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Media Literacy Implementation in Florida: Perceptions of High School Principals and Language Arts Curriculum Leaders
Title
Media Literacy Implementation in Florida: Perceptions of High School Principals and Language Arts Curriculum Leaders.
Creator
Ritchie, Andrew, Taylor, Rosemarye, Cartwright, Vickie, Murray, Kenneth, Gunter, Glenda, University of Central Florida
Abstract / Description
The purpose of this study was to measure the extent to which educators in Florida public high schools perceived the Florida Media Literacy Standard to be implemented within their schools. This study also identified strategies that school leaders were using to successfully implement the Florida Media Literacy Standard and any perceived barriers to the implementation process. The Florida Media Literacy Standard was designed to address decision-making and critical thinking skills with regards to...
Show moreThe purpose of this study was to measure the extent to which educators in Florida public high schools perceived the Florida Media Literacy Standard to be implemented within their schools. This study also identified strategies that school leaders were using to successfully implement the Florida Media Literacy Standard and any perceived barriers to the implementation process. The Florida Media Literacy Standard was designed to address decision-making and critical thinking skills with regards to research, evaluation, and communication with various types of media. The standard was introduced in Florida public schools in 2007 with its inclusion in the Next Generation Sunshine State Standards. High school principals and Language Arts Curriculum Leaders (LACLs) in the English/ Language Arts area were participants in this research because of their role in determining curriculum goals in Florida public schools. The Media Literacy Standard Questionnaire was sent to the principal and the department head of the English department in each participating school district. The results of this study suggested that those high school principals and LACLs that completed the Media Literacy Standard Questionnaire perceived the Florida Media Literacy Standard to be implemented in their schools. Over 80% of principals and LACLs reported (")strongly agree(") or (")agree(") with statements that reflected active implementation processes in school classrooms. Principals and LACLS reported use of the school Media Specialist, attendance at professional development and learning sessions, and making use of Professional Learning Communities as valuable strategies toward implementing the Florida Media Literacy Standard. Time and access to technology were two of the most commonly cited perceived barriers to the implementation process. Principals and LACLs both reported limited Media Center access for teachers due to standardized testing practices in Florida public high schools. Although many principals and LACLs reported that they perceived the Florida Media Literacy Standard to be implemented in their schools, the low response rate of 24.18% and conflicting data with regards to perceived barriers raise questions about the extent to which the results of this study can be generalized to the population of Florida public high schools. Further research is recommended to clarify the conflicting responses related to perceived barriers to implementation such as interviewing participants.
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Date Issued
2011
Identifier
CFE0004159, ucf:49069
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004159
DEVELOPMENT AND VALIDATION OF THE BEILE TEST OF INFORMATION LITERACY FOR EDUCATION (B-TILED)
Title
DEVELOPMENT AND VALIDATION OF THE BEILE TEST OF INFORMATION LITERACY FOR EDUCATION (B-TILED).
Creator
Beile O'Neil, Penny, Boote, David, University of Central Florida
Abstract / Description
Few constituencies exist where it is more important to produce information literate individuals than teacher candidates, yet rarely is it suggested that practitioners entering the field are adequately prepared to teach and model information literacy to their students. As a result, information literacy has been established as a key outcome by a number of teacher education accrediting bodies and professional associations. Corollary to this initiative is the effort to develop valid instruments...
Show moreFew constituencies exist where it is more important to produce information literate individuals than teacher candidates, yet rarely is it suggested that practitioners entering the field are adequately prepared to teach and model information literacy to their students. As a result, information literacy has been established as a key outcome by a number of teacher education accrediting bodies and professional associations. Corollary to this initiative is the effort to develop valid instruments that assess information literacy skills. Yet, at the time of this dissertation, no rigorously reviewed instruments were uncovered that measure the information literacy skills levels of teacher candidates. The study describes the development and validation of the Beile Test of Information Literacy for Education (B-TILED). Funded in part by the Institute for Library and Information Literacy Education and the Institute of Museum and Library Services, the study is part of a national initiative spear-headed by the Project for the Standardized Assessment of Information Literacy Skills (SAILS). Test content is based on nationally recognized standards from the International Society for Technology in Education and the Association of College and Research Libraries. Procedures designed to enhance the scale's validity were woven throughout its development. 172 teacher education students at a large, metropolitan university completed a protocol consisting of 22 test items and 13 demographic and self-percept items. This instrument can be used to inform curricular and instructional decisions and to provide evidence of institutional effectiveness for program reviews.
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Date Issued
2005
Identifier
CFE0000749, ucf:46591
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000749
Factors Associated with Information Literacy Competencies of the Traditional Baccalaureate Nursing Student
Title
Factors Associated with Information Literacy Competencies of the Traditional Baccalaureate Nursing Student.
