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An investigation into the extent to which year 6 students transfer

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					An investigation into the extent to which year 6 students transfer information literacy across subjects: a summary of research findings
James E Herring, Charles Sturt University and Judi Hurst, Queenwood Junior School

Study outline
• Term 3 - students did project on Greek myths and legends and completed a structured diary • Term 3 - students given extensive IL support

• Term 4 – students did project on industry and the environment and completed postassignment questionnaire • Term 4 – students given passive IL support

Brainstorming: analysis
Positive
Diary and questionnaire responses- similar themes • Enjoyable and useful • Focused on learning, sharing ideas , teamwork • Conscious link between brainstorming and the task

Negative
Diary and questionnaire responses- similar • Behavioral problems • Thinking skills

Students’ views on concept mapping
Diary- positive responses • Organization and planning
“It helped me because I could plan what I wanted to

do. It also helped me so I knew what I could search” Since I am a visual person, it will make it easier to understand” “It will help you remember notes and ideas”

Questionnaire- negative responses
“No, because we didn’t do a plan and still got good marks” No, because it would have wasted time that we would have needed”

Concept mapping: analysis
Diary and questionnaire differed dramatically

Diary

• Positive • Expected the concept map to be useful • All completed a concept map

Questionnaire
• • • • Negative Not useful No physical concept map Mental transfer of skills

Reading for information: analysis
Diary and questionnaire responses were almost identical
• Skimming- 50% • Reading whole text-30%
• Scanning for keywords- 20%

Note taking: analysis
• Diary and questionnaire responses were similar
Selection
• Chose interesting information • Headings and notes under

Method
• Own notes in word • Own notes on paper • Cutting and pasting

Student’s views on the use of the PLUS model
• Helpful for structure and organization
“It could help you start and finish your project step by step. It would be easier than just jumping into the project without a clue what to do”

• Understanding
“Evaluating with the PLUS model will help me understand my project better”

• Planning
“It was very useful because it helps to plan and structure”

PLUS model: analysis
• DiaryHelpful for structure- 78% Understanding -22% Helpful for planning and finding information74%

• Questionnaire
Did not use the PLUS model- 82% Used some elements-18%

Teacher’s views: analysis
• Scaffold and use of PLUS to improve grades “It would need to be used consistently over several years, where the teacher is really monitoring it”

• Role of Teacher-librarian “Crucial role, to support what should be done in the classroom, as well as emphasizing the importance of great research skills” “The TL is an essential support and working with her can only complement the skills being taught in the classroom”

Conclusions
• Students as recipients of active IL guidance in term 3 • Students as consumers of passive IL guidance in term 4 • Students did not transfer the physical aspects of IL guidance e.g. concept map • Students did transfer mentally and selectively IL guidance

Reflections of a first time researcher
• Purpose
• Issue

• Location
• Mentor • Literature

• Use
• Benefits to students • Benefits to teachers

• Self-evaluation


				
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posted:5/24/2008
language:English
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