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Exploring Teacher Candidates' Information Literacy Experiences in Science Education Capstone Projects to Inform Coursework Design

Mon, April 20, 4:05 to 5:35pm, Virtual Room


In this paper cross-case study analysis is used to compare experiences of members within and between two cohorts of graduate science teacher candidates as they use an information literacy framework (ACRL Framework) to reflect on their information literacy competencies. Adjustments were made to the course design based on analysis of Cohort 1. The outcomes of the course design changes were then explored in Cohort 2 and compared to Cohort 1. Results show that teacher candidates became more familiar with ways to use the ACRL Framework to interrogate their own and their colleagues’ research processes as they shared their reflections on information literacy. It was found that this was fostered by shifts in when and how the ARCL Framework was introduced.