• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Storytelling as a springboard for teaching information literacy.
【24h】

Storytelling as a springboard for teaching information literacy.

机译：讲故事是教授信息素养的跳板。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The objective of this qualitative research project was to determine if storytelling would improve grade four students' information literacy. A storytelling program was presented to a class of 21 grade four students. This storytelling program was designed from a constructivist perspective and was used to guide the students through Carol Kuhlthau's process approach to research. It aimed to determine how introducing an affective dimension to learning would affect the research process. The data included interviews, focus groups, observations and the students' final projects. I demonstrate that the students became emotionally involved in the research process and were highly motivated to complete the research project. Because of the storytelling program the students felt that the research inquiry was authentic. Imagination impacted the research process, including being viewed as a source of information. The students successfully worked their way through the steps of Kuhlthau's process approach.
机译：该定性研究项目的目的是确定讲故事是否可以提高四年级学生的信息素养。一个讲故事的节目被介绍给21个四年级学生的班级。该讲故事计划是从建构主义角度设计的，用于通过Carol Kuhlthau的研究过程方法指导学生。它旨在确定将情感维度引入学习将如何影响研究过程。数据包括访谈，焦点小组，观察和学生的最终项目。我证明了学生们在情感上参与了研究过程，并且极有动力完成研究项目。由于讲故事计划，学生们认为研究调查是真实的。想象力影响了研究过程，包括被视为信息来源。学生通过Kuhlthau的过程方法步骤成功地工作。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号