A Design-Based Intervention to Develop Elementary Students' Digital Literacy Skills

• In Event: Educational Interventions: Students' Cognition, Motivation, and Learning

Abstract

We developed an intervention to foster digital literacy skills in elementary students. Six teachers guided development. Focus group interviews with students were conducted to assess students’ digital literacy skills. Based on results from interviews, a digital literacy intervention was developed that targeted the search process, evaluating webpages, and online inquiry. Two hundred sixteen students (two schools) from grades 4 (n=67), 5 (n=68), and 6 (n=81) participated and were randomly assigned to the intervention (n=110) or control group (n=106). Students completed four pretest activities. The intervention was presented to students over three lessons/days. After each lesson, students completed one posttest. One week following, students completed a delayed transfer task. ANCOVA results revealed large significant differences between groups at posttest and transfer.

Authors

• Krista R. Muis, McGill University
  Presenting Author

• Heather Ann Pearson, McGill University
  Non-Presenting Author

• Armaghan Montazami, McGill University
  Non-Presenting Author

• Adam Kenneth Dubé, McGill University
  Non-Presenting Author

• Brendan Munzar, McGill University
  Non-Presenting Author