Information Skills Development Research Articles

Social representations of media reception during the COVID-19 lockdown in Colombia: from messages to meanings.

Recent studies on COVID-19 have focused on the pandemic's effects on public health and the biosafety controls and their socioeconomic implications. The current mixed-methods study takes a new look at the topic, combining qualitative and quantitative strategies to identify the social representations of media reception in a sector of the Colombian population during social isolation in the COVID-19 pandemic. The results indicate that these representations vary and are associated with the media channel and the effect the reception produces on mood and mental health. A total of 80 interviews and 1,068 online survey forms were applied in different regions of Colombia. The qualitative phase showed that the programs or messages received were represented positively when they came from audiovisual entertainment and contributed to the family unit and reduced stress during the lockdown. Meanwhile, media reception was represented negatively when the messages or news came from journalism or social networks and increased the misinformation, anxiety, and fear of contagion. The quantitative phase found that media reception decreased as the lockdown continued, due to information saturation and the proliferation of news emphasizing the risks of COVID-19. The results reveal the need to focus health communication on the development of information skills that allow people to learn and assess the veracity and relevance of information received during the pandemic.

РАЗВИТИЕ ИНФОРМАЦИОННО-КОММУНИКАТИВНЫХ УМЕНИЙ ПРЕПОДАВАТЕЛЯ УНИВЕРСИТЕТА В УСЛОВИЯХ ЦИФРОВИЗАЦИИ ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ

Promising trends in the development and application of information and communication technologies in the field of education actualized the problem of developing information and communication skills of University teachers. The digitalization of the educational environment has ensured the formation of a new type of high school teacher, able to design a personal learning environment, which is a set of interrelated and interdependent components: educational-methodical, material-technical, organizational and axiological. The purpose of the study was to clarify the essence and develop a classification of information and communication skills of a University teacher in the conditions of digitalization of the educational environment. As a result of theoretical study of the scientific and pedagogical literature revealed that the digitalization of the educational environment is currently being implemented in the following areas: transfer of learning materials (lectures, presentations, textbooks, complexes of individual creative tasks, control knowledge) in the electronic environment; designing interactive e-learning environment interaction between teacher and students, providing access to electronic information and educational resources of the University; development of innovative educational resources (electronic textbooks, video lectures, electronic problem books, etc.); organization of innovative forms of obuchenie through the use of electronic resources the educational environment of the University; use in educational activities resources artificial intelligence. We see the essence of the concept of “information and communication skills” as a complex of General user, pedagogical and subject-pedagogical skills that ensure adequate perception, processing and reproduction of information. The developed author’s classification allows us to systematize the information and communication skills of a University teacher in accordance with the leading directions of digitalization of the educational environment. The information and communication skills of a University teacher in the conditions of digitalization of the educational environment include: the ability to use office software to present educational materials and pedagogical work; use Internet resources for educational purposes; use synchronous and asynchronous Internet communication tools; develop electronic textbooks with elements of interactive technologies; carry out the educational process in online and (or) mixed mode; work in online pedagogical communities; work in the format of video conferences; use artificial intelligence technologies for educational purposes. We note that to a large extent, the effectiveness of the development of information and communication skills of a university teacher is ensured by activating the axiological component of the personal educational environment. The paper considers the axiologization of education as a key modern trend in the development of higher education in a rapidly changing world. It is proved that the result of axiologization of education is the development of the value attitude of the university teacher to the profession, stable professionally significant and vital value orientations that determine the achievement of high results in life and in professional activity.

Assessment of higher education students’ information problem-solving skills in educational sciences

Many of the current tests that evaluate information problem-solving skills suffer from ecological validity weakness and from library-bias. The Procedural Information Problem-Solving Knowledge Evaluation in Education test (PIKE-E) aims to assess information problem-solving skills of college students in relation to an academic literature review task in educational sciences. It entails a confirmatory analysis of the PIKE-P test in which it is based. The PIKE-E was completed by 700 students from three different Spanish-speaking countries. In our research, we do not assume that information problem solving skills at the international and cultural level are equal, but Internet access is practically the same in higher education. Results show the existence of five first-order factors, Defining the research question, Search strategies planning, Searching and locating sources, Selecting and processing information and Organizing and presenting information, and a general single second-order factor, Information problem-solving, which coincide with contemporary theoretical models on information literacy. The PIKE-E can be used to tackle in which specific areas concerning information skills development, students entering education degrees need to improve to succeed in their studies.

