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Information Literacy and TeacherCandidates

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... to teach and assess information literacy expectations until they'd completed the ... the importance of including Information Literacy instruction in the B. Ed ... – PowerPoint PPT presentation

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Title: Information Literacy and TeacherCandidates


1
Information Literacy and Teacher-Candidates
  • An analysis of their self-evaluated ability to
    address IL expectations in the curriculum pre-
    and post- enrollment in Understanding Research, a
    required course in the UOIT B. Ed program

2
Hypothesis
  • We hypothesized students were not competent to
    teach and assess information literacy
    expectations until theyd completed the course,
    Understanding Research.

3
Review of the research
  • Research completed by Dr. Cory Laverty, Elizabeth
    Lee, and Brenda Reed (Queens University)
    substantiated our beliefs that students entering
    the B. Ed. program did not possess the required
    skills to be competent and confident IL skills
    instructors

4
Understanding Research _at_ UOIT
  • UOIT requires teacher-candidates to take
    Understanding Research
  • identify IL expectations in curriculum documents
    at the grade level or in the subject area in
    which they intend to be qualified
  • learn instructional strategies to teach IL skills
    to their students using a provincially recognized
    model for conducting research
  • learn how to evaluate students abilities to
    apply these skills as they advance through the
    four stages of the research process
  • learn about the role of the teacher-librarian and
    the school library resource centre

5
Test the hypothesis
  • Survey teacher-candidates self-perception of
    their ability to teach and assess IL expectations

6
Methodology
  • Queens original survey was reviewed and
    modifications were made as suggested by the
    authors
  • During the first week of classes in January,
    during class time, the pre-survey was
    administered (see hand-out)
  • Post-survey was administered
  • Surveys were (are being) analyzed

7
Findings P/J
  • 100 participation in pre-survey (119 students
    approximately 67 participation in post-survey
  • Approximately 90 of the students noted in the
    pre-survey that no other course in the B. Ed.
    program had addressed IL
  • NO students could accurately describe/define IL
    in the pre-survey

8
Findings Pre/Post-Survey P/J
  • Q.10/4 How prepared do you currently feel to
    teach students how to define their research
    problems?
  • Very well prepared 2.7 22.5
  • Fairly prepared 17 62.5
  • Somewhat prepared 47.3 12.5
  • Poorly prepared 28.6 1.2
  • Not at all prepared 4.5 1.2

9
Findings Pre/Post-Survey P/J
  • Q. 11/6 How prepared do you currently feel to
    teach students how to find and retrieve
    information from a variety of sources?
  • Very well prepared 7.1 38.8
  • Fairly prepared 36.3 52.5
  • Somewhat prepared 39.8 7.5
  • Poorly prepared 13.3 1.2
  • Not at all prepared 3.5 0

10
Findings Pre/Post-Survey P/J
  • Q. 14/8 How prepared do you currently feel to
    teach students how to use the school library
    resources?
  • Very well prepared 3.5 41.2
  • Fairly prepared 46.5 48.8
  • Somewhat prepared 34.2 10
  • Poorly prepared 14 0
  • Not at all prepared 1.8 0

11
Findings Pre-Survey P/J
  • Q. 15 Have you learned about the role of the
    teacher-librarian in any of your B. Ed courses at
    UOIT?
  • Yes 23
  • No 77

12
Findings Pre/Post-Survey P/J
  • Q. 16/10 Have you planned a lesson that focused
    on how to search for information?
  • Yes 11.4 82.3
  • No 88.6 17.7

13
Findings Pre/Post-Survey P/J
  • Q. 23/15 Resources used this year to complete
    assignments
  • Pre-survey Post-survey
  • 107 of 114 websites/Google 80 of 80
  • 91 of 114 journal articles found 67 of 80
  • with an Internet search
  • 83 of 114 journal articles found 73 of 80
  • with an index
  • 77 of 114 books found in the TRC 66 of 80
  • 38 of 114 books found via the UOIT 35 of 80
  • search portal

14
Findings I/S
  • 100 participation in pre-survey (60 students
    approximately 85 participation in post-survey
  • Approximately 60 of the students noted that no
    other course in the B. Ed. program had addressed
    IL (to date)
  • NO students in the pre-survey could accurately
    describe/define IL

15
Findings Pre/Post-Survey I/S
  • Q.10/4 How prepared do you currently feel to
    teach students how to define their research
    problems?
  • Very well prepared 5.3 34.8
  • Fairly prepared 17.5 50
  • Somewhat prepared 38.6 15.2
  • Poorly prepared 28.1 0
  • Not at all prepared 10.5 0

16
Findings Pre/Post-Survey I/S
  • Q. 11/5 How prepared do you currently feel to
    teach students how to find and retrieve
    information from a variety of sources?
  • Very well prepared 10.5 21.7
  • Fairly prepared 26.3 63
  • Somewhat prepared 43.9 13
  • Poorly prepared 14 2.2
  • Not at all prepared 5.3 0

17
Findings Pre-Survey I/S
  • Q. 14/8 How prepared do you currently feel to
    teach students how to use the school library
    resources?
  • Very well prepared 5.3 17.8
  • Fairly prepared 28.1 57.8
  • Somewhat prepared 40.4 22.2
  • Poorly prepared 24.6 2.2
  • Not at all prepared 1.8 0

18
Findings Pre-Survey I/S
  • Q. 15 Have you learned about the role of the
    teacher-librarian in any of your B. Ed courses at
    UOIT?
  • Yes 24.6
  • No 75.4

19
Findings Pre-Survey I/S
  • Q. 16 Have you planned a lesson that focused on
    how to search for information?
  • Yes 12.3 93.5
  • No 87.7 6.5

20
Findings Pre/Post-Survey I/S
  • Q. 23/15 Resources used this year to complete
    assignments
  • 57 of 57 used websites/Google 45 of 46
  • 50 of 5 used journal articles found with 39 of
    46
  • an Internet search
  • 37 of 57 used journal articles found with 42 of
    46
  • an index
  • 22 of 57 used books found via the UOIT 24 of 46
  • search portal
  • 12 of 57 used books found in the TRC 11 of 46

21
Use the research
  • communicate to the Faculty of Education the
    importance of including Information Literacy
    instruction in the B. Ed program (a.k.a. keep the
    course)
  • share the results with other faculties on campus
    (why they need to integrate IL skills instruction
    into their curriculum)
  • share the results with faculties of education
    across the province

22
Still to do
  • analyze post-course survey data
  • share results with UOIT Faculty of Education
    staff, teacher-candidates and alumni via
    department meetings and faculty website
  • compare (and analyze) our findings with Queens
  • share our findings with Queens
  • submit results for publication in peer-reviewed
    journals of interest to teacher-educators
  • submit presentation proposals to upcoming
    conference organizers

23
Recommendations ( Next Steps)
  • continue course consider investigating the
    possibility of modifying assignment (lesson and
    assessment rubric) to count for credit in both a
    Core Curriculum class and Understanding Research
    class
  • more partnerships between B. Ed. faculty and
    Education Librarian
  • Integration of four-stage research model into
    other B. Ed. courses
  • Integration of IL skills instruction into other
    B. Ed. courses
  • TBD
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