国外高校图书馆成效评估研究及对我国的启示

我国高校图书馆成效评估的理论和实践落后于西方发达国家,在明确成效评估等相关概念的基础上,通过梳理国外高校图书馆成效评估的理论体系形成过程及相关实践的发展脉络可以看出,高校图书馆评价理论发展是以实证研究为支撑,不断向高等教育等相关学科借鉴学习的过程。国外的发展经验对我国图书馆评价理论及实践发展具有一定的借鉴意义。     

信息素养教育和高校图书馆的使命

分析了信息素养的本质,指出文献信息业务工作与信息素养的内在联系,认为应当通过文献信息工作人员的业务素质,提炼和升华适合个人知识信息库建设需要的信息素养,作为高校信息素养教育的一个着力点,同时讨论了高校图书馆在全面普及信息素养教育中的作用和使命。     

谈社会性软件与大学生信息素养教育

社会性软件是web2.0的重要组成部分,也是网络应用的发展趋势。大学生使用社会性软件有助于自身信息素养的提高,高等院校也应该承担培养大学生掌握社会性软件、具备社会化学习能力的教育责任。文章调查分析了大学生使用社会性软件的现状,提出通过开设选修课程培养大学生社会性软件使用及社会化学习能力的几点经验与策略。     

中小学校长信息素养与学校互动发展的实证研究

在基础教育信息化建设中,校长信息素养影响着学校教育信息化的发展与深层次应用。基于实证分析,从不同条件视角来分析校长信息素养的差异性,探究在学校教育信息化过程中校长信息素养与学校信息化建设乃至学校发展之间的互动关系,为教育信息化决策与校长专业发展提供依据。     

Evaluating Assistive Technology in Early Childhood Education: The Use of a Concurrent Time Series Probe Approach

As assistive technology applications are increasingly implemented in early childhood settings for children who are at risk or who have disabilities, it is critical that teachers utilize observational approaches to determine whether targeted assistive technology-supported interventions make a difference in children’s learning. One structured strategy that employs observations and which has powerful child progress monitoring implications is the concurrent time series probe approach. Requiring multiple performance measures of a child engaged in a targeted task over time—both with and without a specific assistive technology device—the concurrent time series probe approach can be used to evaluate the effectiveness of assistive technology tools in supporting skill acquisition in the classroom. This approach is described in the context of a case study, with accompanying explanations of how to interpret data and make decisions regarding the effectiveness of the technology.     

Books and Good Stuff: A Strategy for Building School to Home Literacy Connections

Engaging young children in literacy activities at home is one way for families to augment and enrich the home literacy setting and to participate in their child’s education at an early age (St. Pierre et al. in Dev Psychol 41(6): 953–970, 2005). Burgess et al. (Read Res Quart 4(4): 408–426, 2002) suggested that the resources families have at their disposal, the quality of literacy role models provided by parents, and the types of literacy and language activities in which parents and children engage, are all related to young children’s developing literacy and language abilities. Other studies demonstrated that even modest literacy-promoting interventions can significantly enhance a young child’s early literacy environment by increasing the frequency of parent–child book-sharing activities (Weitzman et al. in Pediatrics 113(5):1248–1253, 2004). Dever (J Early Educ Fam Rev 8(4):17–28, 2001) and Dever and Burtis (Early Child Dev Care 172(4):359–370, 2002) emphasize the use of family literacy bags for early childhood development. Developing and sharing take-home literacy bags is an exciting literacy-promoting activity that may be shared with children and families to provide support for emergent literacy. This article explores the development of the BAGS (Books and Good Stuff) take-home literacy kits and provides suggestions for content, construction, implementation, and evaluation. Sixteen current books are reviewed and recommended by theme.     

国外高校信息素养教育

目前,在国外高校中提供信息素养教育主要有四种方式:课外教学、课中教学、课内教学和独立课教学。这些教学方式都有一个共同目标,就是提高学生的信息素养和终生学习的能力,以适应现代化信息社会的需求。信息素养的四种教学模式各有其长短,在很长的一段时间内会并存和发展。     

Pasifika students: teachers and parents voice their perceptions of what provides supports and barriers to Pasifika students' achievement in literacy and learning

The changing ethnic population of schools in New Zealand challenges our educators to respond proactively in reviewing how students from minority groups develop effective literacy and learning skills. Pasifika students' achievement levels in literacy, particularly reading and writing literacy, has been an area of national focus for the Ministry of Education, teachers, teacher educators and the Pasifika community. For many students from a minority ethnic group, the interpretation of texts from a different culture provides challenges for teachers that require mediation in the construction of meaning. Our previous research accordingly asked Years 5–9 Pasifika students in mainstream schools in the South Island of New Zealand to tell us what they saw as supports and barriers to their literacy learning. The study that is the subject of this present article built on that research by asking the teachers and parents of Pasifika students in a cluster of schools to state what they thought supported or hindered literacy learning for these youngsters. Our particular aim was to enhance identification and understanding of pedagogical practices and family/community factors which influence literacy learning outcomes for Pasifika students during the primary school years. The research found that Pasifika students' literacy learning, and overall learning, was more likely to be enhanced when Pasifika values, language identities and cultural knowledge were made an implicit part of teaching and learning practices.     

Exploring literacy and growth: An analysis of three communities of readers in urban Senegal

This paper consists of two parts. The first part reviews how the arguments supporting literacy education have changed over the last five decades. Although there has been a shift in emphasis from economic to socio-cultural and personal dimensions, literacy is still considered mainly as an instrument for economic growth and poverty alleviation. The second part presents a case study of three different establishments which provide reading materials in urban Senegal. The analysis indicates that people are more likely to practise reading when they have access to materials which genuinely interest them. These materials are not necessarily about development or livelihood—themes often judged as ‘appropriate’ for socio-economic growth by policy makers and practitioners. People read stories and history books for their own pleasure – rather than out of a sense of duty – to transcend the mundane routine of their daily lives. This ‘reading for pleasure’ aspect needs to be taken more account of in literacy education.     

Phonological working memory, phonological awareness and language in literacy difficulties in Brazilian children

One of the most usual flaws that lead to literacy disability regards cognitive difficulties and alterations some children present in the literacy process. Many studies have found alterations in phonological processing, more specifically in phonological working memory (PWM) and phonological awareness (PA). Therefore, our aim was to identify alterations in skills of phonological working memory, phonological awareness and language (semantic, syntactic and phonological aspects) of Brazilian children with literacy disabilities (age 7–8). They were divided into two groups: (1) Group of Normal Literacy (NL); and (2) Group With Literacy Disabilities (LD). The evaluation comprised tests that assessed general cognitive functions and the skills at stake. The LD presented a poorer performance than the NL in the skills of PWM, PA and language aspects. The factor analysis showed that these skills prevailed in differentiating the groups. Thus, children with literacy disabilities presented deficits in phonological processing and language. These deficits seem to be a result of alterations of the phonological representations and poor language skills that are prior to the literacy period. Consequently, we believe that the early identification of these alterations can be very useful for the prevention of future literacy problems.