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How school library media specialists support reading and information literacy skills instruction for English language learners.

机译：学校图书馆媒体专家如何支持英语学习者的阅读和信息素养技能指导。

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摘要

This study explored the school library media programs in four schools. The percentage of English language learners (ELLs) enrolled in each of these schools was among the highest on their respective levels in their school districts. Moreover, the percentage of ELLs in these schools who met and exceeded the standard for reading and English/language arts on the Georgia Criterion-Referenced Competency Test (CRCT) in the spring of 2010 was more than the Annual Measureable Objective (AMO) of 73.3% or slightly less. The participants were the school library media specialists who administered the school library media programs in these schools. This was a qualitative study. During an inductive thematic analysis, the data coalesced into four themes that corresponded with the research questions: instruction, collaboration, media/technology, and interpersonal communication. These findings were derived from the data. 1. The participants used both conventional and technology-based instructional strategies to support reading and information literacy skills instruction for all of their students, including the ELLs. 2. The school library media collections included first language, bilingual, and multicultural literatures, picture books, nonfiction books written on a lower reading level, graphic materials, Hi-Lo reading materials and other digital resources; however, the materials varied in age, suitability, and condition. 3. The school library media specialists collaborated informally with the other members of the instructional team. 4. The school library media specialists undertook other practices that support reading and information literacy skills instruction for ELLs on a discretionary basis.
机译：这项研究探索了四所学校的学校图书馆媒体节目。这些学校中每所学校的英语学习者（ELL）入学率均在各自学区内最高。此外，这些学校在2010年春季达到和超过佐治亚州标准参考能力测验（CRCT）的阅读和英语/语言艺术标准的ELL比例超过了73.3的年度可衡量目标（AMO） ％或更少。参加者是在这些学校管理学校图书馆媒体计划的学校图书馆媒体专家。这是定性研究。在归纳主题分析中，数据合并为与研究问题相对应的四个主题：指导，协作，媒体/技术和人际交流。这些发现是从数据中得出的。 1.参与者同时使用常规和基于技术的教学策略来支持其所有学生（包括ELL）的阅读和信息素养技能教学。 2.学校图书馆的媒体收藏包括第一语言，双语和多元文化文学，图画书，以较低阅读水平书写的非小说类书籍，图形材料，高-低阅读材料和其他数字资源；但是，材料的年龄，适用性和条件各不相同。 3.学校图书馆媒体专家与教学团队的其他成员进行了非正式合作。 4.学校图书馆媒体专家酌情采取了其他措施来支持ELL的阅读和信息素养技能指导。

著录项

  • 作者

    Morin, Melinda.;

  • 作者单位

    Georgia State University.;

  • 授予单位 Georgia State University.;
  • 学科 Education Bilingual and Multicultural.;Education Middle School.;Education Elementary.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 182 p.
  • 总页数 182
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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