Information Literacy Project With Preservice Teachers: a Program Analysis

1
Information Literacy Project WithPre-service
Teachers a Program Analysis

• Dr. Margot Filipenko, University of British
  ColumbiaDr. Elizabeth Lee, Queens
  UniversityKeith McPherson, University of British
  ColumbiaJo-Anne Naslund, University of British
  Columbia Library

2
Information Literacy Project WithPre-service
Teachers a Program Analysis
Information Literacy Project WithPre-service
Teachers a Program Analysis

• Dr. Margot Filipenko, University of British
  ColumbiaDr. Elizabeth Lee, Queens
  UniversityKeith McPherson, University of British
  ColumbiaJo-Anne Naslund, University of British
  Columbia Library

3
Purpose

• Identify and evaluate features and components of
  UBCs Information Literacy Project in order to
  inform future practice.

4
Part 1 Historical overview 1999-2006
5
Purpose of the Information Literacy Project

• Prepare pre-service teachers to collaboratively
  plan and teach information literacy lessons with
  teacher-librarians.

• Develop an awareness of the power behind
  collaboratively planning with a teacher-librarian.

6
Why plan with a teacher-librarian?

• Libraries (are) key . . . . Researchers show
  more and more evidence of the key role in student
  achievement of well stocked and well staffed
  libraries.

• - (Reading Today, February - March 2003)

7
When teachers and teacher-librarians teach
together they help children learn.
8
Integrated into an Elementary Language Education
Course

• Unit Planning Assignment

• Evaluating Resources

• Introduction to Outcomes for Information Literacy

• Application of Language Arts Learning Outcomes

9
Educate pre-service teachers about

• key information literacy terms concepts
• planning information literacy lessons within an
  integrated unit
• the role of the teacher-librarian

10
Part 2 Interviews with representative
participants in the information literacy project

11
Objectives

• To analyze collaborators perceptions about the
  strengths of the information literacy project and
  what changes might improve the project in terms
  of meeting stated goals and,
• To use the outcomes of the analysis to inform the
  information literacy project.

12
Research Design and Methodology

• Semi-structured interviews were conducted with a
  faculty member, course coordinator, sessional
  instructor, teacher-librarian and education
  librarian
• Audiotapes of the interviews were transcribed
• Interview data were analyzed both qualitatively
  through the constant comparative method (Corbin
  Anselm, 1990) of identifying codes and categories
  and quantitatively using frequencies and
  percentages of interviewees talk by type.

13
Questions that guided the interviews

• 1. What is your role in this project and why did
  you become involved in it?
• 2. How does this project prepare student
  teachers with respect to information literacy,
  literacy and technology?
•  
• 3. How does it meet the requirements of the
  student teachers learning about language and
  literacy education (meet the objectives of the
  LLED 320 class)?
• 4. What do you think will help maintain this
  project in the future?  
•  
• 5. What do you think will change about this
  project in the future?  
•  
• 6. What would you like to see remain and what
  would you like to see change?
•  
• 7. Where would you like to see it go?
•  
• 8. What have we failed to ask?

14

• Through qualitative analysis of the interview
  transcripts, seven major categories were
  identified into which the interviewees
  utterances could be placed

15
(No Transcript)
16
(No Transcript)
17
(No Transcript)
18
Frequencies and Percentages of All Interviewees
Talk by Type Note n number of conversational
turns in all coded data.
 
19
Past, Present and Future

• Utterances were further categorized into
  comments regarding the past, present and future
  of the project.

20
(No Transcript)
21
(No Transcript)
22
(No Transcript)
23
(No Transcript)
24
Findings

• There is a growing shift toward technology as a
  focus of the information literacy project
• There is a growing concern that the information
  literacy project experiences be authentic.

25
Part 3 Content Analysis of Curricular Documents
Procedures
26
Part 4 Student Learning Artefacts

27
Part 3 Content Analysis of Curricular Documents
Procedures
28
What was analysed?
Assignments Course Outlines
1998 2002 2006

Course Learning Materials Media
Instructional Procedures
Instructional Procedures
Evaluation Documents
Evaluation Documents
Same
Introduced
Revised
Discontinued
Described a document that stayed the same.
Document still used in the project but in a
different form.
Document or procedureno longer used.
When a document orprocedure was firstused
29
Content Analysis Collection and Rating
30
What curricular documents procedures remained
the same (S) 1998-2006?

• Assignmentintegrated unit of study
• Selection of a topic to be used on practicum
• Plan an information literacy lesson
• Course readingLearning Independence
• Modelling cooperative planning and teaching
• Plan with teacher-librariansexperienced
  volunteers who serve as mentoring teachers
• Unit sharing

31
Integrated Unit Plan Assignment
32
What curricular documents procedures were
introduced (I) from 1998-2006?

• Information literacy scope and sequence online
  via a course web site (2002)
• Information literacy instruction video (2002)
• Modelling session powerpoint (2004)
• Use of e-folio (2005)
• Use of wiki, webquest, and blogs (2006)

33
Course web site www.library.ubc.ca/edlib/courses/
lled320/lled320.html
34
Information Literacy Scope Sequence
35
Information literacy instruction DVD

• Add excerpt from dvd

36
Modelling Powerpoint
37
Mr. Tibbs Peter Collington
38
(No Transcript)
39
(No Transcript)
40
Information Book
Story Book
(facts)
(fiction)
Poetry
41
Is this ability to separate fact from fiction
limited to Grade 1?
42
(No Transcript)
43
What curricular documents procedures were
revised (R) 1998-2006?

