A Collaborative I-LEARN Project With Kindergarten and Second-Grade Urban Teachers and Students at a University-Assisted School

Abstract

This study describes an information/digital literacy project that was conducted with kindergarten and second-grade students and teachers at a university-assisted school. The study centered on the I-LEARN model—a learning model that blends research and theory from information science and instructional systems design—and investigated how the model could be used to support information-rich learning at the school; the dimensions of digital literacy that were most salient for the teachers and students; and how information/digital literacies can be taught in this setting. The data revealed that each teacher’s approach to the project, their assumptions about their students’ background with technology and research, and their own knowledge about information/digital literacies had significant effects on their students’ learning outcomes.

Keywords

Information literacy digital literacy elementary classrooms teacher dispositions

Get full access to this article

View all access options for this article.

References

American Association of School Librarians. (2007). Standards for the 21st-century learner. Retrieved from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf

American Library Association. (1989). Presidential committee on information literacy: Final report. Retrieved from http://www.ala.org/acrl/publications/whitepapers/presidential

Anderson

L. W.

Krathwohl

D. R.

(2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, NY: Addison Wesley Longman.

Babay

(2014, March 27). Census: Philadelphia population grows again, but rate slow. Philly.com. Retrieved from http://www.philly.com/philly/news/breaking/032714_Census_Philadelphia_population_grows_again_but_rate_slows.html

Barron

Walter

S. E.

Martin

C. K.

Schatz

(2010). Predictors of creative computing participation and profiles of experience in two Silicon Valley schools. Computers & Education, 54(1), 178-189.

Becker

H. J.

(2000). Who’s wired and who’s not: Children’s access to and use of computer technology. Retrieved from https://www.princeton.edu/futureofchildren/publications/docs/10_02_02.pdf

Bracey

G. W.

(1990). Rethinking schools and university roles. Educational Leadership, 47(8), 65-66.

Cochran-Smith

Lytle

(1992). Inside outside: Teacher research and knowledge. New York, NY: Teachers College Press.

Dixson

A. D.

Royal

Henry

K. L.

(2014). School reform and school choice. In Milner

H. R.

Lomotey

(Eds.), Handbook of urban education (pp. 474-503). New York, NY: Routledge.

10.

Eisenberg

M. B.

Berkowitz

R. E.

(1990). Information problem solving: The Big Six approach to library and information kills instruction. Norwood, NJ: Ablex.

11.

Gibbs

M. G.

Dosen

A. J.

Guerrero

R. B.

(2009). Bridging the digital divide: Changing the technological landscape of inner-city Catholic schools. Urban Education, 44, 11-29.

12.

Gillen

Barton

(2010, January). Digital literacies: A research briefing by the technology enhanced learning phase of the teaching and learning research programme. London, England: London Knowledge Lab Institute of Education.

13.

Gormley

McDermott

(2014). “We don’t go on the computers anymore!”: How urban children lose in learning digital literacies. The Educational Forum, 78(3), 248-262.

14.

Gorski

P. C.

(2009). Insisting on digital equity: Reframing the dominant discourse on multicultural education and technology. Urban Education, 44, 348-364.

15.

Hohlfeld

T. N.

Ritzhaupt

A. D.

Barron

A. E.

Kemker

(2008). Examining the digital divide in K-12 public schools: Four-year trends for supporting ICT literacy in Florida. Computers & Education, 51, 1648-1663.

16.

International Federation of Library Associations and Institutions. (2007). Alexandria manifesto on libraries. Retrieved from http://www.ifla.org/en/publications/alexandria-manifesto-on-libraries-the-information-society-in-action

17.

International Literacy Association. (2009). New literacies and 21st-century technologies. Retrieved from https://www.literacyworldwide.org/docs/default-source/where-we-stand/new-literacies-21st-century-position-statement.pdf?sfvrsn=6

18.

