• Login
    View Item 
    •   JScholarship Home
    • Theses and Dissertations, Electronic (ETDs)
    • ETD -- Doctoral Dissertations
    • View Item
    •   JScholarship Home
    • Theses and Dissertations, Electronic (ETDs)
    • ETD -- Doctoral Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Addressing the Gaps in Eighth-Grade Students' Information Literacy Skills: A Mixed Methods Approach

    Thumbnail
    View/Open
    MCLEMORE-DISSERTATION-2019.pdf (6.924Mb)
    Date
    2019-07-02
    Author
    McLemore, Caitlin Clause
    0000-0002-8182-0734
    Metadata
    Show full item record
    Abstract
    Information literacy considers how individuals find, evaluate, and use information. This quasi-experimental, fixed-effects, mixed-methods study explored strategies for addressing the gaps in eighth-grade students’ information literacy skills at an all-girls independent school. To teach the specific information literacy skill of evaluating online information sources, students participated in a discipline-based, gamified instructional unit with teacher-librarian collaboration. All eighth-grade students participated in a seven-day instructional unit during social studies classes, with 50-minute class periods. Students completed lessons in Checkology, a web-based platform with gamified, interactive lessons. At the end of each class, the students participated in a whole-group discussion. Next, students worked on an individual research project. In addition to librarian-curated resources, students were asked to independently choose at least one online information source. Students also completed the ninth-grade, 10-item Evaluate Sources and Information subsection of the Tool for Real-time Assessment of Information Literacy Skills before and after the intervention. Additional data included attendance sheets, classroom activities time logs, field notes from classroom observations, transcripts from student focus groups, student source annotations, and Checkology class reports. Findings indicated successful adherence to the research design. However, the dose delivered included additional activities, as students completed the planned lessons in less time than expected. Overall, students reported a positive experience interacting with the intervention components. Student results from the preintervention and postintervention assessment indicated a significant difference between the intervention and the students’ ability to evaluate online information sources. Qualitative data from focus groups and observations also revealed a positive change in students’ ability to evaluate online information sources. The intervention factors that appeared to provide the most impact included the discipline-based approach and teacher-librarian collaboration, while the impact of gamification on student learning was less clear. Data on self-efficacy was limited, but suggested a positive change in students.
    URI
    http://jhir.library.jhu.edu/handle/1774.2/62026
    Collections
    • ETD -- Doctoral Dissertations

    DSpace software copyright © 2002-2016  DuraSpace
    Policies | Contact Us | Send Feedback
    Theme by 
    Atmire NV
     

     

    Browse

    All of JScholarshipCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    DSpace software copyright © 2002-2016  DuraSpace
    Policies | Contact Us | Send Feedback
    Theme by 
    Atmire NV