Adult Science-Based Learning: The Intersection of Digital, Science, and Information Literacies

Abstract

In today’s learning environment, adult learners conduct learning episodes on the Internet meaning they are now expected to approach a self-directed science-based learning endeavor with knowledge of digital tools (digital literacy), knowledge of the science content (science literacy), and critical thinking skills to evaluate online resources (information literacy). Are adults equipped with such skills to discern credible science-based resources? If so, how are these adults discerning credibility, especially when they encounter conflicting science-based information. A recent qualitative study was conducted to delve into these questions. Participants engaged in real-time science-based Internet searches and provided feedback on rationales behind their credibility decisions. Findings from this study provided three strategies to assist those serving adult audiences in ways in which science-based resources might be best dissimilated online, especially when focused on controversial science issues such as fracking and climate change. The three strategies are (a) internally evaluate online resources, (b) conduct a usability study of online resources, and (c) stay dynamic with types of science-based resources and how to best meet the changing needs of the adult populace.

Hubungan Media Internet, Membaca, Dan Menulis Dalam Literasi Digital Mahasiswa

“…Sebagaimana dilaporkan oleh (Bliss, 2019;Dewantara, Efriani, Sulistyarini, et al, 2020) bahwa dampak teknologi digital mempunyai konsekuensi langsung masa depan pendidikan orang dewasa. Teknologi pembelajaran digital terus berkembang sehingga mempengaruhi upaya pendidikan dalam konteks formal, informal, dan nonformal.…”

“…(Koltay, 2011;Permatasari, 2015;Unesco, 2006). (Bliss, 2019;Dewantara, Efriani, & Afandi, 2020;Techataweewan & Prasertsin, 2018) sehingga literasi media internet berdampak signifikan terhadap penggunaan informasi digital (Noh, 2016;Permatasari, 2015;Spante et al, 2018) yang tentu berkorelasi dengan literasi membaca dan lterasi menulis. Rekomendasi temuan penelitian ini menyarankan agar dalam pembelajaran memperbanyak kegiatan menggunakan informasi digital dalam bentuk tugas atau proyek akademik.…”

Foreigners’ Integration and Language Learning in Adult Education in Canada: Experience for Ukraine

“…In this respect Boydell (2015) emphasizes on the need of new approaches in today's globalised world with its multiple problems involving people "with diverse and often conflicting values, aims, and aspirations, who need to cooperate with each other" and thus "require, among other things, the ability to empathise, appreciate, and respect others' culture, history, traditions, expertise, perspectives, and priorities, moving from monologue … into dialogue" (p. 13). Bliss (2019) brings up an urgent problem of information society by asking the question if adults are equipped with skills to discern credible science-based resources. These skills are of primary importance because "in today's learning environment, adult learners conduct learning episodes on the Internet meaning they are now expected to approach a self-directed science-based learning endeavour with knowledge of digital tools (digital literacy), knowledge of the science content (science literacy), and critical thinking skills to evaluate online resources (information literacy)".…”

Know Your Audience: The benefits and pitfalls of generating plain language summaries beyond the "general" audience

“…Most research showing that general audience readers respond positively to simplified language has focused on a single version of a simplified summary and a single general audience [31,42,44]. People have different knowledge and topic familiarity (e.g., someone who has read popular science books on a subject compared to someone who has not) that can impact how they respond to scientific information [14,39,74], suggesting that a simplified summary may be good for some, while a more complex version may be advantageous for others. However, no work has empirically shown this to be the case.…”