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

Autor/inn/en	Lee, Vera J.; Tecce DeCarlo, Mary Jean; Grant, Allen; Neuman, Delia
Titel	A Collaborative I-LEARN Project with Kindergarten and Second-Grade Urban Teachers and Students at a University-Assisted School
Quelle	In: Urban Education, 56 (2021) 1, S.123-153 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085916677344
Schlagwörter	Kindergarten; Grade 2; Elementary School Students; Preschool Children; Elementary School Teachers; Preschool Teachers; Urban Schools; College School Cooperation; Models; Information Literacy; Technological Literacy; Teacher Attitudes; Knowledge Level; Teacher Influence; Poverty; Student Projects; Place Based Education; Electronic Publishing; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Erzieher; Erzieherin; Kindergärtnerin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Analogiemodell; Informationskompetenz; Technisches Wissen; Lehrerverhalten; Wissensbasis; Armut; Schulprojekt; Elektronisches Publizieren
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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01