Exploring Innovative Ways to Incorporate the Association of College and Research Libraries Framework in Graduate Science Teacher Education ePortfolio Projects
Fuente:
ERIC Institute of Education Sciences
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2019
|
| Subjects: | |
| Online Access: | |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1867181307114553344 |
|---|---|
| author | Lehner-Quam, Alison Pitts, Wesley |
| author_facet | Lehner-Quam, Alison Pitts, Wesley Lehner-Quam, Alison Pitts, Wesley |
| collection | Education Resources Information Center |
| contents | Exploring Innovative Ways to Incorporate the Association of College and Research Libraries Framework in Graduate Science Teacher Education ePortfolio Projects Lehner-Quam, Alison Pitts, Wesley Academic Libraries Library Associations Graduate Study Graduate Students Library Science Library Education Teacher Education Electronic Publishing Portfolios (Background Materials) Information Literacy Science Teachers Curriculum Design Reflection This article investigates ways in which student voice informed design-based research into information literacy instruction. The instruction occurred across a year-long graduate science education ePortfolio culminating project. Library and science education faculty partnered in a two-year project to create communities of secondary science education students, in two cohorts, who used the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education to support their own research and reflections into information literacy. The overarching goal was to improve the course design to help science teachers develop their professional competencies in information literacy to conduct research to support their practice. Examination of students' responses to research experiences enabled faculty to improve the students' information literacy experience from one year to another. Findings show that students became more familiar with ways to use the ACRL Framework to interrogate their own and their colleagues' research processes as they shared their own reflections on research and information literacy. We also found that this was fostered by shifts in when and how the ACRL Framework was introduced. Education students can benefit from knowledge of an information literacy framework to impact the way that they conduct their own professional research, work with students on research projects, and participate in scholarly conversations. |
| format | Recurso educativo Open Access |
| id | eric_EJ1240489 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2019 |
| record_format | eric |
| spellingShingle | Exploring Innovative Ways to Incorporate the Association of College and Research Libraries Framework in Graduate Science Teacher Education ePortfolio Projects Lehner-Quam, Alison Pitts, Wesley Academic Libraries Library Associations Graduate Study Graduate Students Library Science Library Education Teacher Education Electronic Publishing Portfolios (Background Materials) Information Literacy Science Teachers Curriculum Design Reflection Exploring Innovative Ways to Incorporate the Association of College and Research Libraries Framework in Graduate Science Teacher Education ePortfolio Projects Lehner-Quam, Alison Pitts, Wesley Academic Libraries Library Associations Graduate Study Graduate Students Library Science Library Education Teacher Education Electronic Publishing Portfolios (Background Materials) Information Literacy Science Teachers Curriculum Design Reflection This article investigates ways in which student voice informed design-based research into information literacy instruction. The instruction occurred across a year-long graduate science education ePortfolio culminating project. Library and science education faculty partnered in a two-year project to create communities of secondary science education students, in two cohorts, who used the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education to support their own research and reflections into information literacy. The overarching goal was to improve the course design to help science teachers develop their professional competencies in information literacy to conduct research to support their practice. Examination of students' responses to research experiences enabled faculty to improve the students' information literacy experience from one year to another. Findings show that students became more familiar with ways to use the ACRL Framework to interrogate their own and their colleagues' research processes as they shared their own reflections on research and information literacy. We also found that this was fostered by shifts in when and how the ACRL Framework was introduced. Education students can benefit from knowledge of an information literacy framework to impact the way that they conduct their own professional research, work with students on research projects, and participate in scholarly conversations. |
| title | Exploring Innovative Ways to Incorporate the Association of College and Research Libraries Framework in Graduate Science Teacher Education ePortfolio Projects |
| topic | Academic Libraries Library Associations Graduate Study Graduate Students Library Science Library Education Teacher Education Electronic Publishing Portfolios (Background Materials) Information Literacy Science Teachers Curriculum Design Reflection |
| url | https://eric.ed.gov/?id=EJ1240489 |