公民水素养评价表征因素模型构建与分析

针对我国水资源紧缺、水生态损害、水环境污染等相关水问题,以提升全民爱水惜水节水护水的意识和能力为目标,从水素养概念出发,通过扎根理论质性研究方法对公民水素养评价的表征因素进行筛选和提炼,最终得出包含水知识、水态度、水行为为主范畴的10个表征因素并运用解释结构模型(ISM)深入剖析各因素之间的内在联系。在此基础上建立了3级多层次递阶结构模型,进一步精确描述系统各要素两两之间的直接关系。结果表明:公民水素养评价的表征因素自上而下形成了表象层、中间层和根源层等3个层级,可直观、清晰地反映表征因素之间的递阶、层级关系;水态度在各表征因素中具有调节作用以及各表征因素之间存在内在逻辑关系。研究成果为提高公民水素养水平提供一定的科学依据和政策参考。     

食品安全对健康素养干预效果影响因素的建模分析

为了量化分析食品安全对健康素养干预效果的影响,进行干预效果的量化建模分析,提出一种基于统计分析方法的食品安全对健康素养干预效果影响因素的建模模型,构建食品安全对健康素养干预的统计数据采样模型,对采样的大数据结合人体健康生理特征监控方法进行信息建模,采用大数据信息融合方法进行食品安全与人体健康素养的关联性评估,结合模糊决策方法构建二者的关联决策模型,采用区域分布性检验分析方法进行回归分析,实现食品安全对健康素养干预效果影响因素的量化分析,结合面板数据回归分析结果,实现统计信息分析和大数据建模,提高量化分析能力。食品安全对健康素养干预效果影响具有显著性,该模型分析结果准确可靠。     

Determinants of social gratifications obtained by older adults moderated by public supports for Internet access in Spain

As the standard of living constantly improves, and as life expectancy increases in developed countries, the number of adults who want to have a gratifying life increases as well. Furthermore, although the Internet offers a world of potentially rewarding experiences, there is much heterogeneity among older people with respect to those who are able to benefit from its use. To reduce this gap, public access and digital literacy programs have been implemented. The aim of the study was to find out the extent to which these programs moderate the effects of age and socioeconomic status on social access to and use of the Internet in a sample of older users in Spain. Through quota sampling of retired users over 54 years of age in Spain (N = 560), who were regular users of public supports for Internet access, a structural equation modeling and multi-group analysis was conducted. The data showed a staggered association of access indicators (physical access, digital skills and social e-activities) on the social gratifications obtained, as well as the moderating role of institutional supports. This study provides empirical evidence of the ability of public supports to moderate the effect of socioeconomics inequalities on access and social exploitation of the Internet by older people. The findings point to the need to strengthen digital literacy actions, especially in supports that are more sensitive to the effect of age and socio-economic status.     

Yes I can cook a fish; effects of a five week sensory-based experiential theme course with fish on 11- to 13- year old children’s food literacy and fish eating behaviour – A quasi-experimental study

Danish early-phase adolescents only consume one-third of the officially recommended amount of fish. The objective of this study is to investigate the effect of a five week sensory-based experiential theme course with fish on 11- to 13-year old early-phased adolescents’ food literacy and acceptance of fish. Study design was a quasi-experimental intervention. 32 Food Knowledge school classes were recruited from the eastern part of Denmark. Classes were assigned to intervention group (n = 185), control group 1 (n = 123), only baseline and follow-up survey, or control group 2 (n = 75): one oral lecture between baseline and follow-up survey. Mixed methods strategy was applied: baseline and follow-up survey, participant observation, telephone-, and group interviews. Before between study group analysis control groups were pooled. The following key effects of the intervention were observed: knowledge on fish and cooking increased within specific areas, skills related to fish and cooking increased, especially in girls. Furthermore, the social dimension and helping each other were important elements. In the intervention group no positive effects were observed for liking or assessment of fish disgust; however, theme course evaluation showed that 47% had become curious on tasting other kinds of fish and 38% stated a higher liking for fish after participation. Furthermore, teachers reported an increase in acceptance of fish in the children as a result of participating. In conclusion food literacy and fish acceptance were increased through participation in a five week sensory-based experiential theme course with fish.     

