000			01488nam a22001937a 4500
005			20250117094720.0
008			250117b |||||||| |||| 00| 0 eng d
040			_cLDD
100			_aVongkulluksn, Vanessa W.
245			_aInformation literacy instruction in naturalistic high school science classrooms: Instructional strategies and associations with students’ prior knowledge
260			_aElsevier, 2024
300			_bp. 1-12
490			_aAn International Journal Of Research And Studies _vVol. 144
500			_aStudents 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.
650			_aInformation Literacy Instruction
700			_aShortt, Mitchell B.
856			_yclick here to access online _uhttps://www.sciencedirect.com/science/article/abs/pii/S0742051X24001045
942			_2ddc _cARTICLES
999			_c194311 _d194311