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UBC Theses and Dissertations
Early french immersion primary students and the development of information literacy skills through individual library research projects Malo, Dorothy Anne
Abstract
Recent research in teacher-librarianship focuses on the necessity of ensuring that students become Information literate through the skills development programs provided by teacherlibrarians regardless of the language of classroom instruction. Hence, this study chose to focus on one specific student population: Early French Immersion Primary students and to assist bilingual teacher-librarians and classroom teachers to overcome the difficulties which appeared specific to their programme. Over a period of a year, students were observed and data were collected as students progressed through the stages (note-taking, sentence/paragraph composition and final product) of three separate individual library research projects. Collected data included teacher journals, the students' written products, and audio cassette recordings and written transcriptions of student responses to survey questionnaires. These data were examined in order to determine the common difficulties that Early French Immersion Primary students experience during the initial development of their information literacy skills, and further, to design teaching practices which may improve student success. Data analysis revealed that the note-taking task was the most difficult for the students and that this could be attributed to the advanced level of readability of available resource materials.
Item Metadata
Title |
Early french immersion primary students and the development of information literacy skills through individual library research projects
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
1999
|
Description |
Recent research in teacher-librarianship focuses on the
necessity of ensuring that students become Information literate
through the skills development programs provided by teacherlibrarians
regardless of the language of classroom instruction.
Hence, this study chose to focus on one specific student
population: Early French Immersion Primary students and to assist
bilingual teacher-librarians and classroom teachers to overcome
the difficulties which appeared specific to their programme.
Over a period of a year, students were observed and data were
collected as students progressed through the stages (note-taking,
sentence/paragraph composition and final product) of three
separate individual library research projects. Collected data
included teacher journals, the students' written products, and
audio cassette recordings and written transcriptions of student
responses to survey questionnaires. These data were examined in
order to determine the common difficulties that Early French
Immersion Primary students experience during the initial
development of their information literacy skills, and further, to
design teaching practices which may improve student success.
Data analysis revealed that the note-taking task was the most
difficult for the students and that this could be attributed to
the advanced level of readability of available resource
materials.
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Extent |
5972664 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-07-03
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0078156
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
1999-05
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.