• Information literacy scope and sequence
• Number of fully developed lessons was reduced
  from 5 lessons to 2 lessons
• Number of planning sessions with the
  teacher-librarian was reduced from two 90 minute
  sessions to one 90 minute session
• Number of learning resources evaluated in depth
  was reduced from 10 to 5

44
Information literacy Scope and Sequence
45
What curricular documents procedures were
discontinued (D) 1998-2006?

• Creation of a critical challenge (2002)
• Visit to an elementary school library (2002)
• Use of instruction videosFuel for change(1986)
  (2002)
• Use of the Information literacy Instruction dvd
  (2004)

46
Consistent features

• The integrated unit plan assignment that
  requires pre-service teachers to design
• an integrated unit of study
• collaboratively with a teacher-librarian
• about a topic to be used on their practica
• and modelling this procedure by actively engaging
  pre-service students in the process

47
Engaging pre-service teachers in the process
48
What hasnt changed is our belief that . . .

• Libraries are vital for children's achievement
  and developing informational needs. Children need
  libraries in their classrooms, schools, and
  communities.
• (Neumann, 2001)

49
Changes

• Features of the project that have changed
  include the
• time devoted to the project
• amount of work for the students/instructors
• and the instructional materials used in modelling
  and teaching the concepts.

50
E-volving trends

• E-volving trends in the project include
• experimentation with information technologies
  such as wikis, webquests, blogs
• use of e-folios
• focus on authentic learning experiences with
  student teachers through cooperative planning,
  thoughtful mentorship and direct links to the
  practicum.

51
Part 4 Student Learning Artefacts
52
Objectives

• Identify key features in the evolution of student
  assignments
• Use findings to inform future information
  literacy project student assignments.

53
Research Design and Methodology

• Five step Narrative Inquiry Technique (Aoki,
  1998 Leggo, 2003) was conducted by the
  researcher on randomly selected samples of
  artefacts from 1998, 2002, 2005/6.

54
Five Step Narrative Inquiry
Researcher
1. Reads / Views artifact
2. Re-reads / re-views, reflects and records
students quotes and researchers responses
55
Researchers Response
2005 Artefact

• web communication technologies
• I also believe that my e-folio demonstrates my
  growth as a teacher - moved onto web based
  technologies
• heavy print text format
• Very few graphics
• use of textual hyperlinks
• move towards meeting B.C. teacher certification
  standards
• travel brochures 9 - emphasis on professional
  reflection of demonstrable skills, attitudes and
  behaviors
• the evidence of my interactive teaching is
  documented in my e-folio

56
Five Step Narrative Inquiry
Researcher
1. Reads / Views artifact
2. Re-reads / re-views, reflects and records
students quotes and responses
3. Re-reads and codes responses
57
Researchers Response
Coding Themes
1

• web communication technologies
• I also believe that my e-folio demonstrates my
  growth as a teacher - moved onto web based
  technologies
• heavy print text format
• Very few graphics
• use of textual hyperlinks
• move towards meeting B.C. teacher certification
  standards
• travel brochures 9 - emphasis on professional
  reflection of demonstrable skills, attitudes and
  behaviors
• the evidence of my interactive teaching is
  documented in my e-folio

1
Technologies comments about digital
communications and presentations like Web, CDs
Technologies
4
2

2
Authenticity
3
Dynamic
1
4
Integration
3
5
Critical challenge
2
6
Opening/Closing lessons
7
2
Individual/Group

58
Five Step Narrative Inquiry
Researcher
1. Reads / Views artifact
2. Re-reads / re-views, reflects and records
students quotes and responses
3. Re-reads and codes responses
4. Analyzes develops themes/categories from
coding
59
Researchers Response
Coding Themes

• web communication technologies
• I also believe that my e-folio demonstrates my
  growth as a teacher - moved onto web based
  technologies
• heavy print text format
• Very few graphics
• use of textual hyperlinks
• move towards meeting B.C. teacher certification
  standards
• travel brochures 9 - emphasis on professional
  reflection of demonstrable skills, attitudes and
  behaviors
• the evidence of my interactive teaching is
  documented in my e-folio

1
Technologies comments about digital
communications and presentations like Web, CDs
1
1
Technologies
4
2

2
Authenticity
Authenticity professional reflection on teaching
philosophy or practice associated with practicum
3
2
Dynamic
1
4
Integration
3
Dynamic artifacts changes to meet preservice
teacher needs and changing learning contexts
3
5
Critical challenge
2
6
Opening/Closing lessons
Integration professional reflection on teaching
philosophy or practice
4
7
Individual/Group

2
60
Five Step Narrative Inquiry
Researcher
1. Reads / Views artifact
2. Re-reads / re-views, reflects and records
students quotes and responses
3. Re-reads and codes responses
4. Analyzes develops themes/categories from
coding
5. Fine tunes categories with research team
(develop -ing intercoder reliability, compare
across years
61
Findings
Narrative analysis assisted researchers in
identifying 4 main themes
1
Technology present in all artifacts with more
emphasis on digital information literacy outcomes
in 2002 and 2005/6.
2
Authenticity all artifacts demonstrated the
preservice teachers development of their
theoretical and practical teaching skills in
real teaching situations.
3
Dynamic learning opportunities Information
Literacy Project demonstrated three clear
examples of how the Information Literacy Project
had changed to meet the preservice teachers
needs and changing learning contexts.
4
Integration All three artifact samplings
demonstrated integration of Information Literacy
learning outcomes across subjects.
62
(No Transcript)
63
Contacts

• Joanne Naslund (UBC) jnaslund_at_interchange.ubc.ca
• Elizabeth Lee (Queens University)
  leee_at_educ.queensu.ca
• Keith McPherson (UVIC) keithr_at_uvic.ca
• Margo Filipenko (UBC) mfilipenko_at_telus.net