Approved by the Board of Directors of the
Association of College and Research Libraries on January 18, 2000
Endorsed by the American Association for
Higher Education (October 1999)
and the Council of Independent Colleges (February 2004)
Index:
1. Information Literacy Defined
2. Information Literacy and Information Technology
3. Information Literacy and Higher Education
4. Information Literacy and Pedagogy
5. Use of the standards
6. Information Literacy and assessment
7. Standards, Performance Indicators and Outcomes
8. Appendix I: Selested Information Literacy Initiatives
9. Developers of the Information Literacy Competency Standards
Read more
2005年8月22日星期一
2004年10月17日星期日
Use of ICT in the UK Curriculum
Use of ICT in the UK Curriculum
Pupils should be given opportunities to apply and develop their ICT capability through the use of ICT tools to support their learning in all subjects (at key stage 1, there are no statutory requirements to teach the use of ICT in the programmes of study for the non-core foundation subjects. Teachers should use their judgement to decide where it is appropriate to teach the use of ICT across these subjects at key stage 1. At other key stages, there are statutory requirements to use ICT in all subjects, except physical education). Pupils should be given opportunities to support their work by being taught to:
(1) find things out from a variety of sources, selecting and synthesising the information to meet their needs and developing an ability to question its accuracy, bias and plausibility;
(2) develop their ideas using ICT tools to amend and refine their work and enhance its quality and accuracy;
(3) exchange and share information, both directly and through electronic media;
(4) review, modify and evaluate their work, reflecting critically on its quality, as it progresses;
Reference：
Use of Information and Communication Technology (ICT) in the UK Curriculum.
National Curriculum Online for England
http://www.nc.ul.net
Posted by Chitat Chan
Media Education i-world, hkedcity, 2004
Pupils should be given opportunities to apply and develop their ICT capability through the use of ICT tools to support their learning in all subjects (at key stage 1, there are no statutory requirements to teach the use of ICT in the programmes of study for the non-core foundation subjects. Teachers should use their judgement to decide where it is appropriate to teach the use of ICT across these subjects at key stage 1. At other key stages, there are statutory requirements to use ICT in all subjects, except physical education). Pupils should be given opportunities to support their work by being taught to:
(1) find things out from a variety of sources, selecting and synthesising the information to meet their needs and developing an ability to question its accuracy, bias and plausibility;
(2) develop their ideas using ICT tools to amend and refine their work and enhance its quality and accuracy;
(3) exchange and share information, both directly and through electronic media;
(4) review, modify and evaluate their work, reflecting critically on its quality, as it progresses;
Reference：
Use of Information and Communication Technology (ICT) in the UK Curriculum.
National Curriculum Online for England
http://www.nc.ul.net
Posted by Chitat Chan
Media Education i-world, hkedcity, 2004
2004年7月16日星期五
2004年3月8日星期一
民眾精神在新媒體時代的魅影
此網上版本乃初稿，正文參陳智達(2004)「民眾精神在新媒體時代的魅影」，梁慧玲、鬈毛妃編，《或者藝術，或者革命——莫昭如的藝術實戰》，香港﹕國際演藝評論家協會（香港分會）。
民眾精神在新媒體時代的魅影
文：陳智達
民眾精神在新媒體時代的魅影
文：陳智達
2003年12月31日星期三
佛教黃允畋中學校園電視台全面睇
＊「為了慶祝兩周年台慶，佛教黃允畋中學校園電視台七組同學全員出動，絞盡腦汁、親力親為、傾力炮製了七段風格迴異的祝賀短片。「藝術和製作水平不是最重要，我們更關心的是同學們在製作過程中的主動投入、勇於想像、表達自己和互相協作！」兩位開台「功臣」黎志明老師和李榮輝老師與小記分享兩年來該校師生從「傳媒實戰」中學習的成果……」
佛教黃允畋中學校園電視台全面睇
＊ 資料來源：香港教育城"專題藝術教育"
佛教黃允畋中學校園電視台全面睇
＊ 資料來源：香港教育城"專題藝術教育"
2003年9月22日星期一
當美術老師遇上錄像媒體
＊「在小記印象中，美術堂就是坐在美術室內畫畫和做勞作，與錄像媒體可謂風馬牛不相及。然而，在保良局胡忠中學任教美術科的鄭耀文老師，向我們談到錄像媒體對他的衝擊，並分享他從課內課外嘗試運用新媒體帶領學生走出傳統框框，體驗由學生觀點主導的學習模式。小記始料不及的是，原來推行媒體藝術教育，不一定要先擁有大量器材或高超技術，正如在鄭老師的個案中，一切只從一顆好奇心和一部DV攝影機開始……」
當美術老師遇上錄像媒體
＊資料來源: 香港教育城"專題藝術教育"
當美術老師遇上錄像媒體
＊資料來源: 香港教育城"專題藝術教育"
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