Primary school students, information literacy and the Web

2001 ◽  
Vol 19 (3) ◽  
pp. 201-223 ◽  
Author(s):  
Leanne Bowler ◽  
Andrew Large ◽  
Gill Rejskind
Keyword(s):  
Primary School ◽  
Information Literacy ◽  
Primary School Students ◽  
School Students ◽  
The Web

Primary School Students' Reaction to the Web as a Classroom Resource

2013 ◽  
Author(s):  
Andrew Large ◽  
Jamshid Beheshti
Keyword(s):  
Primary School ◽  
Information Content ◽  
Primary School Students ◽  
School Students ◽  
Class Project ◽  
Young Students ◽  
The Right ◽  
The Web ◽  
Printed Sources

Two grade-six classes in a Montreal primary school used the Web over several weeks to gather information for a class project. After the completion of the project, 50 students were interviewed to gather their opinions on this experience. They discuss the relative merits of the Web as compared with traditional printed sources in terms of information content and retrieval. Although the Web certainly had its enthusiasts, books and magazines also continued to be important. The students commented upon a number of problems they encountered in finding information suitable for their project. To become a more effective classroom tool, the authors conclude either that more helpful interfaces are required to assist in search formulation or that students must be taught how to seek information in this environment. In addition, more information is required on the Web that can be used by young students, and pathfinders are needed to point the students in the right direction.

scholarly journals OPEN PRACTICE-ORIENTED TASKS AS A TOOL FOR THE DEVELOPMENT OF INFORMATION LITERACY OF PRIMARY SCHOOL CHILDREN

2021 ◽  
Vol 2 ◽  
pp. 558-569
Author(s):  
Larisa Sergeeva
Keyword(s):  
Primary School ◽  
Information Literacy ◽  
School Children ◽  
Literacy Development ◽  
Educational Process ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students ◽  
Actual Problem ◽  
Stages Of Learning

The article deals with the actual problem of organizing the educational process aimed at developing information literacy in schoolchildren when studying mathematics at one of the most difficult stages of learning - at the stage of transition from primary to basic school. This paper describes some areas of information literacy development in primary school students; the analysis of the main groups of actions, with the help of which the ability of younger students to work with mathematical information can be formed; describes the results of the performance by younger students of a set of tasks aimed at the formation of information literacy based on the work of students with open practice-oriented tasks. The empirical experience of using the proposed methodology and the analysis of the results obtained made it possible to obtain data on the level of mastery of information literacy by younger students.

scholarly journals Information Literacy Analisys of Primary School Students

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Farida Nur Kumala ◽  
Dwi Agus Setiawan ◽  
Nury Yuniasih ◽  
Dyah Triwahyuningtyas ◽  
Prihatin Sulistyowati
Keyword(s):  
Primary School ◽  
Information Literacy ◽  
Primary Schools ◽  
Fifth Grade ◽  
Primary School Students ◽  
School Students ◽  
Average Value ◽  
Category Information ◽  
Analysis Technique ◽  
Average Information

The purpose of this study was to analyze information literacy of primary school students in Malang.  725 students of fifth grade were involved in this study as respondents.  This study used a measurement test sheet of students’ information literacy based on the indicators of information literacy suggested by UNESCO and OECD consisting of 6 indicators.  The data from the literacy test were then analyzed using descriptive quantitative analysis technique.  Based on the average value of each indicator, it can be concluded that the average information literacy of the students in 18 primary schools in Malang is 5.09 categorized as sufficient category.  Information literacy is useful for children in knowing, understanding and filtering the information obtained so that children can interpret and use information wisely.

scholarly journals Investigation and Research on the Development Level of Primary School Students' Information Literacy in Western China and its Development Strategy

2021 ◽  
Vol 9 (6) ◽  
pp. 29
Author(s):  
Shu Han ◽  
Yushun Li
Keyword(s):  
Primary School ◽  
Information Literacy ◽  
Gender Stereotypes ◽  
Technology Use ◽  
Gansu Province ◽  
Western China ◽  
Primary School Students ◽  
School Students ◽  
Significant Difference ◽  
Literacy Level

