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Body ideals conveyed by the media and by body comparisons often result in body dissatisfaction, which can cause risky health behaviours and eating disorders, especially in adolescents. We conducted a meta-analytic review of existing school-based interventions designed to enhance media literacy in order to reduce body dissatisfaction and to promote a positive body image. We included controlled trials examining children and adolescents from grade five to nine (age 10–15 years) after a manual search and a comprehensive literature search using PsycINFO, Medline, Web of Science, and CENTRAL. We computed average weighted effect sizes (Hedges’ g) with the help of a random effects model and identified seventeen different programme evaluations with 7392 participants. We found a significantly larger effect on positive body image and media literacy in the intervention compared to control groups. However, heterogeneity was substantial for both outcomes. Results suggest that media literacy interventions have the potential to improve media literacy and reduce body dissatisfaction. Interventions that worked with the principle of induction of cognitive dissonance were the most effective.

Background: The perinatal period is a time of increased vulnerability to mental health problems, however, only a small proportion of women seek help. Poor mental health literacy (MHL) is a major barrier to seeking help for mental health problems. This study aimed to collect the existing evidence of MHL associated with perinatal mental health problems (PMHP) among perinatal women and the public. This review analysed which tools were used to assess perinatal MHL as well as the findings concerning individual components of perinatal MHL. Methods: Four electronic databases (PubMed, PsycINFO, Web of Science, and CINAHL) were analysed from their inception until September 1, 2020. Not only quantitative studies reporting on components of MHL (knowledge, attitudes, and help-seeking), but also studies reporting overall levels of MHL relating to PMHP were taken into account. Two independent reviewers were involved in the screening and extraction process and data were analysed descriptively. Results: Thirty-eight of the 13,676 retrieved articles satisfied the inclusion criteria. The majority of selected studies examined MHL related to PMHP in perinatal women (N = 28). The most frequently examined component of MHL in the selected data set was help-seeking. A lack of uniformity in assessing MHL components was found. The most common focus of these studies was postpartum depression. It was found that the ability to recognize PMHP and to identify relevant symptoms was lacking among both perinatal women and the public. Perinatal women had low intentions of seeking help for PMHP and preferred seeking help from informal sources while reporting a variety of structural and personal barriers to seeking help. Stigmatizing attitudes associated with PMHP were found among the public. Conclusions: There is a need for educational campaigns and interventions to improve perinatal MHL in perinatal women and the public as a whole. (ZPID).

Mathematical literacy (ML) is considered central to the application of mathematical knowledge in everyday life and thus is found in many comparative international educational standards. However, there exists barely any evidence about predictors and outcomes of ML having a lasting effect on achievement in nonmathematical domains. We drew on a large longitudinal sample of N = 4001 secondary school students in Grades 5 to 9 and tested for effects of ML on later academic achievement. We took prior achievement in different domains (information and communication technology literacy, scientific literacy, reading comprehension, and listening comprehension), socioeconomic status, and gender into account and investigated predictive effects of math grade, mathematical self-concept, reasoning, and prior achievement on ML. Using structural equation models, we found support for the importance of integrating multiple predictors and revealed a transfer effect of ML on achievement in different school domains. The findings highlight the importance of ML for school curricula and lasting educational decisions. (ZPID).

\"Doing economics\" is an important theme of undergraduate economics programs. Capstone courses increasingly include instruction in \"data literacy\" and the STEM-related skills of quantitative and empirical methods. Because the professional discipline has moved in this direction and because of greater employer demand for these skills, data visualization is a key component of data literacy. Tableau is a free data visualization software widely used in the data analytics industry. In this article, the authors introduce an exercise that teaches the fundamental Tableau concepts and commands needed to create charts, assemble them in a dashboard, and tell a story of patterns observed in the data. The exercise assumes no prior experience in Tableau and is appropriate for undergraduate upper-level economics courses or an empirical methods course.

In fact, information literacy is the basic network media support quality that students must have in the current large data analysis period. It can also be considered as one of the comprehensive qualities that contemporary comprehensive talents should possess[1]. Especially in the current large data analysis technology environment, the ability of information integration and processing has become the basic literacy of network media talents. In order to help the society fully cope with the pressure of data and information generated by data on economic development, we must cultivate the information literacy ability of today's students as soon as possible. How to develop a set of perfect training program has become the focus of contemporary network media workers.

The full name of MOOC is the massive open online course. The platform system of medical information retrieval and utilization resource base based on MOOC can realize online learning, examination, information release and other functions. It helps to improve students' information literacy, reduce teachers' workload, improve teaching efficiency and promote teaching reform.

Lebenslange Weiterbildung der Informationskompetenz bei Wissenschaftler*innen ist unabdingbar und steht im Einklang mit der Steigerung der Forschungsproduktivität. Trotz dieser Erkenntnisse gibt es in der Fachliteratur bisher kaum nennenswerte Konzepte zur Förderung der Informationskompetenz dieser Zielgruppe. Die an der Forschungsbibliothek des Leibniz-Instituts für Bildungsmedien | Georg-Eckert-Institut durchgeführte wissenskulturelle Analyse zeigt, dass zur Förderung von Informationskompetenz ein ganzheitliches Konzept benötigt wird, welches sich nicht ausschließlich auf Rechercheschulungen beschränkt. Vor allem müssen verstärkt virtuelle Angebote integriert werden. Die im Folgenden aufgezeigte wissenskulturelle Analyse kann als Grundlage dienen, um ein neues Konzept zur Förderung der Informationskompetenz bei Wissenschaftler*innen zu entwickeln.

Das Framework for Information Literacy for Higher Education macht einfallsreich und erfinderisch – gerade in Coronazeiten und darüber hinaus. Der Beitrag berichtet über die aktuellen Fortschritte des preisgekrönten Konzeptes FILL (Framework Information Literacy Lessons), das sich in seiner digitalen Weiterentwicklung als FILL for Future (F4F) präsentiert. Mit innovativen und spielerischen Impulsen aus dem Framework reichert es bibliothekarische Schulungspraxis an. Damit gilt F4F als beispielhaftes Projekt in der globalisierten Informationswelt. Es präsentiert sich offen und vernetzt, wie etwa Teaching Libraries mit ihren Zielgruppen. Ganzheitlich gestaltet tragen die vielfältigen Aktivitäten von F4F zur Verbreitung des US-amerikanischen Frameworks weiter und nachhaltig bei.

The course \"computer foundation\" bears the responsibility of cultivating the future national information literacy. Facing the fact that the overall computer ability of freshmen in western universities is low and the teaching effect is not optimistic, the teaching reform is urgent. This paper takes the online and offline blended teaching reform of \"computer foundation\" in Xinjiang University as an example. Through the exploration and practice of the mixed teaching mode of \"multivariate-six order\", the overall performance of students shows an upward trend, and students have a high degree of recognition and acceptance of the blended teaching. Facts have proved that blended online and offline teaching is effective in the practice of this course.