Abstract
This study involved 49 children and four teachers in the design, development, and evaluation of a research project built around the I-LEARN model [1-2]. The objectives were to investigate the use of the model with an early-childhood population and to understand how digital and information literacy evolves in best practices for implementing problem-based learning as informed by I-LEARN. Analysis revealed that teachers adjusted their implementation of I-LEARN’s steps to meet students’ needs and to mesh with their own styles. Students were able to build new knowledge and enjoyed learning a variety of ways to acquire information. The model made the idea of research concrete and helped learners focus on specific tasks and accomplishments. Teachers’ technological/pedagogical knowledge grew, and teachers concluded that students’ projects were successful and that they overcame a lack of computer experience to focus on finding and analyzing sources and reflecting on their learning.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Neuman, D.: Learning in Information-Rich Environments: I-LEARN and the Construction of Knowledge in the 21st Century. Springer, New York (2011)
Neuman, D.: I-LEARN: Information Literacy for Learners. In: Kurbanoğlu, S., Grassian, E., Mizrachi, D., Catts, R., Špiranec, S. (eds.) ECIL 2013. CCIS, vol. 397, pp. 111–117. Springer, Heidelberg (2013)
Koehler, M.J., Mishra, P.: What is Technological Pedagogical Content Knowledge? Contemporary Issues in Technology and Teacher Education 9(1), 60–70 (2009)
Piaget, J.: The Origins of Intelligence in Children (Cook, M. (trans.)). International University Press, New York (1952)
American Library Association: Presidential Committee on Information Literacy: Final Report (1989), http://www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/presidential.cfm
Eisenberg, M.B., Lowe, C.A., Spitzer, K.L.: Information literacy: Essential Skills for the Information Age, 2nd edn. Libraries Unlimited, Westport (2004)
National Governors Association Center for Best Practices, Council of Chief State School Officers (2014), http://www.corestandards.org/the-standards/english-language-arts-standards
Neuman, D.: Information, Technology, and Media Literacies. In: Spector, J.M. (ed.) Encyclopedia of Educational Technology. Sage, Thousand Oaks, CA (in press)
Gillen, J., Barton, D.: Digital Literacies: A Research Briefing by the Technology Enhanced Learning Phase of the Teaching and Learning Research Programme. Knowledge Lab Institute of Education, London (2010)
Burnett, C.: Technology and Literacy in Early Childhood Educational Settings: A Review of Research. Journal of Early Childhood Literacy 10(3), 247–270 (2010)
Davis, L.: 5 Things Every Teacher Should Be Doing to Meet the Common Core State Standards. Eye in Education, Larchmont (2012)
Shulman, L.S.: Those Who Understand: Knowledge Growth in Teaching. Educational Researcher 15(2), 4–14 (1986)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer International Publishing Switzerland
About this paper
Cite this paper
DeCarlo, M.J.T., Grant, A., Lee, V.J., Neuman, D. (2014). I-LEARN: Helping Young Children Become Information Literate. In: Kurbanoğlu, S., Špiranec, S., Grassian, E., Mizrachi, D., Catts, R. (eds) Information Literacy. Lifelong Learning and Digital Citizenship in the 21st Century. ECIL 2014. Communications in Computer and Information Science, vol 492. Springer, Cham. https://doi.org/10.1007/978-3-319-14136-7_26
Download citation
DOI: https://doi.org/10.1007/978-3-319-14136-7_26
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-14135-0
Online ISBN: 978-3-319-14136-7
eBook Packages: Computer ScienceComputer Science (R0)