Investigation On Status Quo And The Influencing Factors For Information Society Responsibility Literacy Of Junior High School Students

Information society responsibility literacy stands out as one of the core literacy in the information technology curriculum.The connotation of information society responsibility has been explicitly defined in the Compulsory Education Information Science and Technology Curriculum Standards(2022 Edition),in which the standards to be achieved by students at each stage have also been stipulated.In the era of accelerated information development,junior high school students have increased exposure to information technology,with information society responsibility literacy accentuating its significance.In order to cultivate the information society responsibility literacy of junior high school students,it is necessary to“take the pulse” of the status quo of information society responsibility literacy of junior high school students,to explore its influencing factors,and to propose targeted training countermeasures.On the basis of the background above,a study was conducted on the status quo of information society responsibility literacy among junior high school students and its influencing factors.In this study,the questionnaire of Information Society Responsibility Literacy Questionnaire for Junior High School Students was designed and launched.The status quo of information society responsibility literacy of junior high school students was investigated from three dimensions: information security awareness and competency,information ethics and morality,and information laws and regulations.The influencing factors of information society responsibility literacy of junior high school students were explored from the perspectives of internal factors and external factors;semi-structured interviews were carried out with in-service teachers,verified and thoroughly analyzed the questionnaire survey results,with the content of the status quo of information society responsibility literacy,influencing factors,and cultivation suggestions.The results of the survey shows that: the overall and each dimension of the information society responsibility literacy among junior high school students are in the medium to upper level,some indicators need to be improved;the level of information society responsibility literacy among junior high school students in urban schools was significantly higher than that of students in rural schools;the level of information society responsibility literacy among male students was significantly higher than that of female students;the level of information society responsibility literacy among senior students was significantly higher than that of junior students;while there was no significant difference in the level of information society responsibility literacy among junior high school students of various ethnic groups.Through the investigation,it was also identified that both internal factors and external factors had a positive influence on the information society responsibility literacy of junior high school students.An in-depth analysis of the interview material shows that the external factors affecting the information society responsibility literacy of junior high school students includes:the status of digital equipment in school,the situation of implementing information science and technology courses in school,the teaching style of teachers,family education,the attitude of parents toward information technology,as well as the publicity of media.On the other hand,the internal factors are: the degree of students’ enjoyment of information science and technology course,information technology self-efficacy and the duration of weekly use of electronic device.According to the results of the questionnaire and interview,this study proposes countermeasures to promote junior high school students’ information society responsibility literacy from the aspects of school,teachers,families,mass media and students: reinforcing infrastructure construction,creating favorable information environment,normalizing the curriculum,placing emphasis on the construction of information science and technology subject matter;transforming instruction attitude,enriching pedagogy,integrating courses for ideological education,optimizing the design of information technology instruction;setting an example by parents,creating positive family atmosphere,transforming their own concepts,realizing home-school co-education;bolstering mass media campaigns,fostering positive social atmosphere;cultivating learning awareness,broadening access to knowledge,gaining understanding of their own strengths,as well as strengthening their self-efficacy.