青少年暴力及其预防

青少年暴力是当今社会最常见的一种暴力,不但严重影响了青少年自己的身心健康和未来发展,同时也极大威胁着国家和社会的安定与可持续发展。在对暴力的定义、类型及其影响介绍的基础上,详细阐述了青少年暴力的表现、差异特点和影响因素,并进一步结合社会生态学模式和我国当前的社会与青少年实际,从六个方面提出了预防和控制青少年暴力的具体措施。     

Doodling Effects on Junior High School Students’ Learning

The main purpose of this study was to assess the effects of doodling on the learning performance of high school female students in Tehran. The design of this research was a pre‐test–post‐test with a control group. A group of 169 junior high school 12–13 year‐old students was chosen for this study. After being taught a section of the Natural Science course, the students were asked to answer questions related to the lessons. After that, their grades were used as the pre‐test scores. The post‐test was carried out after the devised treatment. During ten sessions of the same course and teacher, the students were each given a blank sheet of paper and were asked for doodling if they felt like doing it. After each session, a couple of relevant written questions were asked to evaluate how well students had learned the lessons. The experiment and control group both consisted of 27 randomly selected students; participants in the experiment group were doodlers and those in the control group did not doodle. To evaluate the doodling effect a t‐test analysis was performed. Comparison of the grades showed that the experiment group outperformed the control group significantly.     

图书馆与"数字鸿沟"关系论略

数字鸿沟的本质是经济鸿沟,是传统经济增长不均衡问题在信息时代的延伸和加剧。我国图书馆界应对数字鸿沟面临着种种困境,却仍能发挥其信息交换的枢纽作用,然此作用亦不宜过分夸大。     

高师院校计算机应用基础课程分级教学探讨

通过对高师院校计算机教育现状的分析和存在的不足,依据分级教学的优势及特征提出一种探索性的计算机基础课程分级教学的构想,并试图为高师院校课程改革尝试提供参考。     

Modeling the influences of upper-elementary school students’ digital reading literacy,socioeconomic factors,and self-regulated learning strategies

Background: Reading is an interactive and constructive process of making meaning by engaging a variety of materials and sources and by participating in reading communities at school or in daily life.

Aim: The purpose of this study was to explore the factors affecting digital reading literacy among upper-elementary school students.

Method: A 3-stage stratified cluster sampling was implemented that resulted in a sample of 592 upper-elementary students from 29 classes in 7 schools. Self-Regulated Learning Strategies Assessment (S-RLSA), Digital Reading Literacy Assessment (DRLA), and student reports of their parents’ education backgrounds were used to collect data on the outcome and predictor variables. Interpretation of these data involved two highly regarded statistical techniques. First, structural equation modeling was used to explore relationships amongst the constructs. Second, multi-group invariance (MI) analyses were used to assess the influence of parental education and self-regulated learning strategies on students’ digital reading literacy.

Results: Enriching students’ family learning resources and strengthening their self-regulated learning abilities could have very important influences on promoting upper-elementary school students' digital reading literacy -webpage information retrieval, reading and communication abilities.

Conclusions: This study also provides information on how teachers can address student resources to improve digital reading literacy and self-regulated strategies.     

Beyond Access: Psychosocial Barriers to Computer Literacy

Research consistently indicates that Latinos and African-Americans are less likely to own and use computers than either Caucasians or Asians. While conventional wisdom holds that high computer costs and lack of access are the primary reasons for this discrepancy, my ethnographic research with 100 low-income adults reveals three non-cost-related psychosocial obstacles that significantly undermine motivation for acquiring computer skills: “relevance,” “fear,” and “self-concept.” My research thus suggests that a more complex relationship exists between ethnicity, identity, and attitudes associated with computers than previously examined; this relationship may better explain why some people are choosing not to use computers at this time. My research also indicates that while community technology centers (CTCs) play an important role in helping adults overcome their resistances and achieve computer literacy, they are presently an underutilized resource—less than 5% of San Diegans use them to meet their computing needs. Hence, my research also questions why more residents do not avail themselves of these community resources. I conclude that efforts to increase computer literacy in underserved communities must go beyond physical access and connectivity and consider the role of cultural factors.     

从社会信息学角度看信息能力的评价标准

From the viewpoint d social informatics, this article discusses the evaluation criteria of information litera-cy in 3 aspects. Social informatics is the theoretical basis on which the evaluation criteria of information literacy can be for-mulated. The development of social informatics widens the connotation of the evaluation criteria of information literacy.And the evaluation criteria d information literacy have a solid sociological foundation.     

医院图书馆信息素养教育的挑战与创新

随着信息技术的发展,信息素养教育越来越得到人们的重视。提高读者信息素养是图书馆的重要工作,也是时代发展的必然要求。医院图书馆读者的特殊性,要求图书馆在开展信息素养教育时要有针对性,提供精准的信息服务。目前,医院图书馆信息素养教育存在领导重视不足、基础设施投入不足、信息素养教育形式单一等问题,阻碍了信息素养教育的开展。医院图书馆应积极应对挑战,创新信息素养教育方式,不断提升馆员、读者的信息素养。     

企业信息能力基本框架研究

面对国际国内激烈的竞争环境和市场的进一步开放，本文从企业生存与发展的战略高度出发，分析了企业信息能力的基本框架．它包括企业信息能力的评价标准，企业信息能力的作用，中外企业在信息能力方面的差距和提高企业信息能力的建设．     

“信息疫情”之下的公众信息素养培育路径探索

“互联网+”和新媒体环境下,“信息疫情”十分严峻。认识、理解和防控“信息疫情”的根本途径在于公众信息素养的培养和提升。全面探索公众信息素养培育路径,具有重要意义。基于文献阅读的基础上,进行信息素养内涵梳理,总结公众信息素养培育目标。结合社会需求与信息环境,分析关注公众信息素养培育的现实动因与积极意义。教育与信息技术的发展,使我国公众信息素养培育已有一定成就,但仍存在培育对象较单一、培育断层等问题。由此提出公众信息素养培育应:扩大信息素养培育范围,以终身学习理论为宣传支撑,推进公众信息素养培育供给侧发展,出台国家层面的公众信息素养培育体系,净化信息素养培育的互联网环境。