Creator
Lafferty, Patricia, Chase, Susan, Leuner, Jean, Sole, Mary, Beile, Penney, University of Central Florida
Abstract / Description
Nursing practice at all levels requires a nurse to use evidence-based nursing to improve the quality of patient care. Registered nurses need information literacy skills to practice evidence-based nursing, therefore, all nursing students need to be information literate upon graduation from nursing programs. There is no empirical research evidence on information literacy skills for students entering nursing programs in four-year colleges. Students seeking to attain a baccalaureate degree...
Show moreNursing practice at all levels requires a nurse to use evidence-based nursing to improve the quality of patient care. Registered nurses need information literacy skills to practice evidence-based nursing, therefore, all nursing students need to be information literate upon graduation from nursing programs. There is no empirical research evidence on information literacy skills for students entering nursing programs in four-year colleges. Students seeking to attain a baccalaureate degree through a traditional nursing program, enter with differing demographic and educational factors that may affect their information literacy skills. Therefore, the purpose of this research was to examine information literacy skills of the entering traditional baccalaureate nursing student and to assess the relationship of demographic and educational factors utilizing a validated assessment tool, the Information Literacy Test (Madison Assessment, 2012). The Information Literacy Test (ILT) was administered to 120 students in a traditional baccalaureate nursing program at a major metropolitan university during the first month of their academic program. The students in this sample were a homogenous aggregate of white, young females. Cronbach's alpha for the Information Literacy Test was minimally acceptable for reliability of the test. One hundred two of the 120 students in this study were identified as proficient in information literacy by achieving a 65% on the ILT with 18 students not being proficient. The ILT raw scores ranged from 31 to 55. The mean score for the ILT in this sample was 43.64. Two of the 120 students were at the Advanced Proficient level. Out of the four Association of Colleges and Research Libraries Competency Standards tested on the ILT, students had the most difficulty with Competency 2 on accessing needed information efficiently and effectively. Demographic and educational factors were examined for prediction of information literacy skills in students entering their junior year in a traditional baccalaureate nursing program using Chi Square and regression analysis. The categorical variables of English as their primary language (p (<) .001), race (p (<) .001), and years since completing science prerequisites (p = .036) demonstrated a statistically significant relationship with the ILT using Chi Square analysis. A pre-analysis test indicated that the Test of Essential Academic Skills, which is an entrance test for nursing program admission, was positively correlated with the ILT (p (<) .001). An ANOVA of the TEAS and the bivariate ILT indicated that the means were significantly different (p (<) .001) between the Proficient and the Not Proficient students. A single regression analysis was significant in predicting a positive relationship with the ILT (p (<) .001) using the one continuous variable, the TEAS score, with the ILT raw score. A logistic regression analysis was performed with two categorical variables, English as the primary language and years since completing science prerequisites, and one continuous variable, the TEAS score with the bivariate ILT raw score. All three variables were significant predictors of information literacy in the model. Student who did not have English as their primary language were 9 times as likely to be not be proficient on information literacy (p = .010). If a student who had science courses completed 3 or more years prior to entry in the nursing program, the student was 12 times as likely to not be proficient in information literacy (p = .008). For every 5 point increase in the TEAS, the ILT score increased by 4 points indicating that students with higher TEAS scores tend to be more proficient in information literacy (p = .004).
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Date Issued
2014
Identifier
CFE0005193, ucf:50619
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005193
DEFINING WORKPLACE INFORMATION FLUENCY SKILLS FOR TECHNICAL COMMUNICATION STUDENTS
Title
DEFINING WORKPLACE INFORMATION FLUENCY SKILLS FOR TECHNICAL COMMUNICATION STUDENTS.
Creator
Zhang, Yuejiao, Dombrowski, Paul, University of Central Florida
Abstract / Description
Information fluency refers to the ability to recognize information needs and to gather, evaluate, and communicate information appropriately. In this study, I treat "information fluency" as both an overall competency and as a collection of knowledge and skills. The purpose of this study is to explore the specific workplace information fluency skills valued by employers of technical communicators, to find out how instructors perceive and teach these skills, and to suggest how these findings can...
Show moreInformation fluency refers to the ability to recognize information needs and to gather, evaluate, and communicate information appropriately. In this study, I treat "information fluency" as both an overall competency and as a collection of knowledge and skills. The purpose of this study is to explore the specific workplace information fluency skills valued by employers of technical communicators, to find out how instructors perceive and teach these skills, and to suggest how these findings can inform our teaching practices. Within the framework of qualitative methodology, this study employs two data-collection instruments, including a content analysis of online job recruitment postings and a survey of technical communication instructors across the United States. The study discovers that when hiring technical communicators, employers require candidates to have skills in information processing, information technology, and critical thinking. Candidates must be able to identify their information needs, and must know how to use specified tools to gather, evaluate, and communicate information. It also reveals that although "information fluency" is a new terminology to a majority of instructors, the skill sets that constitute information fluency already existed in their knowledge. The study's last finding suggests that the opportunity for an internship is perceived as the most helpful in students' acquisition of information fluency skills. This dissertation concludes with a list of specific employer-valued information fluency skills, recommendations for program administrators and instructors for implementing information fluency, as well as recommendations for future researches on this subject.
