<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Michal Černý</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CYBERSPACE AS A SPACE: ANALYSIS OF METAPHORICAL STATEMENTS OF UNIVERSITY STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cyberspace</style></keyword><keyword><style  face="normal" font="default" size="100%">didactic practices</style></keyword><keyword><style  face="normal" font="default" size="100%">information literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">metaphors</style></keyword><keyword><style  face="normal" font="default" size="100%">on life</style></keyword><keyword><style  face="normal" font="default" size="100%">pragmatism</style></keyword><keyword><style  face="normal" font="default" size="100%">tacit knowledge</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1639553887.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Over the last thirty years, technology has created a new space (cyberspace) where people meet each other, seek information, or simply try to navigate through. However, there is no consensus in research on the character of cyberspaces and the extent to which they are real. In the first systematic empirical research of this nature, the study found an answer to this question through a survey of metaphorical accounts of university students in Information Studies, and Librarianship (N=102) collected over three years (2019-2021). Cyberspace is a real space in students' experiences, language, and thought structures. A space that allows movement, orientation, and search to be related with one another. An environment in which cognition, learning, and knowledge are structuring activities. Learning and cognition in this space occur differently than in the physical environment, which poses a challenge for developing specific didactic practices and social programs for students. Students perceive cyberspace as linked to the need to acquire new epistemic tools to help them overcome the crisis of knowledge they experience through this space.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">838-857</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Michal Černý</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DISCURSIVE  FORMED TOPICS IN INFORMATION LITERACY: LITERATURE REVIEW AND HIGH SCHOOL STUDENTS' PERSPECTIVES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">focus groups</style></keyword><keyword><style  face="normal" font="default" size="100%">information evaluation</style></keyword><keyword><style  face="normal" font="default" size="100%">information literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">media literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">overview study</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1628686733.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Information literacy is a critical topic in contemporary pedagogy and information science, it is ranked among the essential competencies for the 21st century, and in recent years, it has received increasing research interest. The problem, however, is that the research is focused mainly on primary and university (college) contexts and only rarely analyses secondary school settings. This paper, therefore, focuses on a group of high school students and on whether the literature's idea of their needs corresponds to their actual needs. Based on the analysis of 32 documents indexed in the Scopus and Web of Science databases, the paper identifies seven significant discursive areas addressed in the literature, both theoretically and empirically. These are the relationship of libraries and librarians to the development of information literacy, information evaluation, the relationship of information literacy and learning competencies, connection with other competencies, emphasis on constructivist approach, the social dimension of information literacy and its possible use for self-actualization. These topics form a specific research discourse, which they set out. In the second phase of the research, focus groups (8 groups in 4 schools, 41 students) on information literacy are studied through the seven essential discourses mentioned. Although our sample lacked reflections on the relationship between the library and high school students, the remaining six fundamental discourses appeared in the testimonies of high school students (Libraries and librarians, evaluation of information, learning competencies, connection with other literacy, constructivist approach, the social dimension of information literacy, information literacy as a means of self-actualization). The findings show that the main difference between literary discourse and student responses is in the perception of libraries as centres of information literacy development and that students prefer the school or their teachers in their place.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">516-543</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Anda Zeidmane, Anna Vintere</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INFORMATION CULTURE IN ENGINEERING EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">information culture</style></keyword><keyword><style  face="normal" font="default" size="100%">information literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">technology literacy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392224211.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">5</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">One of the characteristic features of the development of modern society is a rapid growth of the information flow. It is more and more complicated to find one’s way in it at present. That is why the issue of acquiring the necessary knowledge, abilities and skills for work increase the flow of information. It means that nowadays the question about information culture is becoming more and more important. 
The process of forming information culture is aimed to train and develop a creative person and his self-development. In the authors’ opinion information culture is an extent of knowledge, abilities and skills connected to the search for, processing, storing and creation of information items using new information technologies, realizing the necessity of using information resources; principles and rules of the person’s behavior in information and communicative systems; vital aims, estimations and attitude to the world. 
The report summarizes and presents some aspects (cognitive, operational and contextual, communicative, valuable and reflexive) of information culture and describes the information culture as a methodological devise of cognition and ways of forming the person’s information culture.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">129-135</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Pavel Benes</style></author><author><style face="normal" font="default" size="100%">David Mudrak</style></author><author><style face="normal" font="default" size="100%">Josef Prochazka</style></author><author><style face="normal" font="default" size="100%">Vladimir Rambousek</style></author><author><style face="normal" font="default" size="100%">Jiri Stipek</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RESEARCH OF ICT EDUCATION IN THE CZECH REPUBLIC</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">information and communication technology</style></keyword><keyword><style  face="normal" font="default" size="100%">information education</style></keyword><keyword><style  face="normal" font="default" size="100%">information literacy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392223482.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">5</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Information or ICT education in various forms has become an obligatory part of curriculum in all developed school systems. However, the approach to ICT education is not uniform across countries. There are substantial differences in organizational set-ups, topics range and forms of corresponding school activities. More than that, the general concepts, goals and learning content declared in the national curriculum and policy documents has to be concreted, aimed and transformed by teachers into the school-level curriculum. During the transformation, the teacher's experiences, personal attitudes, professional skills and technology competences project into her/his decisions and they influence the process and the results of ICT education. Therefore, further differences emerge as teachers' understanding of some key concepts and their attributed importance slightly varies. These facts stress not only the importance of modern, competence oriented information education in the primary and lower secondary education, but also the necessity of research activities trying to identify the situation and the concept of development of ICT competences of pupils with impact of research findings on the elaboration of methodology of information education and improvement of teachers training in the given direction.
