Ivana Batarelo Kokić

The Ball is in Your Court: Information Literacy Self-efficacy and Information Literacy Competence Relation

It is commonly assumed that the self-efficacy is a predictor of the student motivation and learning and therefore could influence self-regulated lifelong learning. Hence, the role of self-efficacy in the formation of information literate person is of special interest for this study. The main objective of this paper is to investigate the relation between the student information literacy self-efficacy and actual information literacy competence, while placing the research study results in the context of the current literature on the information literacy self-efficacy and information literacy competence. The results of the statistical correlation analysis indicate the relationship between results on the information literacy self-efficacy scale and the information literacy competence assessment scale consisting of four content clusters. It was found that information literacy self-efficacy is significantly and positively related to information literacy competence. In addition, the scores on the advanced ILSE are correlated with each of the four information-literacy content clusters.

Dearth of early education experience: a significant barrier to educational and social inclusion in the Western Balkans

The article summarises the socio-political, cultural, economic and educational background to the Western Balkans region and outlines the wider qualitative research study that provided the data on early and pre-school educational opportunities in the seven countries involved; Albania, Bosnia and Herzegovina, Croatia, Kosovo (under United Nations Security Council Resolution 1244), the Former Yugoslav Republic of Macedonia, Montenegro and Serbia. The authors examine international research and literature on early education that identifies it as an important means of enabling subsequent educational and social inclusion and attainment. They proceed to discuss and illustrate from the research data five inter-linked factors showing that provision of early education in the Western Balkans is inadequate and exclusive and that children who are already at greatest socio-economic and cultural disadvantage and at potential risk in elementary and secondary education are least likely to participate in, or benefit from, it. Some recent more encouraging developments are noted but the article concludes that substantially more investment and positive actions are needed in raising awareness of the importance of early education and in developing policies and provision for it that will benefit children currently at greatest disadvantage.

Designing and Incorporating Mathematics-Based Video Cases Highlighting Virtual and Physical Tool Use.

Abstract As there has recently been an onslaught of video cases being developed and implemented with preservice teachers, it is important to evaluate how we should use these cases. This research investigates the features elementary preservice teachers consider valuable when using video cases in mathematics education. The researchers used hierarchical cluster analysis to create a dendrogram that displayed statistically significant features. The study revealed two primary clusters—(a) cross-subject lessons emphasizing adaptations and techniques to reach a variety of learners and (b) problem-based lessons with students in groups supported by lesson analysis—as well as (c) a small third cluster of collection and distribution of materials. Ultimately, such findings can be used to guide the design and incorporation of tools for using mathematics-based video cases.

Student Teachers’ Perceptions of an Inclusive Future

The relationship of student teachers’ attitudes towards disability, social inclusion and technology’s role in that process was investigated in this study. Results are situated in the context of current literature on social inclusion in the modern technological society, emphasizing people’s ability to use technology in order to engage in meaningful social practices. The student teachers’ attitudes towards social inclusion, perceived information literacy, self-efficacy, and perceived attributes of information and communication technologies (ICT) usage were the focus of this survey study. The questionnaire was administered to 300 future teachers studying at the graduate level in Croatia’s university system (University of Zagreb and University of Split). The data collected from the representative sample indicated a high correlation between student teachers’ attitudes towards disability and social inclusion, the self-assessment of information literacy and perceived attributes of ICT access and usage.