ALFABETIZA����O DIGITAL: proposi����o de par��metros metodol��gicos em compet��ncia informacional

Much has been discussed about Digital Literacy, but it is quite obscure the identification of the skills required to develop such process. This study was done towards an integration of the Digital Literacy process to the specific informational skills a person may dominate, search, retrieve and use information efficiently, in its professional, academic or personal life. The main objective of this work is to propose methodological parameters for training in informational skills. Otherwise, the specific objectives are associated to the supposition and identification of the desired skills of the Digital Literacy program participants. The methodological procedures applied to the research are of exploratory character, and to do so two tools are used: the literature research and case studies. Besides having the methodology in structured information competence, the study points out to the fact that the country is too far from what is desired concerning development and employment of Digital Literacy programs consistent enough to support the teaching and learning of searching, recovering and using of information by the participants. Therefore, it is essential to create programs that provide not only machinery, but motivate individuals to develop informational skills to help in the learning process.

Formaci��n interactiva en entornos virtuales : una experiencia en screencasting

L'objectiu de la comunicaci�� ��s donar a con��ixer un estudi sobre els requisits que han de tenir els materials formatius en l��nia de les biblioteques, i difondre l'experi��ncia pilot que s'ha dut a terme per a elaborar uns materials de formaci�� en format v��deo a la Biblioteca Virtual de la Universitat Oberta de Catalunya.El punt de partida de l'estudi ha estat la necessitat de crear uns materials de formaci�� nous, adaptats a les necessitats dels usuaris en un entorn virtual i en el marc de l'EEES, en el qual els estudiants cada vegada han de ser m��s aut��noms i en qu�� les compet��ncies informacionals s��n b��siques. Tots aquests aspectes ens han portat a repensar els nostres materials formatius.

Les habilitats Informacionals a la Biblioteca de la Universitat Oberta de Catalunya

In this paper the initiatives carried out by the Biblioteca Virtual UOC in relation to the information skills, in the UOC curricula as well as in the context of new European higher education area, are presented. Looking forward the catalogue of generic skills to be defined by the UOC, in relation to which the Virtual Library has submitted a proposal to introduce a course on information skills to be offered during the first semester, the Library has chosen to develop and carry out two complementary initiatives. On the one hand, to offer a course of information skills for teachers within the program of training courses for teachers organized by the Teaching Action Management Area. On the other, the Library participates in the presential meetings organized by the University by means of workshops to guide students in finding information.

Visita facultat Biblioteconomia i Documentaci�� de la UB

Presentaci�� realitzada per la Biblioteca Virtual de la UOC a un grup d'alumnes de la Facultat de Biblioteconomia i Documentaci�� de la UB

Autoavalia����o das compet��ncias de informa����o em estudantes universit��rios

Nas ��ltimas d��cadas foram feitos grandes esfor��os para definir, conhecer e avaliar quais s��o as compet��ncias informativas que os estudantes universit��rios necessitam para poder progredir na sua aprendizagem e na sua inser����o no mercado laboral. Apesar do argumento de que os avan��os tecnol��gicos facilitaram o acesso �� informa����o, existe uma preocupa����o constante, porque os estudantes universit��rios n��o possuem compet��ncias suficientes para gerir e usar a informa����o: gerem quantidades enormes de informa����o atrav��s da Internet, mas n��o sabem o que fazer com ela, como avali��-la, de que modo devem us��-la ou aproveit��-la de forma estrat��gica e ��tica. O question��rio IL-HUMASS sobre literacia da informa����o foi concebido e desenhado com o objetivo de avaliar compet��ncias de informa����o e para ser aplicado �� popula����o de estudantes, professores e profissionais da informa����o dos diversos n��veis na ��rea das Ci��ncias Sociais e Humanas nas universidades espanholas e portuguesas. Cont��m 26 itens agrupados em quatro categorias (pesquisa, avalia����o, processamento e comunica����o e difus��o da informa����o) e em tr��s dimens��es de autoavalia����o (import��ncia, autoavalia����o e fonte favorita de aprendizagem). A avalia����o das qualidades psicom��tricas do IL-HUMASS para Portugu��s foi feita numa amostra de 1.077 estudantes universit��rios portugueses. A an��lise fatorial explorat��ria do question��rio indicou um ajustamento aceit��vel, apoiando a estrutura original composta por quatro categorias para cada dimens��o. O IL-HUMASS apresentou caracter��sticas psicom��tricas aceit��veis de consist��ncia interna e validade de constructo. As caracter��sticas psicom��tricas do IL-HUMASS validam a sua utiliza����o no nosso pa��s em estudos que requeiram a avalia����o de m��ltiplos indicadores, apresentando-se como particularmente ��til para avaliar e diagnosticar compet��ncias em literacia da informa����o. Conclui-se com um diagn��stico do n��vel de compet��ncias de informa����o dos estudantes universit��rios, destacando algumas for��as e debilidades, assim como uma proposta de interven����o subjacente nas oportunidades de melhoria e de necessidades de aprendizagem.

