`I get my facts from the Internet': A case study of the teaching and learning of information literacy in in-school and out-of-school contexts

@article{McTavish2009IGM,
  title={`I get my facts from the Internet': A case study of the teaching and learning of information literacy in in-school and out-of-school contexts},
  author={Marianne McTavish},
  journal={Journal of Early Childhood Literacy},
  year={2009},
  volume={9},
  pages={28 - 3}
}
  • M. McTavish
  • Published 1 April 2009
  • Education
  • Journal of Early Childhood Literacy
This article investigates the intersection between the in-school information literacy practices and out-of-school (i.e. home and community) information literacy practices of a third grade student and examines how this intersection may be contributing to his overall literacy learning. Data collected from field notes; observations of in-school and out-of-school information literacy practices; video-tapings of the home and classroom domains; drawings and writings from the home and the classroom… 

Figures from this paper

“I'll do it my own way!”: A young child's appropriation and recontextualization of school literacy practices in out-of-school spaces

What do young children do with the literacies they have learned at school? This article reexamines traditional notions of literacy by documenting a second grade child's literacy practices in school

Practices of ambiguity: becoming "information literate" in two Norwegian schools

It seems that the pupils become information literate but not to the extent the curriculum anticipates, and one must go beyond national curricula and examine the way IL or digital literacy is actually performed in schools in order to understand how these practices are shaped.

Web 2.0 tools and academic literacy development in a US urban school: a case study of a second-grade English language learner

This study explores a second-grade English language learner's literacy development and ability to use blogging for social and academic purposes, in the context of learning academic writing genres in

Technology and literacy in early childhood educational settings: a review of research

This literature review provides an overview of research into technology and literacy for children aged 0-8 in educational settings from 2003-2009. The paper begins by exploring the different

Complicating Understandings of Students' Multiliterate Practices With Practitioner Inquiry

This article presents findings from a research project into multiliteracies pedagogy in Aotearoa New Zealand. In one phase of the multilayered project, participating teachers conducted an

Technology and literacy in early childhood educational settings: A review of research

This literature review provides an overview of research into technology and literacy for children aged 0—8 in educational settings from 2003—2009. The article begins by exploring the different

The discursive construction of a family literacy, language and numeracy programme: an exploration of practitioners' narratives-in-interaction

This study examines the discursive practices of two Family Literacy, Language and Numeracy practitioners teaching a family literacy programme together. Drawing on positioning analysis and linguistic

A young child's intergenerational practices through the use of visual screen-based multimodal communication to acquire Qur'anic literacy

ABSTRACT This paper is derived from a wider small-scale study of digital literacy practice that explores the ways in which a multilingual seven-year-old child, Bablu, interacts with his grandmother

Talk and web searching in an early years classroom

Recent Australian early childhood policy and curriculum guidelines promoting the use of technologies invite investigations of young children’s practices in classrooms. This study examined the

The Impact of Computer Applications on the Development of Students' Literacy Skills

Technology continues to change and shape literacy instruction. This study asked the question; how do literacy apps increase student engagement and retention of reading comprehension and spelling

References

SHOWING 1-10 OF 71 REFERENCES

Connecting Schools with Out-of-School Worlds

In Chapter 1 we trace the ways in which examinations of literacy in out-of-school settings have provided pivotal moments theoretically, turning the field toward new understandings of "literacies" and

Locating Literacy Theory in Out-of School Contexts

In public discourse, literacy has long been associated with schooling. Talk about literacy crises is often accompanied by calls for better schools and more rigorous curricula, and images of reading

"I'm Not a Pencil Man": How One Student Challenges Our Notions of Literacy 'Failure' in School (2001)

This paper was originally published in the Journal of Adolescent and Adult Literacy (volume 44, issue 5) . It grew directly out of my doctoral research work, which comprised a case study of four very

School's Out!: Bridging Out‐of‐School Literacies with Classroom Practice.

This timely book uses research on literacy outside of school to challenge how we think about literacy inside of school. Bringing together highly respected literacy researchers, this volume bridges

Where are the Childhoods in Childhood Literacy? An Exploration in Outer (School) Space

Research on childhood literacy has tended to idealize selected practices of a romanticized childhood; it portrays that childhood as providing the most relevant literacy resources and as launching

New Literacies: changing knowledge and classroom learning

Literacy education continues to be dominated by a mindset that has passed its use-by date. Education has failed to take account of how much the world has changed during the information technology

Popular Culture, New Media and Digital Literacy in Early Childhood

1. Introduction: Children of the Digital Age Part 1: Changing Childhood Cultures 2. New textual landscapes, information and early literacy 3. Ritual, performance and identity construction: Young

Whole Language: Three Themes for the Future.

America is witnessing a revolu tion in classroom teaching and learning. In the new paradigm, knowledge is internal and subjective, learning is constructing meaning, and teaching is a dynamic

Is Narrative “Primary”? Some Insights from Kindergarteners' Pretend Readings of Stories and Information Books

This paper involves a consideration of the validity of the common assumption in literacy development that narrative or story is somehow primary—that children's abilities to understand and compose

A pedagogy of Multiliteracies Designing Social Futures

THE NEW LONDON GROUP 1 In this article, the New London Group presents a theoretical overoiew of the connec­ tions between the changing social environment facing students and teachers and a new
...