Argument-Driven Inquiry in the Information Literacy Instruction in Taiwan View Full Text


Ontology type: schema:Chapter      Open Access: True


Chapter Info

DATE

2015

AUTHORS

Lin Ching Chen , Yaw-Huei Chen

ABSTRACT

The purpose of this study was to investigate the effects of argument-driven inquiry information literacy (IL) instruction on fifth-graders’ argumentative learning, and teachers’ opinions on the instruction. The research site was a fifth-grade classroom of 30 students in Taiwan and lasted seventeen weeks. IL instruction was taught a period of time per week by a teacher librarian, who collaborated with a classroom teacher. An inquiry project was used in the IL and Chinese courses. The Argument Test was used for the pretest and posttest. Research data was collected from interviews, participant observations, tests, and document analysis. Results showed that argument-driven inquiry was an effective project for cultivating these students’ argument skills; their overall argument performance improved significantly, though some challenges remained. Both the teacher librarian and classroom teacher suggested that we systematically design argument-driven inquiry projects in IL curriculum, to progressively improve students’ argumentative reasoning. More... »

PAGES

273-282

Book

TITLE

Information Literacy: Moving Toward Sustainability

ISBN

978-3-319-28196-4
978-3-319-28197-1

Author Affiliations

Identifiers

URI

http://scigraph.springernature.com/pub.10.1007/978-3-319-28197-1_28

DOI

http://dx.doi.org/10.1007/978-3-319-28197-1_28

DIMENSIONS

https://app.dimensions.ai/details/publication/pub.1032908180


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