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First, Second, and Third-Order Barriers to Information Literacy and Inquiry-Based Learning for Teachers in Poverty Contexts
- Source :
-
Educational Technology Research and Development . Aug 2022 70(4):1221-1246. - Publication Year :
- 2022
-
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.
Details
- Language :
- English
- ISSN :
- 1042-1629 and 1556-6501
- Volume :
- 70
- Issue :
- 4
- Database :
- ERIC
- Journal :
- Educational Technology Research and Development
- Publication Type :
- Academic Journal
- Accession number :
- EJ1348507
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1007/s11423-022-10124-w