作者机构：
[Wu, Di; Chen, Feixiong; Zhu, Sha; Yang, Harrison Hao] Cent China Normal Univ, Natl Engn Res Ctr E Learning, 152 Luoyu Rd, Wuhan, Hubei, Peoples R China.
通讯机构：
[Wu, Di] C;Cent China Normal Univ, Natl Engn Res Ctr E Learning, 152 Luoyu Rd, Wuhan, Hubei, Peoples R China.
关键词：
information literacy;social media competence;university students;information thinking and behavior
摘要：
Although the current landscape in education emphasizes the importance of developing students’ information literacy in formal education settings, little attention has been paid to information literacy within the context of social media use. This study investigated the relationship between information literacy and social media competence (SMC) among 1843 university students. This was done in order to increase knowledge of the components that may be important for preparing university students to be information literate citizens in social media environments. Students’ information literacy and SMC were measured by the Student Information Literacy Test and the SMC-CS scale respectively. Correlation and regression analyses were utilized to explore the relationship between university students’ information literacy and their SMC. The results showed that university students’ ability to utilize information technology to solve problems, and their sense of responsible behavior in cyberspace, are the most critical factors in predicting students’ SMC. Based on the findings, theoretical and practical implications are discussed in terms of enhancing university students’ information literacy and SMC.
期刊：
Lecture Notes in Computer Science,2020年 12218: 303-314 ISSN：0302-9743
作者机构：
National Engineering Research Center for E-Learning, Central China Normal UniversityWuhanChina
摘要：
Teacher self-efficacy of information and communication technology (ICT) has an important impact on ICT-based teaching. Teacher ICT self-efficacy is not only influenced by their individual characteristics, but also by various environmental conditions provided by their schools. Studies on teacher ICT self-efficacy have focused on factors at the teacher level, however, have overlooked school environments. To investigate the impact of school environments and teacher characteristics on teacher ICT self-efficacy, this study used a multilevel approach to analyze data from 7629 teachers in 1222 primary and secondary schools in China. The results show that both teacher-level factors and school-level factors contribute to K-12 teacher ICT self-efficacy. Among teacher-level factors, teachers’ gender, ICT use, perceived ease of use of ICT and perceived usefulness of ICT make a difference in ICT self-efficacy. Among school-level factors, school type, ICT policy, and internet access are the important factors that impact teacher ICT self-efficacy.
作者：
Wu, Di（吴砥）;Yu, Liqin;Yang, Harrison Hao;Zhu, Sha*;Tsai, Chin-Chung
期刊：
British Journal of Educational Technology,2020年51(6):2268-2285 ISSN：0007-1013
通讯作者：
Zhu, Sha
作者机构：
[Wu, Di; Zhu, Sha; Yu, Liqin; Yang, Harrison Hao] Cent China Normal Univ China, Natl Engn Res Ctr E Learning, Wuhan 430079, Peoples R China.;[Yang, Harrison Hao] SUNY Coll Oswego, Sch Educ, Oswego, NY 13126 USA.;[Tsai, Chin-Chung] Natl Taiwan Normal Univ, Program Learning Sci, Taipei, Taiwan.
通讯机构：
[Zhu, Sha] C;Cent China Normal Univ China, Natl Engn Res Ctr E Learning, Wuhan 430079, Peoples R China.
摘要：
Given the pivotal role of parents in their children's educational development, numerous studies have examined the impacts of parents' information and communications technology (ICT) proficiency on adolescents' information literacy. However, previous research has tended to treat parents as a holistic unit, ignoring the individual uniqueness of each parent in analyses. Thus, the first aim of this study was to explore the parent profiles in terms of ICT proficiency, which were developed through a person-centered approach employing latent profile analysis. Three distinct parent profiles were identified: quiescent users, compliant users and active users. The second aim of this study was to investigate the relationship between the parents' profile memberships and adolescents' information literacy. The results showed that, in general, adolescents whose parents were identified as active users and compliant users tended to perform better on an information literacy test than those of parents categorized as quiescent users. More specifically, those adolescents whose parents were classified as active users achieved significantly higher scores in the information literacy test than those of parents who fit within the profiles of compliant users and quiescent users. Based on the findings, this paper discusses several implications and strategies for enhancing the adolescents' information literacy.
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