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Co-teaching in the digital information era: Comprehending the role of information and technology literacy in the sciences

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dc.contributor.author Dow, Mirah J.
dc.contributor.author Thompson, Kenneth W.
dc.contributor.author Lund, Brady D.
dc.date.accessioned 2018-07-31T16:02:33Z
dc.date.available 2018-07-31T16:02:33Z
dc.date.created July 26, 2018 en_US
dc.date.issued 2018-07-31
dc.identifier.uri http://hdl.handle.net/123456789/3601
dc.description.abstract This qualitative study investigates two university professors’ co-teaching partnership in teaching college students (48 certificate completers) over five semesters (8, 3 credit-hour courses). Data were collected from student records, student and professor course material artifacts, and student surveys to investigate the role of information and technology literacy in the sciences. The courses were a significant part of a three-year research project, Science, Technology, Engineering, and Mathematics: Information, Technology, and Scientific Literacy for ALL Learners (STEM-ALL), funded by a Laura Bush 21st Century Library Program grant from the Institute of Museums and Library Services. Teacher-effectiveness was viewed through the theoretical lens of intensity of effort by the two co-teaching university professors and their students’ achievement by analyzing 22 learning outcomes assessed 187 times in 58 assignments in four, three-credit hours courses (12 credit hours) for Group A (23 students) and Group B (25 students). Because physical sciences expertise was one-half and library and information science was the other half of the co-teaching collaboration in the STEM-ALL project, this study builds interdisciplinary educational theory relevant in both the area of science teacher education and library and information science education. Study findings revealed high levels of student achievement, which support the Dow and Thompson (2017) intensity of effort theory of coteaching and confirms Dresang’s (1999, 2005) and Dresang’s and Koh’s (2009) theory of Radical Change with evidence of connectivity, interactivity, and access of use of digital information across all aspects of the STEM-ALL program. en_US
dc.language.iso en_US en_US
dc.subject co-teaching; STEM; teacher effectiveness; teacher collaboration; interdisciplinary education; teacher education; school librarian partnership en_US
dc.title Co-teaching in the digital information era: Comprehending the role of information and technology literacy in the sciences en_US
dc.type Article en_US
dc.college slim en_US
dc.department school of library and information management en_US

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