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Date Issued
2010
Identifier
CFE0003170, ucf:48604
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003170
An Investigation of Information Literacy of International Graduate Students: Skills, Challenges, and Needs
Title
An Investigation of Information Literacy of International Graduate Students: Skills, Challenges, and Needs.
Creator
Ayoub, Yousef, Cox, Dr. Thomas, Vitale, Thomas, Boote, David, Beile, Penny, University of Central Florida
Abstract / Description
Information literacy at higher education institutions is an important issue at the local and national levels. In 2000, the Association of College and Research Libraries (ACRL) created a set of information literacy standards and asked academic institutions to incorporate them into their college curricula (ACRL, 2000). The ACRL states that, to be considered information literate, a person must be able to recognize when information is needed and be able to locate, evaluate, and use effectively...
Show moreInformation literacy at higher education institutions is an important issue at the local and national levels. In 2000, the Association of College and Research Libraries (ACRL) created a set of information literacy standards and asked academic institutions to incorporate them into their college curricula (ACRL, 2000). The ACRL states that, to be considered information literate, a person must be able to recognize when information is needed and be able to locate, evaluate, and use effectively the needed information (ACRL, 2000). Academic institutions follow these standards to teach their students information literacy skills and assist them to become lifelong learners. Library literature indicates that international students face some linguistic, cultural, and technological challenges in using the library and learning information literacy skills. The purpose of this study was to examine the information literacy of international graduate students. It assessed their current skills and investigated their challenges and needs. Understanding the challenges international students face and exploring the factors associated with these challenges can be helpful to understand the academic needs of this group of students. The study was conducted on international graduate students at the College of Engineering and Computer Science (CECS) at University of Central Florida (UCF). The study used a mixed methods design. Quantitative data were collected through an online survey that was sent to all U.S. and international graduate students at CECS. Qualitative data were collected through interviews with a selected number of international graduate students at CECS. The findings of the study indicated clearly that international graduate students have a relatively low level of information literacy skills. The study also showed that U.S. graduate students have a better information literacy level than the information literacy level of international graduate students. The study presented some implications and provided recommendations for future planning and programming of outreach programs and library services for international students on campus.
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Date Issued
2016
Identifier
CFE0006257, ucf:51039
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006257
FINDERS KEEPERS: A COMPARATIVE STUDY INVESTIGATING TEACHING THE FLORIDA RESEARCH PROCESS FINDS MODEL THROUGH THREE DIFFERENT APPROACHES AT THE ELEMENTARY SCHOOL LEVEL
Title
FINDERS KEEPERS: A COMPARATIVE STUDY INVESTIGATING TEACHING THE FLORIDA RESEARCH PROCESS FINDS MODEL THROUGH THREE DIFFERENT APPROACHES AT THE ELEMENTARY SCHOOL LEVEL.
Creator
Serrell, Karen, Beile, Penny, University of Central Florida
Abstract / Description
The children's taunt "Finders Keepers, Losers Weepers" gives new credence to the information search process at the elementary school level. Children keep what they find, claim it as their own, and accept information without discernment or critique. This study examines the effectiveness of teaching information literacy skills through three different approaches. The first curricular approach uses direct instruction to teach children how to do research using the Florida Research Process...
Show moreThe children's taunt "Finders Keepers, Losers Weepers" gives new credence to the information search process at the elementary school level. Children keep what they find, claim it as their own, and accept information without discernment or critique. This study examines the effectiveness of teaching information literacy skills through three different approaches. The first curricular approach uses direct instruction to teach children how to do research using the Florida Research Process FINDS Model. The second approach pairs the FINDS Model with a unit of study that is related to classroom curriculum. The third approach examines the FINDS Model in conjunction with project learning, a constructivist model based on student interest. One hundred twenty- eight third grade students attending a public elementary school in Southwest Florida during the 2008-2009 school year participated in the study. A mixed-methods research approach was used to gather data. Quantitative data was collected with an information literacy pre and post test, and an anonymous media lessons' survey about student preferences. Qualitative data were gathered through a review of student work samples and student interviews. Statistically significant gains were found between the pre to post test scores for all three groups, however no statistically significant differences were found among groups. Although quantitative data did not reveal differences among the treatment groups, qualitative findings revealed that the group taught research skills through the connection to classroom curriculum approach performed better. Thus the findings of this study support existing research which proposes that the best practice for teaching research skills to young children is through a connection to classroom curriculum.
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Date Issued
2009
Identifier
CFE0002957, ucf:47963
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002957