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06029nam a22004693i 4500 |
| 001 - CONTROL NUMBER |
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EBC5918685 |
| 003 - CONTROL NUMBER IDENTIFIER |
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MiAaPQ |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20240322153610.0 |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION |
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cr cnu|||||||| |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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231128s2019 xx o ||||0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9783030193898 |
| Qualifying information |
(electronic bk.) |
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| Cancelled/invalid ISBN |
9783030193881 |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(MiAaPQ)EBC5918685 |
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| System control number |
(Au-PeEL)EBL5918685 |
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| System control number |
(OCoLC)1110190792 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
MiAaPQ |
| Language of cataloging |
eng |
| Description conventions |
rda |
| -- |
pn |
| Transcribing agency |
MiAaPQ |
| Modifying agency |
MiAaPQ |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
LB3050-3060.87 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Fraillon, Julian. |
| 245 10 - TITLE STATEMENT |
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| Title |
IEA International Computer and Information Literacy Study 2018 Assessment Framework. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
1st ed. |
| 264 #1 - |
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Cham : |
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Springer International Publishing AG, |
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2019. |
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�2019. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
1 online resource (77 pages) |
| 336 ## - |
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text |
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txt |
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rdacontent |
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computer |
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c |
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rdamedia |
| 338 ## - |
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online resource |
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cr |
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rdacarrier |
| 505 0# - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Intro -- Foreword -- Contents -- CHAPTER 1: Introduction -- 1.1 Overview -- 1.2 Purposes of ICILS -- 1.3 Purpose of the ICILS assessment framework -- 1.4 Background to the study -- 1.5 Computer and information literacy -- 1.6 Computational thinking -- 1.7 Recent education policy developments related to CIL and CT -- 1.8 Research on the use of digital technologies in learning -- 1.9 Research questions -- 1.9.1 Computer and information literacy -- 1.9.2 Computational thinking -- 1.10 Participants and instruments -- 1.10.1 Participants and sampling -- 1.10.2 Instruments -- CHAPTER 2: Computer and information literacy framework -- 2.1 Overview -- 2.2 Defining computer and information literacy -- 2.3 Revising the structure of the computer and information literacy construct -- 2.4 Structure of the ICILS 2018 computer and information literacy construct -- 2.5 Strands and aspects of computer and information literacy -- 2.5.1 Strand 1: Understanding computer use -- Aspect 1.1 Foundations of computer use -- Aspect 1.2 Computer use conventions -- 2.5.2 Strand 2: Gathering information -- Aspect 2.1: Accessing and evaluating information -- Aspect 2.2: Managing information -- 2.5.3 Strand 3: Producing information -- Aspect 3.1: Transforming information -- Aspect 3.2: Creating information -- 2.5.4 Strand 4: Digital communication -- Aspect 4.1: Sharing information -- Aspect 4.2: Using information responsibly and safely -- CHAPTER 3: Computational thinking framework -- 3.1 Overview -- 3.2 Defining computational thinking -- 3.3 Structure of the ICILS 2018 computational thinking construct -- 3.4 Strands and aspects of computational thinking -- 3.4.1 Strand 1: Conceptualizing problems -- Aspect 1.1: Knowing about and understanding digital systems -- Aspect 1.2: Formulating and analyzing problems -- Aspect 1.3: Collecting and representing relevant data. |
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| Formatted contents note |
3.4.2 Strand 2: Operationalizing solutions -- Aspect 2.1: Planning and evaluating solutions -- Aspect 2.2: Developing algorithms, programs and interfaces -- CHAPTER 4: Contextual framework -- 4.1 Overview -- 4.2 Classification of contextual factors -- 4.3 Contextual levels and variables -- 4.3.1 The wider community context -- Antecedent variables at the level of the wider community -- Process-related variables -- 4.3.2 School/classroom context -- Antecedent variables at the school/classroom level -- Process-related variables at the school/classroom level -- 4.3.3 Home context -- Antecedent variables related to the home environment -- Process-related variables related to the home environment -- 4.3.4 Individual context -- Antecedent variables at the individual level -- Process-related variables at the individual level -- CHAPTER 5: ICILS instruments -- 5.1 Test instrument overview -- 5.1.1 Test interface -- 5.2 The ICILS test instrument design -- 5.2.1 CIL test modules -- 5.2.2 CT test modules -- 5.2.3 Test module rotation -- 5.3 Types of assessment task: CIL -- 5.3.1 Task type 1: Information-based response tasks -- 5.3.2 Task type 2: Skills tasks -- 5.3.3 Task type 3: Authoring tasks -- 5.4 Types of assessment task: CT -- 5.4.1 Task type 4: Nonlinear systems transfer tasks -- 5.4.2 Task type 5: Simulation tasks -- 5.4.3 Task type 6: Visual coding tasks -- Visual coding test environment -- Algorithm construction tasks -- Algorithm debugging tasks -- 5.5 Mapping test items to the CIL and CT frameworks -- 5.6 The ICILS student questionnaire and context instruments -- 5.6.1 Student questionnaire -- 5.6.2 Teacher questionnaire -- 5.6.3 School questionnaires -- Principal questionnaire -- ICT coordinator questionnaire -- 5.6.4 National contexts survey -- References -- APPENDIX: Organizations and individuals involved in ICILS 2018. |
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| Formatted contents note |
International study center -- Staff at ACER -- International Association for the Evaluation of Educational Achievement (IEA) -- Staff at the IEA Amsterdam -- Staff at the IEA Hamburg -- SoNET Systems -- Staff at SoNET Systems -- ICILS sampling referee -- National research coordinators -- Chile -- City of Moscow (Russian Federation) -- Denmark -- Finland -- France -- Germany and North-Rhine Westphalia (Germany) -- Italy -- Kazakhstan -- Luxembourg -- Portugal -- Republic of Korea -- United States of America -- Uruguay. |
| 588 ## - |
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Description based on publisher supplied metadata and other sources. |
| 590 ## - LOCAL NOTE (RLIN) |
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| Local note |
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. |
| 655 #4 - INDEX TERM--GENRE/FORM |
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| Genre/form data or focus term |
Electronic books. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Ainley, John. |
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| Personal name |
Schulz, Wolfram. |
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| Personal name |
Duckworth, Daniel. |
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| Personal name |
Friedman, Tim. |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY |
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| Display text |
Print version: |
| Main entry heading |
Fraillon, Julian |
| Title |
IEA International Computer and Information Literacy Study 2018 Assessment Framework |
| Place, publisher, and date of publication |
Cham : Springer International Publishing AG,c2019 |
| International Standard Book Number |
9783030193881 |
| 797 2# - LOCAL ADDED ENTRY--CORPORATE NAME (RLIN) |
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| Corporate name or jurisdiction name as entry element |
ProQuest (Firm) |
| 856 40 - ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
https://ebookcentral.proquest.com/lib/kliuc-ebooks/detail.action?docID=5918685 |
| Public note |
Click to View |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
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| Koha item type |
E-book |