Innovations in Education, or How to Separate the Wheat from the Chaff?

The article focuses on the criteria of pedagogical innovation. Along with such criteria as an obvious novelty and effectiveness, the author dwells on the adequacy of the considered pedagogical experience to ensure the advanced scientific and technological challenges of the time, as well as the solution of priority social problems. This implies that the tasks are reflected primarily in the conceptual documents of the country’s development. This criterion corresponds to a narrow understanding of innovation, which is associated with the system of «scientific novelty – technological (social) project – development – implementation». The broad understanding of the category «innovation» is determined by the development and preservation of the anthropological potential of society and education in particular. The relevance of the proposed basic criterion is revealed as a result of a critical analysis of a scientific publication devoted to the pedagogical experience within the system of military education. The article justifies the real anti-innovative systemic effects of the so called «Innovative approach». In the context of the growing pace of the scientific and technological revolution, the concept of «Asymmetric response» to the innovative challenges of the time is introduced. As a result of the analysis of the achievements of domestic and foreign scientists, a set of «Asymmetric measures» is proposed. They stemmed from the development of universal basic information, creative competencies, and polytechnic skills, as well as humanitarian and economic orientation of training, the development of primarily STEM-areas in school education, simulation and distance learning tools, innovative pedagogical technologies.

Development of students’ information skills during project-based learning

The aim of the study was to experimentally test the effectiveness of pedagogical conditions for the development of information skills in students in project-based learning. The research methodology was presented by the competence-based approach, from the position of which information skills were considered as an important component of students’ information competence, the project activity of students was a way of forming information skills. The leading research methods were pedagogical experiment and expert assessment. It has been experimentally proven that the process of developing students’ information skills in project-based learning can be effective if: the subject of projects will be formed based on the content of academic disciplines, taking into account the direction of professional training; the type of project will characterize the dominant goal of the students’ activity; the structure of the project will be determined by its type; students’ project activities will be carried out in the form of group independent work. The following methodologies were used: the methodology for assessing the projects completed by students, as well as the methodology for assessing the development of information skills among students. For the first time, the comparative analysis results of the various groups of information skills development among students-future teachers of different areas of professional training are presented. The results of the research can be used in the design of training sessions both in the social and humanitarian, and in the natural sciences and engineering disciplines at the university.

The experience of project training on classes for foreign language by students of nonlinguistic specialties

PurposeThe purpose of this paper is to reveal the essence of project education in the classroom in the foreign (English) language of students of nonlinguistic specialties of the university.Design/methodology/approachA sample of the study consisted of 20 first-year students of profile “Lawyer.” The study took place in three stages. The implementation of the training project was carried out based on the university in a group of students studying for the specialty “Lawyer.” At the organizational stage, primary diagnostics of the level of development of communicative competence through testing and communicative cases were carried out. In the second stage, the project was carried out for one semester under four topics by the thematic plan of the English language program. In the third stage, rediagnostics was carried out using testing and communicative cases following the completion of projects.FindingsBased on the results of repeated diagnostics, a positive dynamic was revealed in the level of development of communicative skills, the development of the independent communicative activity of students at both a productive and a creative level.Originality/valueThe research shows that the inclusion of project activities in the educational process of students of the university contributes to the formation and development of information skills. These skills quite effectively fit into the educational process, carried out in the form of a workshop. And the workshop is effective at all the stages of the project activities.