 The Faculty of Education at Charles University in Prague deals with ICT education and information literacy as one of its main research topics. In 2006 – 2007, a group of faculty researchers and PhD students in cooperation with the Ministry of Education of Czech Republic performed a national research project focused on curricular, processional and organizational elements of ICT education in Czech primary (ISCED 1) and lower secondary (ISCED 2) schools. The main goal of the research was to gather relevant indicators of the state and tendencies in this rapidly evolving area of elementary education and to propose steps to improve the quality of pre-service and in-service teacher training in the field of ICT integration into their subject. The research topic was, in general, the development of pupils' ICT competences and its determinants. The research field was an area covering the wide range of various ICT activities realized in specialized subjects and cross curricular projects. An interactive on-line survey system was used as a research tool and data were analysed by standard statistical methods to produce a global portrait of ICT education in Czech schools. The survey was addressed to teachers being involved in any form of ICT activities at a particular school. Relevant responses were collected from 930 schools across the land. The paper presents a short summary of the research project and some results.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">24-34</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Kordigel Aberšek, M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">VISUAL LITERACY – ONE OF 21ST CENTURY LITERACIES FOR SCIENCE TEACHING AND LEARNING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">information literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">metacognitive strategies</style></keyword><keyword><style  face="normal" font="default" size="100%">multiliteracy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/457-1503128163.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">5</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">For understanding information and explanation while learning about the nature (so: biology, chemistry, physics...) via ICT the student must have developed skills implied in the terminus 21st century literacy, which implies so called computer literacy, media literacy, information literacy and above all visual literacy. Visual literacy in needed for perception of visual data in the multimedia text, to understand them and to interpret them correctly. But that is not all, for reading longer texts where words and images have an (equal) important role the student needs metacognitive strategies and specific metacognitive strategies implied in the conception of new literacy's too. This new and old literacy and new and old metacognitive strategies must be taught in the 21st century school in the frame of mother tongue lessons and in the frame of science lessons.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">9-17</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vladimir Rambousek</style></author><author><style face="normal" font="default" size="100%">Pavel Beneš</style></author><author><style face="normal" font="default" size="100%">Martin Adamec</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EDUCATION REALITY IN CONDITIONS OF DEVELOPING INFORMATION SOCIETY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">education in science</style></keyword><keyword><style  face="normal" font="default" size="100%">information and communication technologies</style></keyword><keyword><style  face="normal" font="default" size="100%">information literacy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2007</style></year><pub-dates><date><style  face="normal" font="default" size="100%">September/2007</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392220182.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">2</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Contemporary society is witnessing changes and processes triggered by the groundbreaking development of humankind’s technical capacity, especially in the area of informational and communication technologies (ICT). In this new society, learning and a continual educational process constitute basic preconditions for the success of individuals as well as for the entire society. In this context, information literacy is becoming increasingly important. Informational literacy is generally understood as the ability to use information sources and communication technologies in order to solve problems in one’s everyday activities, or to increase one’s labour efficiency or the quality of life, respectively.
 The Faculty of Education at Charles University in Prague is currently dealing with a research project entitled “Changes in education reality in conditions of developing information society”. The research focused on five thematic fields: Education reality, the dynamics and connections to the spheres of knowledge and the ICT; curricular and procedural aspects of changes in context of the integration of the ICT into schools and of the training for life in the knowledge society; information and communication technology as the component of educative environment of the knowledge society; models of the support of learning and instruction via the ICT and their evaluation; preparing the teachers for educational tasks in the knowledge society and the integration of ICT into education.
 Teacher-training colleges should consistently and purposefully prepare would-be teachers for education that encourages functional literacy, or for the implementation of a broadly defined information-based education that transcends the constraints of a specialized subject. These are the most relevant focus areas: gathering, analysing and organizing information; disseminating ideas and information, and understanding an entire complex interconnecting system; planning and organizing one’s work activities; adopting teamwork and cooperation; using systemic procedures, terminology and methodology; developing the ability of logical reasoning and strategies aimed at dealing with problems; being able to use technical equipment; cultivating a spirit of solidarity and cooperation among students; using active learning methods; providing quick feedback and testing one’s knowledge by means of ICT; emphasizing the deadline by which the assigned problem task has to be solved; taking into consideration the diversified talents of individual students and various ways of teaching.
 This paper deals, in general, with the consequences of deep impact of the new information and communication technology on the society and describes its characteristic features and contributions for education. It also offers the characteristics subject of the one of meaning longitudinal research orientation of Faculty of Education of Charles University in Prague.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">67-72</style></section></record></records></xml>