Part 1. If We Frame It,They Will Respond: Undergraduate Student Responses to the Framework for Information Literacy for Higher Education

There remains significant confusion surrounding the purpose, audience, and proposed application of the Framework for Information Literacy for Higher Education. This exploratory study addresses the question of whether undergraduate students can understand the language and concepts in this document. By presenting student responses to pretest questions recorded at the beginning of a semester-long research methods course, this article shows that students can, even on first impression, begin to make sense of the complexity and richness found in the Framework for Information Literacy for Higher Education.     

Closing the gap: supporting literacy through a computer-assisted-reading-intervention

Schools in England are expected to ‘close the gap’ for a range of vulnerable pupils who are achieving below the levels seen amongst their same-aged peers. They are also highly accountable for additional funding that is provided to support this goal. The project reported here involved collating and analysing a range of data in order to evaluate the impact of a widely used computer-assisted-reading-intervention (CARI). Sixteen primary school pupils, all of whom were identified by their school as underachieving in literacy, used the CARI daily over a five-week period. The post-intervention data showed some clear gains in reading and spelling skills for all bar one of the children. The findings are discussed in relation to the wider literatures on CARIs. The research concludes that the CARI under investigation offers a useful and cost-effective adjunct to whole-class and group reading instruction and may be particularly beneficial for supporting the learning of pupils who are struggling to consolidate the knowledge and skills covered in their regular classroom reading instruction.     

Making Plans for Michael: providing for a student with moderate learning difficulties in a secondary academy

The profile of a student with learning difficulties is described and also the learning context in 2017. Previous models of provision are then described in terms of their aetiology with discussion of strengths and shortcomings. Some influential features of curriculum planning and delivery are identified. A model of provision involving specific literacy teaching and differentiation is advocated.     

The impact of workplace information literacy on organizational innovation: An empirical study

The present study investigates the relationship between CEO’s information literacy and innovation in small and medium-sized enterprises (SMEs). Even if information literacy’s business value has been recognized in recent literature, its impact on organizational innovation, a critical and strongly information intensive process, has never been studied before. Structural equation modeling based analysis of data collected from 184 company CEOs in Finland revealed that CEOs’ information literacy has a positive impact on the development of exploratory and exploitative innovations in SMEs. Additionally, opportunity recognition mediates the relationship between information literacy and innovation. Overall, the influence of information literacy is slightly stronger on exploitation than exploration. Nevertheless, the mutual positive effect suggests that information literacy enhances innovation ambidexterity in organizations. Based on these findings, we discuss theoretical and practical implications as well as future research opportunities in workplace information literacy research.     

高职体育教学中学生体育素养和职业能力培养研究

高职教育是我国高等教育的重要组成部分,高职院校专注培养实用型人才,重视学生的实际运用能力,以及实际操作能力,满足社会对实用技能型人才的需求。随着教育体制的改革,传统体育教学中的问题不断凸显,很难培养学生的体育素养,也不利于提升学生的职业能力。高职院校在体育教学中,不仅要教授学生专业的体育知识,也要将学生的身体素质和职业技能作为重要的教学内容,针对学生的专业制定体育项目,促进学生体育能力的多方面发展,为未来的社会工作作铺垫。目前高职院校在体育教学中,忽视学生体育素养和职业能力的培养,需要及时改进,制定合理的措施,提升学生的体育素养和职业能力。     

校园足球视角下核心素养能力的发展路径

运用文献资料等研究方法,对我国校园足球核心素养提出的背景和概念进行阐述以及在培养过程中所面临的困境进行分析。认为:学校各级地方学校在开展校园足球的过程中过于注重奖杯和名次导致校园足球“荣誉化”;体教分离导致学生缺乏主观能动性;学校,学生,家长之间的矛盾妨碍了校园足球发展的稳定;学校对校园足球存在认知和定位上的误区。建议:不断创新教学模式加强教师自身素养,培养学生自我认知能力;构建交流平台,培养合作精神;加强思想建设,学会宽容理解;打破传统思维,培养创新精神。     

体育与艺术：身体美学下的审美体验

以身体美学为核心对象,从个体内部的审美素养与外部的媒介传播出发,纳入审美偏爱的调节效应,对个体体育艺术审美体验的作用机制进行系统剖析。研究发现,审美观念、审美知识与审美能力是主体感受体育艺术审美活动的基本素养,其与外部传播媒介会共同促进个体在体育艺术审美过程的感知体验。研究认为,正视个体对体育艺术活动的客观表达可以弱化人们的主观认识与评价,有效促进审美主体在审美过程中的情感体验;提高审美素养将有助于个体在体育艺术活动审美中产生更丰富的体验感,进而获得满足感、愉悦感。     

基于学科的信息素质评价标准研究

考虑到不同学科的差异性以及评估的可操作性,基于学科的信息素质评价标准研究逐渐成为关注的热点。本文简要概述了制定学科信息素质评价标准的必要性,介绍了国外分学科的信息素质评价标准的研究进展及主要特点,提出我国应成立专门机构全面指导和规划我国信息素质评价标准的制定,应与各专业学会/协会或教育部专业学科指导委员会合作,在统一的通用信息素质评价标准基础上建立学科信息素质评价标准,并将其与大学生的培养目标相结合。     

高校图书馆信息资源利用与大学生素质教育

文章重点论述了高校图书馆信息资源利用在大学生素质教育中所发挥的巨大作用。结合北京林业大学在此方面所开展的实践工作,从思想政治素质、信息素养、人文素质、心理素质等四个方面进行了阐述,以期引导大学生正确利用高校图书馆资源,达到培养大学生健康成长成才的目的。