Developing Students’ Information Skills based on Empowering 8 Information Literacy Model in The Siyabalanduwa Educational Zone, Sri Lanka
Notice bibliographique
Résumé
According to the statistics of the Examination Department in Sri Lanka, Monaragala is one of the lowest ranked educational zones of the at the General Certificate in Education (Advanced Level) Examination which is the final examination in school education. Siyabalanduwa division, a rural area located about 280 km away from the the capital of Colombo, has been obtaining the lowest rank in this examination during each year. Therefore, the researchers decided to carry out an action research as a pilot program, with the collaboration of principals, instructors and school librarians in this education division in order to remedy the above problem. Nine schools which were conducting courses of instructions for the advanced level examination in this division, were chosen for the research. Initially, a three day workshop was conducted for a group of 40 members which included principals, three advanced level teachers of the science, arts, and commerce streams and the school librarians. The concepts of information and learning, resource based learning, information literacy, empowering 8 information literacy model and information literacy skills were discussed during the first two days. The method of carrying out an action research was presented on the final day. As an outcome of this action research, each school decided to conduct a one month information literacy orientation program for newcomers to the advanced level classes. To identify the students’ prior knowledge, a common written paper was applied as a pre-test. After analyzing the students’ answer scripts, each school prepared an action plan which was conducted using the school library, audio visual room, and the computer laboratory, as a collaborative teaching learning process. Apart from that the NILIS research team conducted another three day workshop. On the First two days the research team visited each school and perused the students’ pre and post test marks, lesson plans, activity sheets, student work, and written reflections. In addition, discussions were held with each school principal, teacher, school librarian and the students participating in the research. On the final day writing an action research report was introduced. After conducting the action research, each school submitted its report to the National Institute of Library & Information Sciences (NILIS) and the Director of the Zonal Education Office, Monaragala. On analyzing the reports, it was perceived that there was a considerable improvement between pre and post test marks in each school. The students’ reflections too elaborated the importance of this program for their future studies. In 2016 the Zonal Education office conducted a two day conference for all advanced level school teachers, and school librarians in the Monaragala District promote this program as a solution for the problem.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».