信息时代大学生信息素养教育及其对策探究

信息素养教育是推进素质教育的重要途径,也是促进终生学习和构建学习化社会的重要手段。在概述信息素养与信息素养教育内涵演变的基础上,分析了当代大学生信息素养教育的现实需要,结合信息时代和社会发展背景,阐释了大学生信息素养教育的必要性和紧迫性,提出基于高等院校的大学生信息素养教育的对策和途径。     

An Experimental Test of Medical Disclosure and Consent Documentation: Assessing Patient Comprehension,Self-Efficacy,and Uncertainty

Effectively conveying risks and hazards in medical disclosure and informed consent documentation is a crucial type of communication. However, existing protocols typically do not meet the needs of patients or practitioners. In the present study, we advance a reconceptualization of obtaining written informed consent by analyzing it as a process of uncertainty management rather than a matter of document readability and recall. Results of this randomized trial indicated that patients who reviewed a simplified consent document reported greater comprehension of medico-legal terminology and lower uncertainty about the document, although they did not evince greater self-efficacy. Health literacy was a significant moderator of the relationship between consent form version and comprehension.     

中外信息素质教育比较研究

对中外信息素质教育的现状与对策进行了客观的比较与理性的思考,并提出了在我国开展信息素质教育的对策与措施。     

Exploring Race Differences in Correlates of Seniors’ Satisfaction with Undergraduate Education

This study employed multiple linear regression and decision tree analysis to examine the correlates of overall satisfaction with undergraduate education for white, Asian American, Latino and African American seniors enrolled at 17 doctoral/research universities. Satisfaction with the overall quality of instruction and social involvement were the strongest predictors of overall satisfaction for all seniors. The predictive importance of other measures of the academic experience, social integration and performance varied both within and across race groups. Findings argue for adopting a variety of institutional strategies to address the needs of different segments of the undergraduate population.     

浅议“信息素养”培养目标

本文论述了信息素质作为信息时代和知识经济形态下人力资源新指标的重要性、信息素质的定义和划分以及重点培训领域。     

信息素养领域演进路径、研究热点与前沿的可视化分析

为梳理30年来信息素养领域研究的演进路径,揭示研究热点与研究前沿。将1983—2009年SCI,SSCI,CPCI-S,CPCI-SSH数据库中收录的主题为"信息素养"的全部论文数据作为研究对象,应用CiteSpace知识可视化软件绘制文献共被引网络图谱,析出信息素养演进过程中的关键节点文献;并应用关键词聚类和膨胀词探测功能分析了研究热点与研究前沿。发现6篇关键节点文献很好地展示了信息素养领域研究的演进路径,2个明显的聚类以及5个突现词表征了研究热点与研究前沿。因此得出结论:因特网信息素养和健康素养是目前信息素养的两个主流研究领域,定性研究与定量研究相结合是该领域的学科研究范式。老年人、公共卫生、循证决策和乳腺癌等对象或领域是信息素养的研究前沿与发展趋势。     

关于专业发展学校研究的几个问题

当前教师/ 专业发展学校0研究中, 出现了几个有冲突的术语概念。深入的考察和清理表明, 术语/ 教学专业0或/ 教育专业0比/ 教师专业0更具合理性, / 教学专业化0包含了/ 教师专业化0; / 教师发展学校0则容易流于抽象而空洞的/ 教师发展0, 因而应该修正为/ 教师专业发展学校0,以回归/ 专业发展学校0并促进真正而具体化的/ 教师专业发展0; / 专业发展学校0的价值取向不是/ 教师为本0, 而是/ 学习需要定向0; 深化/ 专业发展学校0研究的思维方式, 需要超越/ 封闭割裂0而走向/ 开放整合0。     

Coherence in professional education: does it foster dedication and identification?

This article examines the impact of professional education on students' dedication to and identification with a profession. The premise is that professional education is not only about knowledge acquisition and reasoning but also about attitudes and aspirations. In fostering dedication and identification, students' experiences of relevance seem to be important. The concept of coherence seen as an expression of relevance is introduced and measured by four kinds of interactions: Theory–practice interaction, teacher–student interaction, peer interaction and supervisor–student interaction. Analysis indicates that coherence, particularly as theory–practice interaction, peer interaction and supervisor–student interaction, has a significant impact on dedication to and identification with a profession. Longitudinal survey data – collected from students in colleges for teaching, nursing and social work – are analysed.     

Beyond hard outcomes: ‘soft’ outcomes and engagement as student success

This paper questions current policy discourses that equate student success with hard outcomes like retention, completion and employment. It offers another view, one that uses ‘soft’ outcomes and student engagement literature to widen our understanding of student success. In the paper, we first draw on literature to explore student engagement, usually understood as a means to achieve success, and ‘soft’ outcomes as acceptable student outcomes, as success. We present possible indicators for these forms of success and a matrix of factors which influence such success. We then examine these ideas using data gathered from a project that investigated success as experienced by post-school foundation learners in Institutes of Technology and Polytechnics in Aotearoa/New Zealand. The findings suggest that the ideas have value. Finally, we identify some implications for teachers, arguing that, contrary to some current views, all four quadrants in the matrix are the business of teachers.