Successfully Promoting 21st Century Online Research Skills: Interventions in 5th-Grade Classrooms

This quantitative study was developed to explore the ability to impact elementary student 21^sup st^ Century online research skills with a planned classroom intervention curriculum. The repeated measures quasi-experimental study randomly assigned all 5^sup th^ grade classes in a Midwestern, suburban...

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Bibliographic Details
Published in:Reading horizons 2015-01, Vol.54 (2), p.0_1
Main Authors: Kingsley, Tara L, Cassady, Jerrell C, Tancock, Susan M
Format: Article
Language:English
Subjects:
21st century
Classrooms
Communication
Decision making
Educational Change
Grade 4
Grade 5
Internet
Learning
Literacy
Reading
Reading Achievement
Skills
Students
Studies
Suburban Schools
Teaching
Teaching Methods
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Summary:This quantitative study was developed to explore the ability to impact elementary student 21^sup st^ Century online research skills with a planned classroom intervention curriculum. The repeated measures quasi-experimental study randomly assigned all 5^sup th^ grade classes in a Midwestern, suburban school (n=418) to a 12-week intervention or control condition. Analyses of the ORCA Elementary-Revised performance prior to intervention revealed significant correlations with traditional measures of reading achievement as well as limited influence from demographic variables. In the primary research question, results demonstrated that the intervention group showed significantly higher gains from pretest to posttest on the measure of online research skills. Focused analyses of the subskills in the online reading performance measure revealed these differences were durable in locating and synthesizing skills, but not critical evaluation of websites. We discuss both theoretical and instructional implications generated from this study.
ISSN:2642-8857