First, Second, and Third-Order Barriers to Information Literacy and Inquiry-Based Learning for Teachers in Poverty Contexts

Autor/inn/en	Johnson, Brian T.; Tawfik, Andrew A.
Titel	First, Second, and Third-Order Barriers to Information Literacy and Inquiry-Based Learning for Teachers in Poverty Contexts
Quelle	In: Educational Technology Research and Development, 70 (2022) 4, S.1221-1246 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tawfik, Andrew A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-022-10124-w
Schlagwörter	Barriers; Poverty; Information Literacy; Inquiry; Active Learning; Teaching Methods; Information Sources; Teacher Attitudes; Pedagogical Content Knowledge; Student Role; Design; Thinking Skills; Economically Disadvantaged; Computer Attitudes; Access to Information; Access to Computers; Faculty Development; Information Technology; Student Empowerment; Learning Processes + Suchen Sie Ihr Suchwort? Armut; Informationskompetenz; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Information source; Informationsquelle; Lehrerverhalten; Pädagogische Kompetenz; Denkfähigkeit; Informationstechnologie; Studienberechtigung; Learning process; Lernprozess
Abstract	This study sought to understand challenges that teachers (N = 15) in poverty settings encountered during information literacy instruction (ILI) and inquiry-based learning. First order barriers focused on insufficient support for instruction (training to align ILI in poverty settings; integrate diverse information resources/technology tools), administrative support (differing administrative priorities toward ILI); and access to technology (lack of broadband internet; paywalled information/learning resources). Second-order barriers consisted of the following: teachers' pedagogical beliefs (empowering student IL through question-generation); teachers' beliefs about computers/technology (challenge of misinformation and knowledge gaps); and teachers' beliefs about students' roles (strategies for structuring and limiting resources; addressing affective deficits due to poverty through ILI). Lastly, third-order barriers explored teachers' design-thinking in ways that employed multiple visualizations. Implications for theory and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01