Information literacy instruction in naturalistic high school science classrooms: Instructional strategies and associations with students’ prior knowledge
Vongkulluksn, Vanessa W.
Information literacy instruction in naturalistic high school science classrooms: Instructional strategies and associations with students’ prior knowledge - Elsevier, 2024 - p. 1-12 - An International Journal Of Research And Studies Vol. 144 .
Students rely on information literacy (IL) to effectively assess information. However, we lack understanding about how IL instruction occurs in naturalistic science classrooms. This mixed-methods study provides descriptive accounts of teachers' IL instruction and its responsiveness to students' prior knowledge, using transcripts from 55 lessons with over 2800 minutes of classroom interactions and students' prior IL scores (n = 335). Results suggest that teachers in our sample most often provided instruction on what information is needed and how to use information to fulfill task requirements. While teachers demonstrated overall responsiveness to students’ prior knowledge, there was some mismatch among specific IL components.
Information Literacy Instruction
Information literacy instruction in naturalistic high school science classrooms: Instructional strategies and associations with students’ prior knowledge - Elsevier, 2024 - p. 1-12 - An International Journal Of Research And Studies Vol. 144 .
Students rely on information literacy (IL) to effectively assess information. However, we lack understanding about how IL instruction occurs in naturalistic science classrooms. This mixed-methods study provides descriptive accounts of teachers' IL instruction and its responsiveness to students' prior knowledge, using transcripts from 55 lessons with over 2800 minutes of classroom interactions and students' prior IL scores (n = 335). Results suggest that teachers in our sample most often provided instruction on what information is needed and how to use information to fulfill task requirements. While teachers demonstrated overall responsiveness to students’ prior knowledge, there was some mismatch among specific IL components.
Information Literacy Instruction