Kist

Doyle

Hayes

Horwitz

Kuzior

J. T.

(2010). Web 2.0 in the elementary classroom: Portraits of possibilities. Language Arts, 88(1), 62-68.

19.

Koehler

(2011, May 13). What is TPACK? Available from http://www.tpack.org/

20.

Kuhlthau

C. C.

Maniotes

L. K.

Caspari

A. K.

(2007). Guided inquiry: Learning in the 21st century. Westport, CT: Libraries Unlimited.

21.

Kuiper

Volman

de Koster

(2012). Concept-guided development of ICT use in “traditional” and “innovative” primary schools: What types of ICT use do schools develop? Journal of Computer Assisted Learning, 28, 454-464. doi:10.1111/j.1365-2729.2011.00452.x

22.

Lee

Tsai

Chai

C. S.

Koh

J. H. L.

(2014). Students’ perceptions of self-directed learning and collaborative learning with and without technology. Journal of Computer Assisted Learning, 30, 425-437. doi:10.1111/jcal.12055

23.

Milner

(2008). Disrupting deficit notions of difference: Counter-narratives of teachers and community in urban education. Teaching and Teacher Education, 24, 1573-1598.

24.

Milner

(2012). But what is urban education? Urban Education, 47, 556-561.

25.

Neuman

(2008, August). I-LEARN: A model for creating knowledge in the information age. Paper presented at the 37th Annual Conference of the International Association of School Librarianship, Berkeley, CA.

26.

Neuman

(2011a, August). Constructing knowledge in the twenty-first century: I-LEARN and using information as a tool for learning. School Library Research, 14. Retrieved from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol14/SLR_ConstructingKnowledge_V14.pdf

27.

Neuman

(2011b). Learning in information-rich environments: I-LEARN and the construction of knowledge in the 21st century. New York, NY: Springer.

28.

Neuman

Grant

Lee

Tecce DeCarlo

M. J.

(2016). Implementing I-LEARN with K-2 students: The story of a successful research project. In Hughes-Hassell

Brown Bracey

Rawson

C. H.

(Eds.), Libraries, literacy, and African American youth research and practice. Santa Barbara, CA: Libraries Unlimited.

29.

P21 Partnership for 21st Century Learning. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/our-work/p21-framework

30.

Parsad

Jones

(2005). Internet access in US Public schools and classrooms: 1994-2003 (NCES 2005-015). Washington, DC: National Center for Education Statistics, U.S. Department of Education. Retrieved from http://nces.ed.gov/pubs2005/2005015.pdf

31.

Peel

H. A.

Peel

B. B.

Baker

M. E.

(2002). School/university partnerships: A viable model. International Journal of Educational Management, 16(7), 319-325.

32.

Price-Dennis

(2016). Developing curriculum to support black girls’ literacies in digital spaces. English Education, 48, 337-361.

33.

Price-Dennis

Holmes

K. A.

Smith

(2015). Exploring digital literacy practices in an inclusive classroom. The Reading Teacher, 69, 195-205. doi:10.1002/trtr.1398

34.

Shulman

L. S.

(1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

35.

Spradley

J. P.

(1980). Participant observation. Orlando, FL: Harcourt Brace Jovanovich.

36.

U.S. Department of Education, National Center for Education Statistics. (2010). Teachers’ use of educational technology in U.S. Public Schools: 2009. Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=46

37.

Vargas

(2014, January 11). Obama names impoverished Community among first five Promise Zones. Philly.com. Available from www.philly.com

38.

Warschauer

Knobel

Stone

(2004). Technology and equity in schooling: Deconstructing the digital divide. Educational Policy, 18, 562-588.

39.

Warschauer

Matuchniak

(2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34, 179-225.

40.

Wells

Lewis

Greene

(2006). Internet access in U.S. public schools and classrooms: 1994-2005. Washington, DC: National Center for Educational Statistics.

41.

Yosso

T. J.

(2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity, and Education, 8(1), 69-91.