As compet��ncias da literacia da informa����o integradas nos curricula acad��micos

A unidade curricular ���Comunica����o e Recursos Bibliogr��ficos��� integra o curriculum acad��mico de todos os estudantes do mestrado de Psicologia Comunit��ria no ISPA ��� Instituto Universit��rio desde o ano letivo 2009-2010, criada no quadro do processo de Bolonha e segundo as diretrizes do Espa��o Europeu do Ensino Superior. Trata-se de uma nova disciplina que tem como objetivo potenciar a literacia da informa����o nos estudantes e o desenvolvimento de compet��ncias como pesquisar, selecionar, avaliar, usar e comunicar informa����o com foco nos processos de investiga����o. A doc��ncia desta unidade �� realizada por um profissional da informa����o integrado e conta com a colabora����o dos servi��os do centro de documenta����o, que asseguram algumas sess��es pr��ticas. Apresenta-se, como estudo de caso, um balan��o da evolu����o da unidade curricular ��� ap��s cinco cursos realizados ���, quer nos resultados acad��micos quer nas repercuss��es no uso dos servi��os e recursos da biblioteca com ��nfase nos seguintes vetores: avalia����o da unidade curricular obtida pelos estudantes nos processos de aprendizagem e investiga����o; a import��ncia da integra����o destes conte��dos em unidades curriculares; e a cultura de colabora����o entre os profissionais da informa����o e professores/investigadores.

Literacia da informa����o: Da identidade digital �� visibilidade cient��fica

As novas possibilidades de comunica����o tamb��m oferecem novas oportunidades para a forma����o, an��lise e avalia����o da investiga����o. Cientistas e investigadores usam com frequ��ncia as aplica����es baseadas na web em investiga����o. Praticamente em todas as ��reas de investiga����o, as ferramentas digitais converteram-se em indispens��veis; o aparecimento de novos paradigmas como o acesso aberto, as m��tricas alternativas e as redes sociais s��o um importante exemplo de como estas mudan��as afetaram a forma como os estudiosos pensam no futuro das publica����es acad��micas. Estes acontecimentos criaram novas possibilidades e novos desafios na avalia����o da qualidade da investiga����o, ao n��vel dos investigadores individuais e do desenvolvimento profissional. �� a este n��vel que a biblioteca desempenha um papel indispens��vel na forma����o de compet��ncias e habilidades informativas que se repercutir�� na valoriza����o social do profissional, na sua satisfa����o profissional e, em ��ltima inst��ncia, na qualidade da pr��pria institui����o. Destacam-se os aspetos mais relevantes nos novos paradigmas de comunica����o e difus��o cient��fica e, a esse respeito, recomendam-se as a����es mais adequadas.

Autoavalia����o das compet��ncias de informa����o em estudantes universit��rios ��� IL-HUMASS: estudo quantitativo (Parte II)

