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ERIC Number: EJ1167656
Record Type: Journal
Publication Date: 2017
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1550-1876
New Literacy Implementation: The Impact of Professional Development on Middle School Student Science Learning
Hsu, Hui-Yin; Wang, Shaing-Kwei; Coster, Daniel
International Journal of Information and Communication Technology Education, v13 n3 Article 5 p53-72 2017
With advancing technology, "literacy" evolves to include new forms of literacy made possible by digital technologies. "New literacy" refers to using technology to research, locate, evaluate, synthesize and communication information. The purpose of the study is to develop a framework to guide science teachers' new literacy practices, and examine the impact of new literacy approach on students' science learning and new literacy skills. The authors worked with 25 middle school science teachers through a two-year professional development (PD), and followed their implementation to investigate the PD impact on their classroom practices and students' learning outcomes. The authors adopted mixed-methods to examine change in teachers' new literacy practices, students' science learning outcomes, and students' confidence in new literacy skills. The study results showed increases in teachers' frequency and types of new literacy practices, positive impact on students' science learning and confidence in new literacy skills. Factors affecting teachers' new literacy practice are also reported.
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRK121020091