NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ877494
Record Type: Journal
Publication Date: 2009
Pages: 36
Abstractor: As Provided
Reference Count: 64
ISBN: N/A
ISSN: ISSN-1523-4320
Empirical Support for the Integration of Dispositions in Action and Multiple Literacies into AASL's Standards for the 21st Century Learner
Arnone, Marilyn P.; Reynolds, Rebecca
School Library Media Research, v12 2009
AASL's Standards for the 21st Century Learner are based on a number of common beliefs, including the importance of reading and technology skills, and the acknowledgement that the concept of information literacy has indeed become more complex since the last century. The data provided in this article support the importance of considering the dispositions-in-action component of the new standards when planning instruction. Specifically, this article investigates the contributions of perceived competence in information and digital literacy skills, perceived competence in reading, the disposition to read for enjoyment, and the disposition of curiosity, towards actual performance in an information and digital literacy skills knowledge test. Study participants included more than twelve hundred eighth grade students from twenty states. The study is grounded in historical literature on the construct of curiosity and on self-determination theory. Implications for curriculum design are discussed. The research was supported by a National Leadership Grant from the Institute of Museum and Library Services. (Contains 9 tables.)
American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 800-545-2433; Web site: http://www.ala.org/aasl/slmr
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A