Nas ��ltimas d��cadas foram feitos grandes esfor��os para definir, conhecer e avaliar quais s��o as compet��ncias informativas que os estudantes universit��rios necessitam para poder progredir na sua aprendizagem e na sua inser����o no mercado laboral. Apesar do argumento de que os avan��os tecnol��gicos facilitaram o acesso �� informa����o, existe uma preocupa����o constante, porque os estudantes universit��rios n��o possuem compet��ncias suficientes para gerir e usar a informa����o: gerem quantidades enormes de informa����o atrav��s da Internet, mas n��o sabem o que fazer com ela, como avali��-la, de que modo devem us��-la ou aproveit��-la de forma estrat��gica e ��tica. O question��rio IL-HUMASS sobre literacia da informa����o foi concebido e desenhado com o objetivo de avaliar compet��ncias de informa����o e para ser aplicado �� popula����o de estudantes, professores e profissionais da informa����o dos diversos n��veis na ��rea das Ci��ncias Sociais e Humanas nas universidades espanholas e portuguesas. Cont��m 26 itens agrupados em quatro categorias (pesquisa, avalia����o, processamento e comunica����o e difus��o da informa����o) e em tr��s dimens��es de autoavalia����o (import��ncia, autoavalia����o e fonte favorita aprendizagem). A avalia����o das qualidades psicom��tricas do IL-HUMASS para Portugu��s foi feita numa amostra de 1.077 estudantes universit��rios portugueses. A an��lise fatorial explorat��ria do question��rio indicou um ajustamento aceit��vel, apoiando a estrutura original composta por quatro categorias para cada dimens��o. O IL-HUMASS apresentou caracter��sticas psicom��tricas aceit��veis de consist��ncia interna e validade de constructo. As caracter��sticas psicom��tricas do IL-HUMASS validam a sua utiliza����o no nosso pa��s em estudos que requeiram a avalia����o de m��ltiplos indicadores, apresentando-se como particularmente ��til para avaliar e diagnosticar compet��ncias em literacia da informa����o. Conclui-se com um diagn��stico do n��vel de compet��ncias de informa����o dos estudantes universit��rios, destacando algumas for��as e debilidades, assim como uma proposta de interven����o subjacente nas oportunidades de melhoria e de necessidades de aprendizagem.

Exploring the use of effective learning strategies to increase students' reading comprehension and test taking skills /

This study examined the effects of providing students with explicit instruction in how to use a repertoire of reading comprehension strategies and test taking skills when reading and responding to three types of questions (direct, inferential, critical). Specifically, the study examined whether providing students with a "model" of how to read and respond to the text and to the comprehension questions improved their reading comprehension relative to providing them with implicit instruction on reading comprehension strategies and test taking skills. Students' reading comprehension and test taking performance scores were compared as a function of instructional condition. Students from 2 grade 8 classes participated in this study. The reading component of the Canadian Achievement Tests, Third Edition (CAT/3) was used to identify students' level of reading comprehension prior to the formal instructional sessions. Students received either explicit instruction, which involved modelling, or implicit instruction, which consisted of review and discussion of the strategies to be used. Comprehension was measured through the administration of formative tests after each instructional session. The formative tests consisted of reading comprehension questions pertaining to a specific form of text (narrative, informational, graphic). In addition, students completed 3 summative tests and a delayed comprehension test which consisted of the alternative version of the CAT/3 standardized reading assessment. These data served as a posttest measure to determine whether students had shown an improvement in their reading comprehension skills as a result of the program delivery. There were significant differences in students' Canadian Achievement Test performance scores prior to the onset of the study. Students in the implicit group attained significantly higher comprehension scores than did students in the explicit group. The results from the program sessions indicated no significant differences in reading comprehension between the implicit and explicit conditions, with the exception of the 6th session involving the reading and interpreting of graphic text. Students in the explicit group performed significantly better when reading and interpreting graphic text than those in the implicit group. No significant differences were evident between the two study conditions across the three summative tests. Upon completion of the study, the results from the Canadian Achievement Test indicated no significant differences in performance between the two study conditions. The findings from this study reveal the effectiveness of providing students with explicit strategy instruction when reading and responding to various forms of text. Modelling the appropriate reading comprehension strategies and test taking skills enabled students to apply the same thought processes to their own independent work. This form of instruction enabled students in the explicit group to improve in their abilities to comprehend and respond to text and therefore should be incorporated as an effective form of classroom teaching.

Teaching sexual abuse prevention skills to two children with intellectual disabilities through game play

The current study examined the effectiveness of a sexual abuse prevention program developed locally for children with intellectual disabilities. The program package included a board game with informational storybooks that were designed to be used in a family setting. Additionally, this research sought to determine if parents could be effective at presenting the sexual abuse pr~vention materials to their children. A multiple baseline across behaviours design was used with two participants with a diagnosis of autism. Through role play scenarios as well as verbal knowledge tests, it was determined that the program was effective at teaching the participants the skills presented for self protection. It was also determined that the skills learned were generalized to scenarios that were untrained during the game play. Finally, with additional supports, it was determined that parents were able to effectively teach their children the required skills.

