Evaluation and Empirical Research on Teachers’ Information Literacy in the Context of Smart Education

The development of smart education has led to the integration of emerging technologies such as artificial intelligence with education.It is a prerequisite for teachers to have high information literacy for conducting education and teaching work.This study conducted a questionnaire survey on 412 teachers in a certain area.The results showed that teachers’information literacy is above the middle level,and there are significant differences in information literacy between teaching experience and educational background.The evaluation showed that information ethics,information awareness,and information application have a significant positive impact on professional development,and information knowledge and information awareness have a positive predictive effect on information ethics.

An investigative report on information literacy training of individual farmers in central China and on issues related to remedial measures:A case study of farmers information literacy in a few districts of Hubei province

This paper introduced first a conceptual framework of 'information literacy training of farmers' based on the widely recognized understanding of the term 'information literacy(IL).' It then followed with a discussion based on these three authors' field investigation regarding to Hubei peasants' current information literacy training in such perspectives as information consciousness,information ability and ways and means of information access.It concluded by pointing out some of the more apparent factors that had adverse impacts on the farmers' information literacy training in central China and suggested a few possible remedial measures to guide the course for those who are involved in such undertakings.

A comparative analysis of information literacy curriculum standards in the educational programs of high schools in China and in the United States

Our study aims to take a closer look at China's current information literacy(IL) program standards at secondary schools and to analyze their level of success and/or failures in a comparative way with those of the United States in terms of fulfilling their each other's mission-oriented mandates. Our research findings show that China's current IL standards of high schools contain a disproportionate emphasis on information technology(IT). Moreover, the stipulations of these IL standards are narrowly construed and without being solidly grounded on a broad and comprehensive educational perspective. We also suggest that there are two underlying causes for this set of unsound IL standards in China.Firstly, there is a lack of collaboration between two major competing forces engaged in the curricular development and research of IL in China: Those professionals in educational IT discipline vis-à-vis those in Library and Information Science. Secondly, library professionals have a very limited influence on major socio-cultural policies, even at their own institutions. As a result, this paper recommends the following three possible measures,which may help remedy this situation strategically: 1) Establishing a set of new IL curriculum standards based on an IL-centered educational perspective; 2) establishing a teacher-librarian's training program to promote school librarians' role in IL education; and 3) strengthening the research and development of an online IL education program and an accompanied evaluation mechanism.

Information behaviors of Chinese K-12physical education teachers:A survey study

Purpose: Given the unique characteristics of physical education(PE) teaching in K-12education,PE teachers' information behaviors deserve special attention.This article reports a survey study of PE teachers' information behaviors,covering information literacy skills and behaviors of information seeking and information use.Design/methodology/approach:A questionnaire survey was conducted of K-12 PE teachers in the Tianjin municipal region of China,with a response rate of 61.9%.Findings:PE teachers lack skills with information retrieval systems in general.The Internet continues to be their primary information source,and they rely more on personal collection and colleagues than the school library for teaching materials.They rarely develop a searching strategy,employ querying tactics,or use advanced search functions,and they tend to be content with finding a few relevant articles.Research limitations:The survey is limited to the Tianjin municipal region in scope.Though attempting to reach 210 participants from 40 schools,it yielded only 130 valid responses.A larger survey covering more regions and with greater responses may be useful.Practical implications:Insights from this study inform the educational and on-job training of K-12 PE teachers to improve their information literacy skills.Originality/value:Little research exists on PE teachers' behaviors of information seeking.This study bridges the gap and enriches our understanding of K-12 teachers' information behaviors.

Language Teacher's Information Literacy in the ICT context

With the rapid development of Information and Communication Technology(ICT),the modern information and communica tion media have been changing the rationale of learning and teaching.Under such circumstances,a person's,especially an educator's in formation literacy plays an important role in their personal and professional development.This essay discusses the influence of the new challenge on EFL(English as a foreign language) teachers'professional development.EFL teachers should be fully empowered to be infor mation literate language educators in the curriculum innovation of TEFL(teaching English as a foreign language).It is suggested that EFL teachers'awareness,attitudes,and personal needs should be taken into account in the process of integrating ICT into their professional practice and self-development.