信息化环境下人才创新素质的培养

在信息化环境下,人才的信息素质是人才创新素质培养的前提和基础。而信息意识淡薄、信息能力低下和信息道德缺失影响了人才的创新素质培养。因此,我们必须以信息意识培养为导向,更新教育观念;以信息品德培养为前提,塑造创新品德;以信息能力培养为目标,培育创新环境;以信息技术为手段,丰富创新实践内容。通过人才信息素质的培养,实现信息化环境下人才创新素质的提高。     

Students’ Perspectives on the Relevance of Sustainability Literacy in a Postgraduate Built Environment Program

ABSTRACT

Achieving sustainable development in the built environment requires the human resource with the right sustainability knowledge and skills to respond to the challenge facing the construction industry. It is argued that educational institutions have a key role to play in educating future generations with the right sustainability knowledge and skills. This research explores the relevance of sustainability literacy to postgraduate students enrolled in a quantity surveying (QS) course at the London South Bank University. The study adopts a mixed-methods approach that examines students’ perspective on the importance of sustainability literacy and how it has been integrated in the program through interview with 15 students followed by a survey with 98 part-time and full-time students enrolled on the course. The results revealed that students value sustainability knowledge and skills. Most students believe that they need to be sustainability literate to be competitive in the job market. More than half of the students (53%) argued that sustainability literacy was delivered sometimes with a satisfaction rate of 45%, which shows that students are not really happy with how sustainability literacy has been embedded in the course and argues that more needs to be done to fully integrate sustainability literacy in the program.     

新媒体视阈下课程思政的传播路径设计与应对策略

新媒体改变了高校的传播生态,也严重冲击着固有的教育传播模式。通过对新媒体传播特点的分析,从主体、渠道、内容三方面梳理传统课堂教育传播中存在的主要问题,试图从"学生+教师""线上+线下""主流+非主流"等维度梳理课程思政传播的创新路径,并最终提出基于体系、素养、方法的应对策略。     

Reframing Pinterest: Information Literacy for Interior Design Students

This article discusses providing information literacy to interior design students, specifically how over a few years, and several assignment iterations, we moved from a more traditional one-shot library instruction session to a creative Association of College and Research Libraries Framework-inspired assignment using Pinterest as the medium for the students' professionally relevant research project. The outcome of our instruction relied on flexible assignment planning, collaboration as faculty and librarians changed roles, and a focus on information literacy skills needed by professional designers.     

An analysis of variables affecting the ICT literacy level of Korean elementary school students

With the study aim of examining individual- and school-level variables affecting the ICT literacy level of Korean elementary school students, a stratified sample of 11,767 students in 173 schools was analyzed using a two-level hierarchical linear model (HLM) and a two-level hierarchical generalized linear model (HGLM). Students' ICT literacy level was classified into four levels: below basic, basic, average, and excellent. First, HLM analysis results revealed that male student, completion of computer courses, log usage time for purposes other than study and satisfaction level of students in classes using ICT have positive effects on ICT literacy score, but that log usage time for study has a negative effect at the individual level. In addition, major city, achievement level and number of PCs per student have a positive influence at the school level. At the individual level, the results from HGLM analysis showed that the ICT level of female students was higher than that of male students in average or lower levels. The completion status of computer courses had a significant effect on the probability of attaining a basic or average level. The satisfaction level of students in classes using ICT had a positive influence on attaining a higher level of ICT literacy. At the school level, the number of PCs per student had a significant effect on the probability of attaining an average level. The ICT literacy of schools located in major cities was higher than that in rural area in average level.     

Development and validation of New Media Literacy Scale (NMLS) for university students

Along with the emergence of new media technologies, individuals are now expected not only to consume but also produce, share and criticize digital contents. Being new media literate, they also need to know socio-cultural and emotional aspects of new media beyond its technical characteristics. New media literacy (NML) involves a series of crucial skills needed for living and working in the mediated and participatory society of 21st century. Although there has been a growing interest in the conceptualization of NML, the literature lacks a measuring instrument to operationalize NML. This study attempts to fill this gap by developing and validating a NML scale (NMLS) for university students. The sample included 1226 students at a state university in Turkey. Both exploratory and confirmatory factor analyses as well as item analyses including internal consistency coefficients, item-total correlations, and item discrimination powers were conducted to determine construct validity and reliability. Consistent with the adopted theoretical framework, the 35-item NMLS comprised four factors: Functional Consumption, Critical Consumption, Functional Prosumption, and Critical Prosumption. Potential applications of NMLS for measuring students’ new media competencies were discussed within the pedagogical and research contexts.