Abstract
This paper summarizes the findings from focus group data of four teachers and 41 middle school students in an urban school who were involved in a project that used the I-LEARN framework to develop the participants’ skills in information and digital literacy. An analysis of the data revealed that the students found it useful and/or challenging to find and evaluate information on the Internet and to design digital products and that their digital skills improved in different ways. The teachers cited various approaches and purposes for using technology during the project and held varying assumptions about their students’ digital literacy skills.
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Notes
- 1.
Pseudonyms are used to protect the identities of the school and research participants.
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Lee, V.J., Grant, A., Neuman, D., DeCarlo, M.J.T. (2016). Using I-LEARN to Foster the Information and Digital Literacies of Middle School Students. In: Kurbanoğlu, S., et al. Information Literacy: Key to an Inclusive Society. ECIL 2016. Communications in Computer and Information Science, vol 676. Springer, Cham. https://doi.org/10.1007/978-3-319-52162-6_48
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DOI: https://doi.org/10.1007/978-3-319-52162-6_48
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