Economics of Common Bean (Phaseolus Vulgaris L) Seed Marketing By Smallholders Producers in Boricha District, Sidama Zone, Southern Ethiopia

This study was conducted in Boricha district to examine the performance of a common bean seed market and determinants of bean seed supplied to the market. In Ethiopia, seed sector analyses have focused on generic marketing and production processes. However, sector-specific studies are important to measure the different economic aspects of production and productivity. The data was collected from 140 bean seed-producers by using an interview schedule. Descriptive statistics and multiple linear regression models (MLR) were used to analyze the data. Four bean seed marketing channels were identified. A high volume of 1179 quintals of bean seed was marketed through the producers-primary cooperatives-unions-governments-consumers channel and the lowest quantity of 378 quintals were marketed through the producers-local collectors-wholesalers-retailers-consumers channel. Among all actors in the chain, 47% of gross profit generated by producers. Government-owned organizations that are responsible for moving seed from different marketers to farmers have generated a minimum gross profit of 2.5%. The MLR result indicated that educational status (p<0.01), farm gates price expectation (p<0.05), access to market price information (p<0.01) and farm experience (p<0.01) significantly determined the marketed supply of bean seed. Therefore, adequate functional adult education, timely and accurate market price information and farm experience skill development are policy directions towards improving the farmers’ market participation. Keywords: Bean seed, multiple linear regressions, Channels, marketed supply, generic, sector-specific DOI: 10.7176/JMCR/67-03 Publication date: April 30 th 2020

Применение стилей обучения языку специальности с учетом психологического типа обучаемых

The article concerns the use of learning styles in professionally oriented foreign language training, depending on the characteristics connected with the perception of educational information by students (visual, auditory, kinesthetic, etc.). Based on the analysis of psychological and pedagogical literature and empirical data, it is proposed to use the project methods in teaching a foreign language with senior students of non-linguistic universities, taking into account learning styles both in group and individual student work. The purpose of the article is to show one of the teaching techniques that can solve several problems: the development of foreign-language communicative competencies, information and technical skills, presentation skills and team building. In addition, practical recommendations on the use of learning styles in the process of mastering a language for professional purposes (LPP) at a non-linguistic university can facilitate in creating the conditions for forming, development and improvement of the system involving stylistic characteristics of students’ intellectual behavior, which will ultimately affect the results of their educational activities

Сучасні тренди розвитку вищої освіти у глобалізованому світовому освітньому просторі

The paper is devoted to the study of current trends in the functioning and development of higher education in the context of globalization and digitalization. A comparative analysis of the positions of Ukraine and other countries in the development of higher education according to the Global Innovation Index, as well as the level of quality of training of educational institutions graduates according to the Global Competitiveness Index. The dynamics of training of applicants in higher education institutions of Ukraine is studied and the rating of the regions of Ukraine by the number of persons receiving higher education is given. The main components of improving the functioning of the higher education system of Ukraine are described, including financial support, quality of training of applicants, information support in the conditions of digitalization, etc. The ways to intensify the development of domestic higher education institutions are substantiated. In the sphere of financing, it is advisable to study and implement the best world experience in the field of diversification of funding sources, optimal use of financial resources, the introduction of transparent procedures for evaluating the performance of higher education institutions. Emphasis is placed on the need to improve the quality, accessibility and practical orientation of educational services, promote the development of information culture and skills of using of modern information and communication technologies. It is important to intensify the participation of domestic higher education institutions in international projects, grants and programs, as well as to develop cooperation between key stakeholders in improving the quality of higher education. It is necessary to form on the basis of higher education institutions powerful research centers capable to provide expert, informational and analytical services to customers.

Review of Web-Based Toolkits for Health Care Practitioners Working With Women and Girls Affected by or at Risk of Female Genital Mutilation/Cutting.