基于CiteSpace的高校教师信息素养研究的可视化分析

信息化时代对高校教师信息素养有了更高的要求。以发文单位共现、关键词共现等为切入点,运用CiteSpace软件对高校教师信息素养文献进行可视化分析,发现教师信息素养研究经历了信息意识觉醒、信息意识发展和信息意识形成三个阶段,慕课、翻转课堂等热点主题契合当前信息化时代发展要求,研究机构较为分散且缺少研究合作,研究团队间缺乏交流合作,只有少数学者选择小范围合作研究,多数独立研究。因此,要进一步完善研究体系,强化机构间、团队间和学者间研究合作。

“互联网+教育”背景下高职教师信息素养评价研究

随着“互联网+教育”的不断普及和深入,社会对高职院校教师的信息素养提出了更高的要求。因此,可对高职教师信息素养开展研究,制定教师信息素养评价指标体系,并提出具体实施方案,用以评价教师的信息素养,进而提升教师的信息化应用能力。

智能教育背景下信息技术教师胜任力探究——以A校现代教育技术专业为例

智能时代背景下,信息技术课程的课程标准在不断更新和完善,通过增加与时俱进的课程内容来支撑学生学科核心素养的发展,充分体现了学科育人的价值所在;这也对信息技术教师的能力水平提出了更高要求。信息技术教师能否胜任课程教学,很大程度上决定着学生的培养效果。本研究构建了信息技术教师胜任力评价量表,并以重庆市A大学现代教育技术专业为例,对培养效果和存在的问题进行探究。实验数据表明,在经过完整的专业课程学习后,学生的信息技术学科胜任力得到了明显提升,但也发现对学生意识素养的培养不足等问题,如思政意识、批判思维、创新思维、计算思维。同时,提出有针对性的建议措施,以期为现代教育技术专业师生提供教与学的参考。

基于人工智能的中小学教师数字素养提升路径

Chatgpt于2023年冲上热搜,人工智能再度成为社会广泛关注的热点。人工智能的飞速发展对中小学教育教学产生了巨大的冲击,推动了教育方式和教学内容的更新,为学生提供更加全面的知识体系和技能学习,同时也对教师的数字素养提出了更高的要求。因此,如何借助人工智能提升中小学教师的数字素养,成为中国基础教育的重要课题。该文立足中国教育数字化转型的宏大背景,从人工智能在教育领域的应用来阐述培育中小学教师信息素养的重要性,从当前中小学教育信息化面临的挑战和机遇来探索人工智能背景下提升中小学教师数字素养的实践路径。

新文科背景下高校教师信息素养现状、困境和提升策略

高校文科教师的信息素养水平对促进传统文科的变革升级、推动新文科建设具有重要意义。文章对中部地区部分高校文科教师进行调查后发现,高校文科教师信息素养总水平较高,其中,信息意识和信息道德很高,但信息技术知识和应用技能水平相对偏低,教师学习新技术和新知识的积极性有待提升。因此,在新文科建设背景下,高校文科教师要加强新技术和新知识的培训学习、加强实施技术整合的教学创新,高校也要健全考核奖励机制,持续提升高校文科教师的信息素养水平。

数字人文时代高校智慧型外语教师信息素养培养策略

数字人文时代教育领域面临着巨大的变革和挑战。它的兴起改变了高校传统教学环境,为高校教师多元化、智慧化转型提供了有利条件。教师作为教育的重要组成部分,需要适应数字人文时代的发展趋势,以更好地应对这些变化和挑战。基于此文章首先分析了智慧型外语教师信息素养的定义,其次剖析高校智慧型外语教师信息素养培养困境,最后从创新外语教师开展网络研修、建立数字化外语学习平台、加强外语教师跨文化交流等维度探究高校智慧型外语教师信息素养培养策略。

教师信息素养研究的现状、热点及启示——基于2000-2021年CNKI和Web of Science的文献计量分析

为探究国内外教师信息素养研究动态及我国未来研究走向,选取2000-2021年间中国知网(CNKI)和Web of Science数据库收录的教师信息素养相关文献为研究样本,运用Citespace软件分别对国内外教师信息素养相关文献进行可视化分析,梳理国内外研究动向与热点主题,在阅读文献的基础上提出关于我国教师信息素养研究的四点启示,以期为该领域的未来研究提供借鉴与参考。

