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Improving K-12 Online Learning: Information Literacy Skills for Teacher Candidates

Improving K-12 Online Learning: Information Literacy Skills for Teacher Candidates

Esther Ntuli, Lydia Kyei-Blankson
Copyright: © 2016 |Volume: 12 |Issue: 3 |Pages: 13
ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781466689145|DOI: 10.4018/IJICTE.2016070104
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MLA

Ntuli, Esther, and Lydia Kyei-Blankson. "Improving K-12 Online Learning: Information Literacy Skills for Teacher Candidates." IJICTE vol.12, no.3 2016: pp.38-50. http://doi.org/10.4018/IJICTE.2016070104

APA

Ntuli, E. & Kyei-Blankson, L. (2016). Improving K-12 Online Learning: Information Literacy Skills for Teacher Candidates. International Journal of Information and Communication Technology Education (IJICTE), 12(3), 38-50. http://doi.org/10.4018/IJICTE.2016070104

Chicago

Ntuli, Esther, and Lydia Kyei-Blankson. "Improving K-12 Online Learning: Information Literacy Skills for Teacher Candidates," International Journal of Information and Communication Technology Education (IJICTE) 12, no.3: 38-50. http://doi.org/10.4018/IJICTE.2016070104

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Abstract

Research indicates the need for teachers to be able to locate, evaluate, and use Internet resources in their teaching and learning processes. In addition, the Common Core State Standards require that students are able to think critically and know how to search and use alternative views and perspectives in their assignments. These skills are imperative for teachers and teacher candidates. This article reports the results of a study that sought to examine strategies used by teacher candidates when using Internet search engines, their ability to integrate the information they find into their own assignments, and use the acquired skills for future classroom use. The study employed a mixed-method approach in the collection and analysis of data gathered from a sample of 45 teacher candidates. Data sources included a survey, class assignments that required documentation of the search process as well as the located sources, and semi-structured interviews. Findings from the study revealed the need to teach teacher candidates how to conduct searches effectively, critically evaluate the sources, and integrate the information acquired from the online sources into professional and academic writing that models such behavior for their students. Suggestions for improvement of practice offered in this paper were piloted in one instructional technology course.

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