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Teaching Information Literacy and Reading Strategies in Fourth-Grade Science Curriculum with Inquiry Learning

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Worldwide Commonalities and Challenges in Information Literacy Research and Practice (ECIL 2013)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 397))

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Abstract

The purpose of this study was to investigate the effects of inquiry-based instruction with infusion of reading strategies on students’ information literacy and science learning. The instruction was designed based on the Big6 model which includes stages of task definition, information seeking strategies, location & access, use of information, synthesis, and evaluation. The study was conducted in an elementary school in Taiwan and lasted for a semester. The data was gathered through participant observations, interviews, tests, and document analysis. The results showed that information literacy and reading strategies could be integrated into science inquiry using the Big6 model. The students performed well in the stages of information seeking strategy, location and access, and in use information and synthesis; however, students’ performance on task definition and reflection needed to be improved. Fourth-graders’ science performance was also improved through the inquiry learning.

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Author information

Authors and Affiliations

  1. Department of E-learning Design & Management, National Chiayi University, 85 Wenlong, Mingsuin, Taiwan

    Lin Ching Chen

Authors
  1. Lin Ching Chen
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Editor information

Editors and Affiliations

  1. Hacettepe University, Ankara, Turkey

    Serap Kurbanoğlu

  2. University of California Los Angeles, USA

    Esther Grassian  & Diane Mizrachi  & 

  3. University of Stirling, UK

    Ralph Catts

  4. University of Zagreb, Croatia

    Sonja Špiranec

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© 2013 Springer International Publishing

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Chen, L.C. (2013). Teaching Information Literacy and Reading Strategies in Fourth-Grade Science Curriculum with Inquiry Learning. In: Kurbanoğlu, S., Grassian, E., Mizrachi, D., Catts, R., Špiranec, S. (eds) Worldwide Commonalities and Challenges in Information Literacy Research and Practice. ECIL 2013. Communications in Computer and Information Science, vol 397. Springer, Cham. https://doi.org/10.1007/978-3-319-03919-0_52

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  • DOI: https://doi.org/10.1007/978-3-319-03919-0_52

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-03918-3

  • Online ISBN: 978-3-319-03919-0

  • eBook Packages: Computer ScienceComputer Science (R0)

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