“…Little data exist, however, on the level of performance of Arab students in the ICT-enriched learning environment. Of the recently conducted studies, Zidan and Ganayem (2018) and Pieterse et al (2018) claimed that most of the Arab-speaking graduates had basic ICT skills to continue their education. Pieterse et al (2018) argued, however, that Arab study participants required more mediation in acquiring information literacy skills than their Jewish counterparts.…”

Section: A Brief Characteristic Of the Learning Habits Of Arab School And Tertiary Studentsmentioning

confidence: 99%

Arab Pre-service Teachers’ Perspectives on the Role of ICT in Learning and beyond School

Seif

2020

European Journal of Interactive Multimedia and Education

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This study was necessitated by the paucity of the data on the role of information and communication technology (ICT) in the Arab education system in Israel. The study was conducted as a cross-sectional survey among novice students from the three Arab teacher training colleges. The aim of the survey was to examine whether students' perceptions reflect the skills associated with the concepts of digital competence and higher order thinking skills (HOTS). Data were collected through the closed-item and mixed-item questionnaires. Open-ended items had also the purpose to examine participants' reasoning skills. The results of the pilot showed good internal reliability for a closed-item questionnaire (α < 0.72) and for a mixed-item one (α < 0.76). Both quantitative and qualitative results suggested that the majority of participants understood the relevance of ICT to their learning and other areas of life and demonstrated safe and responsible use of ICT. The findings suggested that participants were less skilled in the areas of independent learning, teamwork, and developing creativity through digital tools. The results of this survey gathered baseline information for further investigations intended to examine pre-service teachers' digital competence and develop intervention measures.

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“…En esta vertiente se muestra que normalmente los instrumentos de evaluación contienen un nivel de confianza aceptable, ya que su aplicación tiene fines diagnósticos de entrada y salida sobre niveles de ALFIN. También, se observan investigaciones que logran implementar instrumentos para evaluar y desarrollar ALFIN en estudiantes (Eastman et al, 2018;Markowski, McCartin, y Evers, 2018;Pieterse, Greenberg, y Santo, 2018; Tong y Moran, 2017; Tecce, Grant, Lee y Neuman, 2018; Toledo y Maldonado-Radillo, 2015; Yeager y Pemberton, 2017). Esta vertiente se inspira en los principios del modelo Big6 para la enseñanza de ALFIN, que implica seis etapas para la resolución de problemas de información: i) definición de la tarea, ii) estrategias de búsqueda de información, iii) localización y acceso, iv) uso de la información, v) síntesis y vi) evaluación (Baji, Bigdeli, Parsa, y Haeusler, 2018), y para el diseño de instrumentos para evaluar de ALFIN (Foo et al, 2014;Foo, Majid y Chang, 2017), donde se muestra la importancia de elaborar un programa a implementar en la educación básica para atender la problemática de infantes con exposición a la Internet mucho antes de la educación formal y donde se pretende que, a través de acciones de ALFIN, cambien el rumbo de la construcción de conocimientos para su propio bien.…”

Section: Formas De Implementación De Programas De Alfin En Educaciónunclassified

Alfabetización Informacional: enseñanza y desarrollo de su competencia en la educación básica

González-López

Machin-Mastromatteo

Tarango

2019

e-Ciencias de la Información

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Este artículo presenta los resultados de una investigación sobre la enseñanza de Alfabetización Informacional (ALFIN) en la educación básica, cuyo objetivo fue determinar las mejores prácticas para su implementación e identificar los temas a incorporar en una iniciativa de esta naturaleza, así como las formas de afrontar la problemática de la saturación de la información, de modo que se pretende que cada estudiante aprenda a buscar, a encontrar, a seleccionar, a evaluar y a comunicar información, para adquirir conocimientos, habilidades y actitudes. La metodología del estudio se basó en el análisis de experiencias usando un enfoque cualitativo, donde se concluye que ALFIN se implementó exitosamente por medio del uso del juego, aplicaciones digitales para su enseñanza, cursos específicos en sobre el tema, juegos de mesa, la técnica booleana de búsqueda de información, la lectoescritura, enseñanza por medio del dibujo e instrumentos para la evaluación y utilización de recursos educativos. El logro principal fue contribuir con el desarrollo de las competencias que necesita el estudiantado para desempeñarse con éxito en la escuela y para lograr la capacidad del aprendizaje permanente. Palabras Clave: alfabetización informacional; procesamiento de la información; transferencia de información.This article presents a research on the teaching of Information Literacy (IL) in elementary education, whose objective is to determine the best practices for its implementation and to identify the topics that need to be incorporated into such an initiative, as well as the ways of facing the problem of information saturation; so that students learn to search, retrieve, select, 1Universidad Autónoma de Chihuahua, MÉXICO. Correo:Revista e-Ciencias de la Información revista.ebci@ucr.ac.cr | http://revistaebci.ucr.ac.cr | ISBN 1659-4142 4 evaluate and communicate information, in order to acquire knowledge, competences and attitudes. The methodology employed was based on the qualitative analysis of experiences, which allowed us to concluded that IL has been successfully implemented through the use of educational games, digital applications for its teaching, specific courses on the subject, board games, Boolean search techniques, teaching through drawing, and instruments for the evaluation and use of educational resources. The main achievement was to contribute to the development of the competences that students need to perform successfully in school and to reach the capacity required for lifelong learning.

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A Multicultural Approach to Digital Information Literacy Skills Evaluation in an Israeli College

Cited by 15 publications

References 22 publications

How to Use Digital Literacy as a Learning Resource for Teacher Candidates in Indonesia

How to Use Digital Literacy as a Learning Resource for Teacher Candidates in Indonesia

Arab Pre-service Teachers’ Perspectives on the Role of ICT in Learning and beyond School

Alfabetización Informacional: enseñanza y desarrollo de su competencia en la educación básica

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