The Impact of Professional Development on Middle School Science Teachers’ New Literacy Practices in the Classroom

• In Event: The Role and Impact of Professional Development in Educators’ Effective Literacy Instruction

Abstract

Integrating literacy practices in science instruction has always been a challenge for teachers. With advancing technology, “literacy” evolves to include new forms of literacy made possible by digital technologies. “New literacy” refers to using technology to research, locate, evaluate, synthesize and communication information. The purpose of the study is to develop a framework to guide science teachers’ new literacy practices. We worked with 11 middle school science teachers through PD; they implemented the modules for one year. We adopted mixed-methods to examine teacher’ new literacy practices before and after the PD, and investigated factors affecting their new literacy practices. The results showed increases in frequency and type of new literacy practices. Factors affecting teachers’ new literacy practice are also reported.

Authors

• Hui-Yin Hsu, New York Institute of Technology

• Shiang-Kwei Wang, New York Institute of Technology