Increased migration has given rise to more advocacy efforts against female genital mutilation or cutting (FGM/C), legislation that criminalizes the practice, and guidance to the health sector for managing care of affected groups. More women and girls who have been cut or who are at risk of FGM/C are migrating from regions where it is common to countries where it is not and interacting with health professionals and other community practitioners in these host countries. Despite numerous studies on the negative health impacts of FGM/C, little is known about toolkits on FGM/C that providers can use in their prevention and response efforts. We sought to explore the nature of Internet-based products referenced as toolkits and materials characteristic of toolkits aimed at different service providers who may interact with women and girls affected by FGM/C. Through an online search, we identified 45 toolkits and collected data about each one. We found that the toolkits targeted different audiences and offered a diverse set of information and resources. The majority of toolkits were aimed at health professionals and provided factual and epidemiological-focused content, yet many did not include research evidence, skills development application, or approaches for implementing the toolkit in practice. This review is the first completed in the area of FGM/C to show a rich diversity of online materials. Future toolkits can be improved with the provision of evidence-based information and practical skills development for use by health professionals in implementing best practices in working with women and girls affected by FGM/C.

THE INFLUENCES OF THE DIGITAL REVOLUTION ON THE EDUCATIONAL SYSTEM OF THE EU COUNTRIES

In the context of the information skills development programs that are being developed by the EU, there is an increasing interest in the acquisition and use of digital competences as an impact factor on the educational system at all its was levels. The present study aims to analyze the evolution of digital specializations generated by the digital evolution, in parallel with the development of the educational system, through a statistical analysis of the main indicators that have been reported at EU level on early education abandonment, employment rate of graduates, employment of IT specialists by gender, adult participation in gender-based learning, and other impact indicators that demonstrate the capacity of the population in the digital domain through the use of ICT solutions. The object of research were the statistical indicators reported for 2017 by Eurostat at the level of the European Union, for each member state of the union, obtaining a total of 29 statistical observations. The data were modelled through the GRETL statistical program, obtaining a model based on the smallest squares method in 2 phases. This paper shows that there is a need to assimilate the European approaches in the field of digital evolution, a necessity which varies according to the economic development of each member state, Romania being ranked in the chapter of assimilation of the objectives of the open education agenda in the second part of the European ranking, including based on the low absorption rates provided for Union programs in this area. The study theoretically proves and empirically confirms that the function obtained through modelling can be assimilated to the service demand function and can be integrated into the offer function harmonized with the information factor. This research study represents a contribution to the field of management of public utility companies and can be useful for educational institutions, students, the labour market and the general public, providing a starting point for further indepth research in this area. Keywords: educational system, digital revolution, economic development, EU Agenda.

The Influences of the Digital Revolution on the Educational System of the EU Countries

In the context of the information skills development programs that are being developed by the EU, there is an increasing interest in the acquisition and use of digital competences as an impact factor on the educational system at all its was levels. The present study aims to analyze the evolution of digital specializations generated by the digital evolution, in parallel with the development of the educational system, through a statistical analysis of the main indicators that have been reported at EU level on early education abandonment, employment rate of graduates, employment of IT specialists by gender, adult participation in gender-based learning, and other impact indicators that demonstrate the capacity of the population in the digital domain through the use of ICT solutions. The object of research were the statistical indicators reported for 2017 by Eurostat at the level of the European Union, for each member state of the union, obtaining a total of 29 statistical observations. The data were modelled through the GRETL statistical program, obtaining a model based on the smallest squares method in 2 phases. This paper shows that there is a need to assimilate the European approaches in the field of digital evolution, a necessity which varies according to the economic development of each member state, Romania being ranked in the chapter of assimilation of the objectives of the open education agenda in the second part of the European ranking, including based on the low absorption rates provided for Union programs in this area. The study theoretically proves and empirically confirms that the function obtained through modelling can be assimilated to the service demand function and can be integrated into the offer function harmonized with the information factor. This research study represents a contribution to the field of management of public utility companies and can be useful for educational institutions, students, the labour market and the general public, providing a starting point for further in-depth research in this area. Keywords: educational system, digital revolution, economic development, EU Agenda

Exploring First Year Undergraduate Students� Information Literacy Skills: Experience at the Faculty of Management, University of Peradeniya, Sri Lanka

How information literate is the new comers to the Faculty of Management and what information literacy skills do they bring when they come to university? For university libraries, understanding students’ prior knowledge provides a foundation on which to introduce appropriate learning activities and design information skills development programmes for them. This survey was conducted to measure and analyze the entry-level information literacy skills of first year Management students. The data was gathered during the first week of first semester and all the students who entered the Faculty of Management, University of Peardeniya, Sri Lanka in 2017 were surveyed. This paper presents the results of the survey which can be used when planning information literacy programs for undergraduates.