韩国精准调查下的智能化心理健康服务体系构建

在发展迅速与压力激增并行的韩国,儿童青少年心理健康问题愈发严重,心理危机年轻化趋势日益凸显,抑郁自杀风险高居世界前列。对此,韩国由政府牵头,与家校社协同助力,采取了多渠道、智能化、全方位的心理健康服务措施。其中,精准调查、动态追踪、智能技术加持是韩国智能化心理健康服务体系中的特色优势。总的来说,韩国在保障儿童青少年心理健康方面通力协作、创新落实,开发了多个特色项目,形成了体系化的心理健康服务网,为其他国家在儿童青少年心理健康服务领域的实践与探索提供了宝贵的经验和启发。

新时代高校思政课教师信息素养建设背景、时代内涵及提升策略

新时代对高校思政课教师信息素养建设提出了新要求,促使高校思政课教师信息素养的内涵和结构体系产生了新变化。新时代高校思政课教师信息素养是以人民为中心,以维护国家意识形态安全为出发点,在思政课教学过程中坚持正确价值引领的基础上,以培养和发展信息人格为主要表征的综合素养。其构成包括意识形态信息素养、思政课教学素养、信息人格发展能力等。提升新时代高校思政课教师信息素养不仅需要制度跟进,实现培训测评的协同推进,而且离不开高校思政课教师内驱力的建设推动,同时也需要在信息安全风险意识建设方面下功夫。

国内教师信息素养研究知识图谱计量分析--以CNKI 2003-2023年核心期刊文献为例

以国内2003—2023年中国知网(China National Knowledge Infrastructure,CNKI)数据库中有关教师信息素养研究的403篇核心期刊文献为数据来源,借助可视化软件CiteSpace6.2.R5绘制科学知识图谱,分别对研究趋势、研究热点及演进过程进行分析。结果表明:国内教师信息素养研究整体呈现先快速增长后波动式下降趋势,且大致可划为快速增长和稳步发展两个阶段;研究热点主要围绕教师信息素养、大学英语教师、信息化、培养策略等主题展开;演进过程则大致可分为起步、发展、聚焦3个阶段。

新时代乡村思政教师信息素养提升策略研究

教师信息素养是教师在专业领域的延伸与深化,既有信息素养的共性,又有教师专业领域的个性。乡村教育信息化水平滞后于城市教育信息化建设步伐,影响乡村教育质量提高。因此,在乡村任教的思政教师更需注重自身信息素养。本文主要通过分析新时代乡村思政教师信息素养存在的问题,从转变陈旧观念提高信息素养意识,搭建信息技术学习平台改善学习环境,设计合理的信息技术培训机制和评价指标机制,健全信息化师德建设与安全建设机制四个方面为乡村思政教师信息素养提升提出合理化建议。

高校教师信息素养影响因素及提升策略

文章采用扎根理论方法,对33位高校教师进行访谈,分析挖掘高校教师信息素养影响因素。研究发现,个体特征、组织环境、社会情境、信息化认知、信息化情感和信息化意愿均对高校教师信息素养产生正向影响。据此,提出高校教师信息素养提升策略,即加大政策供给力度,落实信息素养培育顶层设计;完善数字基础设施,打造优质数字教育环境;健全培育体系,构建多元化培训机制;培育教师主体意识,树立正确的数字技术观念。

高校图书馆专业馆员“教师角色”构建的困境与出路

[目的/意义]信息素养教育的大力发展促使高校专业馆员的教师角色越来越突出,因此,探索馆员教师角色的构建对高校图书馆信息素养教育的长效、可持续发展具有重要意义。[方法/过程]采用文献内容分析法,梳理馆员教师角色的历史发展及近期争论,发现当前馆员扮演者包括课程设计者、教学伙伴、教师、学术研究参与者、信息素养教育倡导者等在内的多重教师角色。然而,馆员在发展教师角色过程中却面临着许多现实困境,研究在深入剖析馆员面临的现实困境的基础上,从多层面多角度提出了馆员教师角色的发展路径。[结果/结论]研究认为馆员教师角色的发展面临着受职业形象影响,图书馆学专业教育与实践脱节,以及馆员自身教学胜任力不足等诸多现实困境。馆员教师角色的发展路径:(1)馆员层面,树立自信,提升自身的教学胜任力;(2)图书馆学教育层面,注重信息素养教学相关课程的设置,为馆员担任教师角色做好准备;(3)图书馆部门层面,设置教师馆员岗位、注重馆员职责分配、提供政策便利让馆员成长为图书馆教育专家;(4)图书馆行业协会层面,推行“教师”“馆员”双重专业资格准入制度。