Graduate Research Papers

Availability

Graduate Research Paper (UNI Access Only)

Keywords

Information literacy--Study and teaching (Secondary)--Case studies;

Abstract

The purpose of this qualitative case study was to evaluate the impact of teacher librarian collaboration over three weeks with a ninth grade honors language arts teacher and 24 students in the instruction of information literacy and digital citizenship in a traditional classroom setting as well as for students participating in an online learning environment. Through the coding and analysis of data, 7 themes emerged in response to the research questions: Students Becoming More Independent in Their Ability to Inquire; Students Advancing in Their Ability to Search, Students Acquire Skills to Evaluate, Students Develop Skills to Revise, Students’ Ability to Accurately and Responsibly Cite, Growth in Student Mindset in Regards to the Inquiry Process, and Growth in Student Mindset in Regards to Collaborative Teaching. As a result of this teaching, Theme 1 showed although some of the students said they had chosen their own research topics in the past, the curricular relevance was unknown; however the post unit assessment showed 100% of students met Standard CCSS ELA Literacy W.8.7 and were able to choose quality curricular topics that met standards based on assignment requirements. Theme 2 showed that all but 2 students reported that they only searched sources such as Google, websites or Wikipedia prior to instruction; but the post unit assessment of students showed 88% of students met Standard CCSS ELA Literacy RI.8.7 and were able to use advanced searches such as Boolean and truncation in databases such as SIRS or Gale. Theme 3 showed that although several students indicated that they had skills to evaluate the relevance and reliability of their sources, these skills were insufficient as students could repeat their guidelines but could not explain them. However, the post unit assessment of students showed 100% of students met Standard CCSS ELA Literacy R.8. and were able to identify their specific claims and find supporting evidence that was relevant and reliable. Theme 4 showed that several students would be unwilling to revise claims or views if they could not find supporting evidence and would even ignore evidence if using it meant that they would need to revise their claims or research questions. However, the post unit assessment of students showed 96% of students met Standard CCSS ELA Literacy R.6. and were able to revise their questions, claims, and assess the purpose of a source. Theme 5 showed the vast majority of students (88%) had either an incomplete or no understanding of plagiarism and several had instances of plagiarism pointed out to them by their teachers in the past. However, the post unit assessment of students showed 100% of students met Standard CCSS ELA Literacy W.8. and were able to integrate their research into their persuasive essays while avoiding plagiarism. Finally themes 6 and 7 showed growth in student mindset in regards to the inquiry process as well as to the collaborative teaching experience. The impact on students’ growth in inquiry skills when the classroom teacher and teacher librarian collaborate to teach information literacy and digital citizenship skills makes it an effective teaching model that enhances the learning environment.

Year of Submission

2021

Degree Name

Master of Arts

Department

Department of Curriculum and Instruction

Department

Division of School Library Studies

First Advisor

Karla Krueger, First Reader

Date Original

8-2021

Object Description

1 PDF file (53 pages)

Language

en

File Format

application/pdf

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