Developing Information Literacy Skills in Elementary Students Using the Web-Based "Inquiry Strategies for the Information Society of the Twenty-First Century" (ISIS-21)

Autor/inn/en	Wade, Anne; Lysenko, Larysa; Abrami, Philip C.
Titel	Developing Information Literacy Skills in Elementary Students Using the Web-Based "Inquiry Strategies for the Information Society of the Twenty-First Century" (ISIS-21)
Quelle	In: Journal of Information Literacy, 14 (2020) 2, S.96-127 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-5968
Schlagwörter	Information Literacy; Information Skills; 21st Century Skills; Skill Development; Elementary School Students; Middle School Students; Student Attitudes; Teacher Attitudes; Self Management; Instructional Program Divisions; Inquiry; Instructional Design; Instructional Effectiveness; Learning Strategies; Web Based Instruction; Courseware; Foreign Countries; Preadolescents; Canada + Suchen Sie Ihr Suchwort? Informationskompetenz; Orientierungswissen; Kompetenzentwicklung; Qualifikationsentwicklung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Lehrerverhalten; Selbstmanagement; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Web Based Training; Lernsoftware; Ausland; Pre-adolescence; Präadoleszenz; Kanada
Abstract	This study was undertaken to learn about the impact of using the web-based Inquiry Strategies for the Information Society of the Twenty-First Century (ISIS-21), software developed by the authors, to improve the information literacy (IL) skills of late elementary students (10-12 years). Using a series of multi-media and learning strategies design principles, ISIS-21 was designed to be used in late elementary classrooms given the gap in children's IL skills and the increasing importance for individuals to be critical consumers of information, particularly when using Internet-based environments. An exploratory, two-phase field trial was conducted in English schools in a central province of Canada. In both phases the research design was a one-group, pretest-posttest where data were collected from 150 students at the baseline and after the use of ISIS-21 for completion of an inquiry project. Teacher self-reports were also collected. The results were encouraging as we were able to establish the feasibility and importance of using ISIS-21 in classrooms to promote the development of IL skills in late elementary students. (As Provided).
Anmerkungen	CILIP Information Literacy Group. 7 Ridgmount Street, Bloomsbury, London WC1E 7AE, United Kingdom. e-mail: jinfolit@gmail.com; Web site: https://ojs.lboro.ac.uk/JIL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01