In this study, the current situation of information literacy level of primary school students in western China, mainly in Lanzhou, Gansu Province, was investigated by Means of questionnaire and interview. The survey results show that there is a big gap between urban and rural primary school students' information literacy level, mainly because rural schools do not enjoy good resource allocation. In addition, it is found that there is no significant difference in information literacy level between genders, but there are still some gender stereotypes. On the whole, students' information literacy level is at a medium level, and information technology use behavior is mostly at a low level, while high-level behavior is less. The information literacy of primary school students in western China still needs further development.

scholarly journals Examining the Impact of Spherical Videos in Teaching Endangered Species/Environmental Education to Primary School Students

10.28945/4612 ◽  
2020 ◽  
Vol 19 ◽  
pp. 427-450
Author(s):  
Emmanuel Fokides ◽  
Melpomeni Kefallinou
Keyword(s):  
Endangered Species ◽  
Environmental Education ◽  
Primary School ◽  
Hand Tracking ◽  
Future Research ◽  
Web Pages ◽  
Primary School Students ◽  
School Students ◽  
The Impact ◽  
The Web

Aim/Purpose: The study examined whether spherical videos are an effective tool in teaching primary school students subjects related to the endangered species. It also examined their feelings/attitudes towards this tool. Background: Young students have trouble understanding concepts related to environmental education and, specifically, concepts related to the endangered species. Spherical videos constitute an interesting alternative teaching tool, applicable in diverse scientific disciplines. Additionally, research in this field is rather unsystematic and fragmented, given that the underlying technology is still an emerging one. Methodology: A three conditions within-subjects design was applied. Forty-nine, nine-to-ten years-old primary school students attending public schools in Athens, Greece were selected to participate in the project. They had never before been formally taught subjects such as the ones included in the study and had no prior experience in using Google Cardboard compatible head-mounted displays. The participating students were taught using printed material, web pages, and interactive applications in which spherical videos were embedded. The project lasted for nine two-teaching-hour sessions (three for each tool). Data were collected using nine evaluation sheets. About a third of the questions in these tests assessed declarative knowledge, while the rest examined procedural and conditional knowledge. A validated scale was also used, designed to evaluate users’ experience when using digital educational applications. For analyzing the data (from both the evaluation sheets and the questionnaire), several repeated measures ANOVA tests were conducted using SPSS 25. Contribution: By examining the learning outcomes from the use of applications in which spherical videos were integrated, by contrasting their impact on knowledge with other tools, and by quantifying their differences, the present study extends the -rather limited- literature regarding the educational uses of this technology. Given that there is a lack of a well-defined teaching framework, the study contributes towards this end, as a modified version of Bybee’s 5Es was tested, with encouraging results.” Findings: Post-hoc pairwise comparisons revealed statistically significant differences indicating that students’ performance when using the apps was better than their performance in the web pages and printed material. Statistically significant differences were also noted when analyzing the questionnaire’s data. In detail, the analysis revealed that the apps were considered more motivating compared with both the printed material and the web pages. The same applied to students’ enjoyment. Also, their sense of presence was stronger. Then again, all tools were considered as being equally useful. Finally, no usability issues were reported. Recommendations for Practitioners: As the development of apps requires time and effort, a large pool of ready-made apps has to become available to educators. Spherical videos have to be used in the context of a well-defined teaching framework. A familiarization period on how HMDs are used and how to run and navigate in the apps will help to avoid usability issues. Education administrators have to implement reforms in the primary school timetable and curriculum, for achieving the seamless integration of this technology to everyday teaching. Recommendation for Researchers: Motivation and enjoyment can be further enhanced by adding game-like features. Thus, software developers can consider adding such features and researchers can examine their effects. A lot more can be done for making the apps utilizing spherical videos easier to handle and navigate. For example, hand tracking can be used, which is a more natural interaction method. Future Research: Besides larger sample sizes and more interventions, future research can examine the impact of spherical videos on student misconceptions, attitudes, and behaviors towards environmental issues. It would be interesting to examine the views and experiences of educators as well. Longitudinal studies and comparison of spherical videos with other promising technologies would also be useful.

Sign in / Sign up

Export Citation Format

Share Document