Towards Covid-19 Literacy

Covid-19 literacy, induced by the coronavirus disease (2019), is characterized as the understanding of Covid-19 as well as informed decisions based upon this understanding. This type of literacy is closely related to health literacy, scientific literacy, and scientific media literacy. It may be obvious to say that Covid-19 literacy is a key factor for governments to effectively manage the Covid-19 transition. However, lack of literature exists about Covid-19 literacy among university students. Therefore, the current study aimed to determine the Covid-19 literacy level among 4168 students from a Colombian university. The data were derived from students’ responses to a 25–item anonymous online self-reporting questionnaire. We found that 21–25-year age group, graduate students,?students enrolled prior to 2015, and medical students had a significantly higher mean score. Moreover, the Internet (86.8%) was the most popular source of information from which participants gained most information regarding Covid-19. Furthermore, 58.5% of the participants considered health workers as a source that can provide accurate information. Most importantly, the findings reveal the students’ knowledge about (1) the role of an eventual process of vaccination, (2) the test currently used as diagnostic for Covid-19, and (3) the fatality rate, three aspects of Covid-19 literacy that deserve more attention. The findings provide a useful basis for the formulation of policies and concrete actions in improving Covid-19 literacy.

     

指纹识别技术研究进展

根据指纹识别技术的科学意义、应用前景和研究现状,提出了目前在该领域存在的问题及解决对策：利用热成像原理采集指纹图像、恢复残缺的指纹图像、细化指纹分类和简化匹配算法。     

Progress and performance in National Literacy Strategy classrooms

This paper presents evidence from an ESRC funded research study into the implementation of the Literacy Hour in small rural schools in England. It supports evidence from national UK data that progress in literacy was made during the first year in which the Literacy Hour was operative. However, evidence from this small‐scale study shows progress being different in each class. Evidence is also presented to show that reading scores provide only a partial picture and that progress in writing may be evident in different classes. It is argued that following the Literacy Hour is not enough but that how teachers teach and the tasks they set during this classroom time have implications for the kind of progress made.     

高校图书馆在线信息素养教育服务进展

通过对国内外高校图书馆开展在线信息素养教育实践探析,总结其在教育形式、教学模式与方法、教育平台与技术、嵌入教学、量身定制教育方案、联盟协作、教育评价等方面的进展,指出其存在问题,为加强高校图书馆在线信息素养教育提供借鉴。     

国际阅读素养进步研究述评

由IEA所主持的PIRLS是国际上大规模的对学生的阅读素养进行的比较研究,阅读素养是学生在学习的初期阶段所应具备的重要能力之一,是学校各门学科学习的基础,是可以被用来学习、创造和发展．使学生充分参与的一种重要能力。文章描述了阅读素养的三个方面,即理解过程、阅读目的、行为和态度。文章还说明了试题的取样设计,并对测验的实施原则予以评速。     

Literacy Literacy

The paper argues that the term ‘literacy’ has become attached to too many disparate practices, and that renewed attention needs to be paid to how the acquisition and use of skills of written communication are conditioned by the core structures of the home, the classroom, and the state. It reviews the current usages of literacy and examines the agenda for further research in the central areas of reading and particularly writing. Attention is drawn to the contemporary engagement with literacy as a basic skill, and to the recent implementation in England of the “National Literacy Strategy.” The close parallels between the 19th and early 21st century literacy strategies are noted. If historians wish to apply their research to an interrogation of contemporary ideology and practice, greater attention should be paid to domestic instruction and to the role of government over time.     

试析摩太的四民说

摩太的教民、养民、安民、新民四民说,介绍了中国向西方学习的具体内容,阐述了中国走向富强的必由之路,主张变法实行新政,具有鲜明的时代特色.四民说深刻影响了康有为等维新志士,成为变法维新运动的蓝本.四民说对中国近代社会产生了深远影响,推动了戊戌维新变法运动的进程,加速了中国的近代化.     

Literacy,Numeracy and Computer Literacy

Abstract

Prevailing hierarchical attitudes have prevented most British organisations changing to more successful democratically run organisational cultures. Many academics have played a part in this by themselves suppressing the lessons of best democratic practice. The human and economic cost of hierarchical working and teaching/ learning practices makes it morally incumbent on those who work in education to rationally and honestly evaluate evidence and voice the central and urgent need for top managers to take the lead in the culture change process required for high quality educational and industrial performance.     

信息教育中的教师信息素养及培养

在信息教育中，教师的作用是多方面的，一方面自身也需要接受信息教育；另一方面，教师又是学校教育的主要承担者，在学科教学中让学生接受信息教育，教师自身的信息素养关系到整个信息教育的成败。本文论述了教师信息素养的重要性和特征，还对如何提高我国的教师信息素养提出了若干建议。     

Transforming Literacy

Education has been defined as the tool whereby people's ways may be changed and their social order determined. This definition holds for both a totalitarian state and a democracy. Theoretically, the difference lies in the fact that the goals of the educational process in a totalitarian state are determined by a small group for the benefit of that group; whereas, in a democracy the people order their own goals for the good of the majority.     

Quantum Literacy

Quantum physics provides an alternative to classical explanations of matter and energy, and may have metaphoric utility in substantiating cognitive explanations of human information processing. Three concepts central to an understanding of the sub-atomic world of quantum physics are: (1) the role of the observer in the interpretation of events; (2) the uncertainty of physical states; and (3) the interconnectedness of the physical world. These concepts have parallels in the psychological world. They support a theory of literacy and learning that, when applied to the teaching of English explains: (1) the role of readers, authors, teachers and contexts in the construction of meaning; (2) the uncertainty and impermanence of meaning; and (3) the interconnectedness of meaning. These concepts challenge mechanistic explanations of behavioural psychology and associated pedagogy used by some teachers of English. Quantum-consistent English teaching engages teachers and students in practices that result in different kinds and levels of literate competence and achievement, and that provide different constructions of what counts as literacy.     

幼儿视觉素养与语言素养的整合培养

随着技术和环境的变化,素养的核心内容--读写能力随之发生了新的变化.本文阐述了在幼儿教育中将幼儿的视觉素养和语言素养进行整合培养的需求,并提出相应的整合培养策略和评价方法.     

The Implications of the 'New Literacy Studies' for Literacy Education

This paper deals with the following questions:

• 1 The ‘problem’: what is the ‘Literacy Debate’ and why do such apparently arcane accounts of language and literacy have such a high profile in popular media?
• 2 What are the New Literacy Studies (NLS) and what are the new understandings of language and of literacy on which NLS are based?
• 3 . What are the implications for literacy education?

     

Computer Literacy:

No abstract available for this article.