Information Literacy in Pre-Service English Teachers: How to Integrate It in Teaching English as a Second Language

Autor/in	Rojas Sanchez, Balbina Jesus
Titel	Information Literacy in Pre-Service English Teachers: How to Integrate It in Teaching English as a Second Language
Quelle	(2022), (141 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Puerto Rico, Rio Piedras (Puerto Rico)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-2429-3
Schlagwörter	Hochschulschrift; Dissertation; Information Literacy; English (Second Language); Second Language Learning; Second Language Instruction; Preservice Teachers; Language Teachers; Teacher Education Programs; Teaching Methods; School Libraries; Academic Libraries; Student Attitudes; Teacher Educators; College Faculty; Teacher Attitudes; Puerto Rico + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Informationskompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; School library; Schulbibliothek; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Schülerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Fakultät; Lehrerverhalten
Abstract	This research explored the knowledge of information literacy of pre-service English teachers in Puerto Rico in terms of its definition, implementation, and application in teaching English as a second language, as well as their awareness about how important it is for them and for their professional life. It also explored teaching strategies and techniques that pre-service English teachers use to integrate information literacy skills in English as a second language classes. This study contributes significantly to both teacher preparation programs and the field of academic and school libraries.The study was qualitative, and a descriptive case study design was selected because it focused on describing this phenomenon from its real context through the voices of pre-service English teachers, the professor of the teaching practice course, and the cooperating teachers at the school where the pre-service English teachers carried out their practices. The data collection techniques used were a focus group, interviews, and document analysis; these allowed the researcher to triangulate the data from different points of view. The Harry F. Wolcott data analysis model (description, analysis, and interpretation) was used.The setting was a teacher-preparation program at a university in the metropolitan area of Puerto Rico. The participants were five pre-service English teachers enrolled in the teaching practice course, the teacher in charge of the course and two cooperating teachers from the school where the students did their practicum. The findings reflect pre-service English teachers have little knowledge of information literacy in terms of its definition and application in English as a Second Language classes. Use of library resources and services is limited. Findings point to the importance of creating spaces for collaboration between future English teachers and librarians to improve the learning experience of students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01