Validating a Model for Information Literacy Instruction for Elementary School Students: A Study

2016 ◽  
Author(s):  
Valerie Nesset
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Information Seeking ◽  
Information Seeking Behavior ◽  
School Students ◽  
Information Literacy Instruction ◽  
Third Grade Students ◽  
Seeking Behavior

A qualitative study was conducted with third-grade students to validate and ascertain the efficacy of an empirically-based model integrating features from research into information-seeking behavior and information literacy and specifically developed for information literacy instruction of younger elementary school students.Une étude qualitative a été menée auprès des élèves de troisième année dans le but de valider et de vérifier l'efficacité d'un modèle empirique intégrant des aspects de la recherche sur le comportement de recherche d'information et sur la compétence  informationnelle, modèle développé spécifiquement pour l'enseignement des compétences informationnelles aux élèves les plus jeunes à l'école primaire.

scholarly journals Information Needs and Information Seeking Behaviours of Elementary School Students in Taiwan

2021 ◽  
Author(s):  
Shing-Wen Liu ◽  
Chia-Ching Chang ◽  
Chung-Han Tsai ◽  
Jie-Hsin Fan
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Information Literacy ◽  
Information Seeking ◽  
Information Needs ◽  
School Students ◽  
The Common ◽  
Stimulus Source

In this article, we mainly want to investigate the transition of the subjects of children’s information needs and we discuss the context behind those needs. Moreover, in order to more understand the education of information literacy in Taiwan, we deliberately set our two sample groups from two different schools. One school is Taipei Xin Sheng elementary which is not a information seed school, and another is Taipei Wan Fang elementary school, an information seed school. We respectively interviewed with the students of two schools. Then we analyzed the common of the two schools and so did the differences. The findings of our study are presented in five parts: stimulus, source, channels, ways and the result. Finally, the main purpose and recommend of our study emphasize the importance to improve education of information literacy on children in Taiwan.

scholarly journals Elementary School Students' Perceptions of Libraries and Librarians

2021 ◽  
Author(s):  
Elizabeth A. Lee ◽  
Don A. Klinger
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Information Literacy ◽  
School Library ◽  
Physical Space ◽  
School Students ◽  
Reading For Pleasure ◽  
Library Program

Elementary school students in Grades 3 to 8 in eight schools that had exemplary library programs were surveyed about their perceptions of the school library program and the teacher librarian. Students reported that the teacher librarian was knowledgeable and helpful and taught them key information literacy concepts. The library program supported them in reading for pleasure. The physical space of the library was significant to them and they perceived the library as a welcoming place used for multiple activities.

scholarly journals Pengaruh Dukungan Teman Sebaya Terhadap Motivasi Belajar Siswa Kelas III Sekolah Dasar

2019 ◽  
Vol 4 (2) ◽  
pp. 191
Author(s):  
Novi Nitya Santi ◽  
Rosa Imani Khan
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Peer Influence ◽  
Learning Motivation ◽  
Third Grade ◽  
Class Iii ◽  
School Students ◽  
Third Grade Students ◽  
Group Environment ◽  
High Motivation

This study examines the description of learning motivation of third grade elementary school students and the influence of peer support on the learning motivation of third grade elementary school students. This study uses a quantitative approach with the subject of research as many as 100 third grade students from SDN 1, 2 and 3 Mojoroto Kota Kediri. Data collection techniques in this study used questionnaires and documentation. Testing the hypothesis using the Krusal-Wallis Test. The results of this study found that: 1) The learning motivation of class III students in SDN 1, 2 and 3 Mojoroto Kediri City is included in the medium category because most students, namely 40% or 40 students, have the motivation to learn the medium category, 2) Friend support peer influence has a significant effect on student learning motivation (probability (sig) <0.05). Peers are other people outside the family who often meet so that intimacy arises. Their age is relatively parallel and has the same idea so it is a group environment that is suitable for socializing. In the process of education and learning, children will have high motivation and achievement if they feel valued and respected by their peers.

An Interprofessional Approach to Dialect-Shifting Instruction for Early Elementary School Students

2021 ◽  
Vol 52 (1) ◽  
pp. 139-148 ◽  
Author(s):  
Arynn S. Byrd ◽  
Jennifer A. Brown
Keyword(s):  
Elementary School ◽  
Student Satisfaction ◽  
Elementary School Students ◽  
American English ◽  
Third Grade ◽  
Early Elementary ◽  
School Students ◽  
Third Grade Students ◽  
Early Elementary School ◽  
Grade Level Differences

Purpose Dialect-shifting has shown promise as an effective way to improve academic outcomes of students who speak nonmainstream dialects such as African American English (AAE); however, limited studies have examined the impacts of an interprofessional approach with multiple instructional methods. In this study, we developed a dialect-shifting curriculum for early elementary school students who speak AAE and evaluated the curriculum for feasibility and preliminary impacts. Method Forty-one kindergarten, first-, second-, and third-grade students and their teachers in one elementary school participated in a 7-week dialect-shifting instruction co-taught by the classroom teachers and a speech-language pathology graduate clinician. Students' use of dialect-shifting and dialect density was measured by calculating dialect density measures in retells presented in AAE and mainstream American English and responses to situational dialect-shifting and applied dialect-shifting tasks. Teacher surveys and interviews about the feasibility and perceived impacts were conducted. Results Initial impacts of the curriculum demonstrated increased dialect awareness for all students, with grade-level differences when students were asked to explicitly dialect-shift. In particular, second- and third-grade students were more proficient at dialect-shifting AAE features included in the curriculum. Additionally, high rates of administrator, teacher, and student satisfaction, teacher generalization, and maintenance of incorporating contrastive analysis instruction into class activities were reported. Conclusions Literacy and play-based instruction are feasible methods to create a dialect-shifting curriculum tailored to younger students. Furthermore, the feasibility and effectiveness of the curriculum were supported by an interprofessional approach. Supplemental Material https://doi.org/10.23641/asha.13524317

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