THE DEVELOPMENT OF METASUBJECT SKILLS OF HIGH SCHOOL STUDENTS IN THE PROCESS OF TEACHING INFORMATICS WITH THE USE OF INFOGRAPHICS ELEMENTS

The article discusses the possibilities of developing the metasubject skills of high school students in informatics classes using elements of infographics, the main idea of which is to systematize the material using its schematization. Achievement of metasubject results should be expressed, frst of all, in the formation and development of information skills in high school students.

Projeto educativo para competências em informação: bases teóricas para a pesquisa-ação em uma biblioteca multinível

Do treinamento à educação de usuários, muito se têm feito para tornar a biblioteca um espaço de aprendizagem nas últimas décadas, mas faltam demonstrações teóricas na literatura científica para apresentar qual a relevância da gestão de projetos educativos aliada a uma filosofia organizacional aprendente para o desenvolvimento de competências em informação. O presente artigo é fruto de pesquisa realizada em nível de mestrado na biblioteca multinível de uma das unidades do Instituto Federal da Paraíba. Apresenta bases teóricas para compreensão do desenvolvimento de competências em informação como uma atividade baseada em projeto educativo e a importância da pesquisa-ação neste processo. A pesquisa que originou este trabalho é delineada como pesquisa-ação, de natureza qualitativa e de nível exploratório-descritivo. Conclui que a constituição do projeto educativo contribui no processo de transformação da biblioteca convencional em uma biblioteca aprendente e que a aplicação do projeto educativo, seu monitoramento e sua avaliação podem revelar as possibilidades e limitações do processo em relação ao regime de informação.Palavras-chave: Competências em informação. Projeto educativo. Pesquisa-açãoLink: https://periodicos.ufsc.br/index.php/eb/article/view/1518-2924.2018v23n51p123

La Alfabetización Informacional (ALFIN), usando Plataforma Virtual de Enseñanza y Aprendizaje en Educación Superior

&lt;p&gt;Este artículo da cuenta del desarrollo del proyecto, “Plan de mejoramiento de los recursos de aprendizaje, usando nuevas tecnologías en los tres Campus de la Universidad de Los Lagos”, en el marco del proyecto MECESUP ULA 1109, denominado Programa de mejoramiento de la calidad y equidad de la Educación Superior. Las acciones de este proyecto se focalizaron en la creación de competencias informacionales, las cuales - una vez finalizada la ejecución y evaluación del proyecto - fueron insertas en los módulos de programas de estudio de asignaturas transversales TIC que ofrece la institución. Las competencias han sido desagregadas en tres niveles de desarrollo, con el fin de facilitar su aprendizaje. Para cada nivel de las competencias se asocian los contenidos implicados en el desarrollo de las habilidades antes mencionadas, con sus correspondientes resultados de aprendizaje.&lt;/p&gt;&lt;p&gt;Durante un semestre académico, las competencias, niveles de logro, contenidos, habilidades y resultados de aprendizaje, se incorporaron en las asignaturas transversales TIC, utilizando la Plataforma de Enseñanza y Aprendizaje (PLATEA) de la institución, a modo de pilotaje. Por otra parte, se resalta el compromiso social de las bibliotecas universitarias para educar a través de ALFIN, colaborando en el desarrollo de este tipo de competencias. En este sentido, los bibliotecólogos, agregando a su trabajo tradicional de Procesos Técnicos, Referencia y Circulación, apoyan la labor educativa, aportando junto a los docentes a los procesos formativos de los estudiantes.&lt;/p&gt;&lt;p&gt;Se explicita que para promover el desarrollo de competencias informacionales en los estudiantes universitarios, es necesario el trabajo colaborativo entre bibliotecólogos y docentes. Además, se describe el proceso de implementación de ALFIN, los contenidos y algunos resultados.&lt;/p&gt;&lt;p&gt;Conocimiento Educactivo, Vol. 3, 2016: 33-54&lt;/p&gt;