Project RAILS: Lessons Learned about Collaborative Rubric Assessment of Information Literacy Skills

Link to article on publisher site: https://www.press.jhu.edu/journals/portal_libraries_and_the_academy/portal_pre_print/articles/belanger.pdf

Categorization skills and recall in brain damaged children: a multiple case study

During development, children become capable of categorically associating stimuli and of using these relationships for memory recall. Brain damage in childhood can interfere with this development. This study investigated categorical association of stimuli and recall in four children with brain damages. The etiology, topography and timing of the lesions were diverse. Tasks included naming and immediate recall of 30 perceptually and semantically related figures, free sorting, delayed recall, and cued recall of the same material. Traditional neuropsychological tests were also employed. Two children with brain damage sustained in middle childhood relied on perceptual rather than on categorical associations in making associations between figures and showed deficits in delayed or cued recall, in contrast to those with perinatal lesions. One child exhibited normal performance in recall despite categorical association deficits. The present results suggest that brain damaged children show deficits in categorization and recall that are not usually identified in traditional neuropsychological tests.

Does Training Laparoscopic Skills in a Virtual Reality Simulator Improve Surgical Performance?

Background and Purpose: Several different methods of teaching laparoscopic skills have been advocated, with virtual reality surgical simulation (VRSS) being the most popular. Its effectiveness in improving surgical performance is not a consensus yet, however. The purpose of this study was to determine whether practicing surgical skills in a virtual reality simulator results in improved surgical performance. Materials and Methods: Fifteen medical students recruited for the study were divided into three groups. Group I (control) did not receive any VRSS training. For 10 weeks, group II trained basic laparoscopic skills (camera handling, cutting skill, peg transfer skill, and clipping skill) in a VRSS laparoscopic skills simulator. Group III practiced the same skills and, in addition, performed a simulated cholecystectomy. All students then performed a cholecystectomy in a swine model. Their performance was reviewed by two experienced surgeons. The following parameters were evaluated: Gallbladder pedicle dissection time, clipping time, time for cutting the pedicle, gallbladder removal time, total procedure time, and blood loss. Results: With practice, there was improvement in most of the evaluated parameters by each of the individuals. There were no statistical differences in any of evaluated parameters between those who did and did not undergo VRSS training, however. Conclusion: VRSS training is assumed to be an effective tool for learning and practicing laparoscopic skills. In this study, we could not demonstrate that VRSS training resulted in improved surgical performance. It may be useful, however, in familiarizing surgeons with laparoscopic surgery. More effective methods of teaching laparoscopic skills should be evaluated to help in improving surgical performance.

Anthropometric characteristics and motor skills in talent selection and development in indoor soccer

Kick performance, anthropometric characteristics, slalom, and linear running were assessed in 49 (24 elite, 25 nonelite) postpubertal indoor soccer players in order to (a) verify whether anthropometric characteristics and physical and technical capacities can distinguish players of different competitive levels, (b) compare the kicking kinematics of these groups, with and without a defined target, and (c) compare results on the assessments and coaches` subjective rankings of the players. Thigh circumference and specific technical capacities differentiated the players by level of play; cluster analysis correctly classified 77.5% of the players. The correlation between players` standardized measures and the coaches` rankings was 0.29. Anthropometric characteristics and physical capacities do not necessarily differentiate players at post-pubertal stages and should not be overvalued during early development. Considering the coaches` rankings, performance measures outside the specific game conditions may not be useful in identification of talented players.

Fundamental Skills in Physics: Embedded Learning

Student attitudes towards a subject affect their learning. For students in physics service courses, relevance is emphasised by vocational applications. A similar strategy is being used for students who aspire to continued study of physics, in an introduction to fundamental skills in experimental physics ��� the concepts, computational tools and practical skills involved in appropriately obtaining and interpreting measurement data. An educational module is being developed that aims to enhance the student experience by embedding learning of these skills in the practicing physicist���s activity of doing an experiment (gravity estimation using a rolling pendulum). The group concentrates on particular skills prompted by challenges such as: ��� How can we get an answer to our question? ��� How good is our answer? ��� How can it be improved? This explicitly provides students the opportunity to consider and construct their own ideas. It gives them time to discuss, digest and practise without undue stress, thereby assisting them to internalise core skills. Design of the learning activity is approached in an iterative manner, via theoretical and practical considerations, with input from a range of teaching staff, and subject to trials of prototypes.