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ERIC Number: EJ1060505
Record Type: Journal
Publication Date: 2015-Mar
Pages: 7
Abstractor: As Provided
ISSN: EISSN-1368-1613
Using Empirical Data to Refine a Model for Information Literacy Instruction for Elementary School Students
Nesset, Valerie
Information Research: An International Electronic Journal, v20 n1 Mar 2015
Introduction: As part of a larger study in 2006 of the information-seeking behaviour of third-grade students in Montreal, Quebec, Canada, a model of their information-seeking behaviour was developed. To further improve the model, an extensive examination of the literature into information-seeking behaviour and information literacy was conducted resulting in a revised model that comprised two representations: the preparing, searching, using model to be used to inform the educator for such things as lesson plans and a simplified version, the beginning, acting, telling model to present as a visual aid to the young students. In 2012 a pilot study was conducted in two third-grade elementary classes in Buffalo, New York, USA, to test the two representations. As a result of the findings of this second study, the model was extensively revised once again, combining the two representations into one complete model. Method: The second phenomenological study used a similar qualitative methodology to that of the 2006 study. Data collection methods included participant observation, informal semi-structured interviews, pre- and post-questionnaires, field notes, and audiotapes of classroom sessions. Analysis: The data (transcripts of recorded classroom sessions and interviews and questionnaire responses) were analysed using coding to identify emerging themes and patterns. Results: The simplified version of the model, with its visual and mnemonic cues was appealing to the students, but was so simplistic in its depiction of concepts the teacher was required to make frequent interventions to explain and/or expand upon the concepts presented. Conclusions: The findings indicated that a more holistic, visual, and memorable model that uses child-friendly terminology to appeal to concrete-operational thinkers was required to facilitate information literacy instruction for young students and encourage and empower them as self-learners. [This paper was published in: "Proceedings of ISIC: The Behaviour Conference" (Leeds, England, Sep 2-5, 2014), Part 2, Paper isicsp14.]
Thomas D. Wilson. 9 Broomfield Road, Broomhill, Sheffield, S10 2SE, UK. Web site:
Publication Type: Journal Articles; Reports - Research; Speeches/Meeting Papers
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada (Montreal); New York
Grant or Contract Numbers: N/A