Projeto educativo para competências em informação: bases teóricas para a pesquisa-ação em uma biblioteca multinível

Do treinamento à educação de usuários, muito se têm feito para tornar a biblioteca um espaço de aprendizagem nas últimas décadas, mas faltam demonstrações teóricas na literatura científica para apresentar qual a relevância da gestão de projetos educativos aliada a uma filosofia organizacional aprendente para o desenvolvimento de competências em informação. O presente artigo é fruto de pesquisa realizada em nível de mestrado na biblioteca multinível de uma das unidades do Instituto Federal da Paraíba. Apresenta bases teóricas para compreensão do desenvolvimento de competências em informação como uma atividade baseada em projeto educativo e a importância da pesquisa-ação neste processo. A pesquisa que originou este trabalho é delineada como pesquisa-ação, de natureza qualitativa e de nível exploratório-descritivo. Conclui que a constituição do projeto educativo contribui no processo de transformação da biblioteca convencional em uma biblioteca aprendente e que a aplicação do projeto educativo, seu monitoramento e sua avaliação podem revelar as possibilidades e limitações do processo em relação ao regime de informação.

Information literacy policies and planning in Ibero-America: Perspectives from an international digital survey

An analysis of the state of the policies and plans on information literacy in Ibero-America is presented, based on the results of a survey carried out on 42 librarians and academics from 13 different countries, specialized in the development of information skills. The data were gathered from a detailed questionnaire survey conducted during the years 2012–2013. The information was collected through open questions, which were later codified and standardized to allow quantitative analysis. In the results and discussion, the information literacy planning landscape in Ibero-America is presented in its most general and abstract aspects – the national policies – its visibility in the institutional strategic plans, and its deployment through specific programmes and actions. Widespread progress can be appreciated, as a large number of the institutions to which the invited experts belong have achieved the implementation of systematic programmes (42.9%), and with the rest, except in one case, involved in preparatory actions, pilot projects and activities of transition from the more traditional users’ training activities. Recommendations are offered on the inclusion of information literacy within the national policies for improved digital and media literacy, on its deployment in higher education institutions, and on the need for a truly interdisciplinary effort to articulate the field, looking for an effective and efficient integration of the current and diverse approaches and actions.

THE STATUS OF SCHOOL LIBRARIES IN KENYA: THE CASE OF PUBLIC SECONDARY SCHOOLS IN NAIROBI COUNTY

In order for school libraries to contribute sufficiently to better information skills development and the creation of a culture of lifelong learning among students, they require backing through well-articulated policies both at national and individual school level. This article reports on a study that investigated the prevailing status of school libraries in public secondary schools in Nairobi County, Kenya. Using a survey research design, with a response rate of 68 per cent for school principals and 66 per cent for school librarians, the study established that the majority of the schools had school libraries but these were as a result of individual schools’ efforts and not a nationwide government policy. Moreover, the school libraries lacked policies; had not embraced contemporary trends in technology; and lacked financial support. The study concluded that school libraries in Nairobi County were inadequately resourced and supported and recommended that the government of Kenya should develop national policies to entrench and support school libraries in the education system.

Practices of Locating Health Information in an Electronic Environment: Reflections on Conducted Health Information Skills Training

ABSTRACTHealth information skills in an electronic environment are essential to health science librarians, who serve as educators both within and outside of their health training institutions. This reflective study was conducted to examine the application of online health information skills obtained from the training provided for librarians who are working in health settings. Health sciences librarians, as future information skills educators, therefore need to possess their own health information skill sets. Capacity building is vital in order to promote the development of health information skills for health sciences librarians who can then teach and advocate the concept of health information skills on the Internet within and outside of their places of work.