Electronic Theses and Dissertations

Identifier

4921

Date

2017

Document Type

Dissertation

Degree Name

Doctor of Education

Major

Instr and Curr Leadership

Concentration

Instructional Design and Tech

Committee Chair

Deborah Lowther

Committee Member

Lee Allen

Committee Member

Clif Mims

Committee Member

Nancy P. Gallavan

Abstract

This study examined practices and attitudes towards teaching information literacy skills (ILS) of 30 teachers from two rural middle schools. Responses to a pre- and post-survey provided data to examine three research questions after participants completed an Information Literacy Skill Intervention for Middle School Teachers: 1. Does knowledge of ILS instruction influence projected teaching practices of participants? a. What changes, if any, are seen in participant self-reports regarding the frequency that they required students to complete information literacy (IL) tasks during past as compared to projected requirements for future research projects? b. What changes, if any, are seen in participant self-reports regarding the frequency that they provided ILS instruction for past research projects as compared to projected provision for future research projects? 2. What changes, if any, are seen in participant attitudes toward ILS instruction? 3. What do participants report as reasons for including and for not including ILS when teaching middle school students? Significant differences were seen between pre- and post-survey responses regarding ILS student tasks and instruction. Question 1 outcomes revealed significant changes regarding required ILS student tasks, with key changes evidenced for evaluating the information solving process; defining the problem; identifying appropriate resources; and evaluating the product or performance. Question 2 results revealed significant changes regarding increased teacher belief in instructing students to evaluate resources for validity and citing sources to avoid plagiarism; a shift in teacher attitudes regarding who should teach ILS and in which courses it should be taught, with notable shifts for art, music, and mathematics. The findings suggest most participants recognized the value of including ILS in instruction and requiring students to complete ILS tasks to increase research skills. Participant open-ended responses for Question 3 suggest a belief in the importance of ILS and the inclusion of ILS in all subject areas, with less agreement regarding ILS for math and physical education. Participants expressed a need for professional development to appropriately include ILS instruction and student tasks for future research projects. Implications include areas such as instructional design for intervention, professional development for current teachers, and training for future educators.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.

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