Successfully Promoting 21st Century Online Research Skills: Interventions in 5th-Grade Classrooms

Autor/inn/en	Kingsley, Tara L.; Cassady, Jerrell C.; Tancock, Susan M.
Titel	Successfully Promoting 21st Century Online Research Skills: Interventions in 5th-Grade Classrooms
Quelle	In: Reading Horizons, 54 (2015) 2, S.91-134 (44 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0502
Schlagwörter	Research Skills; Internet; Elementary School Students; Grade 5; Suburban Schools; Quasiexperimental Design; Intervention; Electronic Learning; Reading Comprehension; Information Skills; Correlation; Reading Achievement; Achievement Gains; Pretests Posttests; Web Sites; Online Searching; Information Sources; Evaluation Methods; Intermediate Grades; Performance Based Assessment; Experimental Groups; Control Groups; Regression (Statistics); Multivariate Analysis + Suchen Sie Ihr Suchwort? Forschungsleistung; School year 05; 5. Schuljahr; Schuljahr 05; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Leseverstehen; Informationskompetenz; Orientierungswissen; Korrelation; Leseleistung; Achievement gain; Leistungssteigerung; Web-Design; Online-Recherche; Information source; Informationsquelle; Mittelstufe; Leistungsermittlung; Regression; Regressionsanalyse; Multivariate Analyse
Abstract	This quantitative study was developed to explore the ability to impact elementary student 21st Century online research skills with a planned classroom intervention curriculum. The repeated measures quasi-experimental study randomly assigned all 5th grade classes in a Midwestern, suburban school (n = 418) to a 12-week intervention or control condition. Analyses of the ORCA Elementary-Revised performance prior to intervention revealed significant correlations with traditional measures of reading achievement as well as limited influence from demographic variables. In the primary research question, results demonstrated that the intervention group showed significantly higher gains from pretest to posttest on the measure of online research skills. Focused analyses of the subskills in the online reading performance measure revealed these differences were durable in locating and synthesizing skills, but not critical evaluation of websites. We discuss both theoretical and instructional implications generated from this study. (As Provided).
Anmerkungen	Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: http://scholarworks.wmich.edu/reading_horizons/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01