In contrast, their abilities in task definition and evaluation needed further improvement. Also, while the students did acquire various rea

Transcription

1 doi: /jlis (1).095 資訊素養與閱讀策略融入國小四年級 我們的水族箱 主題探究 : 以 Big6 模式為例 The Integration of the Big6 Information Literacy and Reading Strategies Instruction in a Fourth Grade Inquiry-Based Learning Course, Our Aquarium 1 2 Lin Ching Chen 1, Hsin-Ying Hsieh 2 摘要 Big6 Big6 Big6 Big6 Abstract This study investigated the student performance in an inquiry learning course which integrated information literacy and reading strategies in a fourth-grade science class. The curriculum design was based on the Big6 model, which includes the stages of task definition, information seeking strategies, location & access, use of information, synthesis, and evaluation. The study duration was one semester. The data was gathered through participant observations, interviews, surveys, tests, and from documents generated in the course implementation. The results showed that the integration of information literacy and reading strategies instruction was feasible. The students performed well in information seeking strategies, locating & accessing information, using and synthesizing information. 1,2 Department of E-learning Design and Management, National Chiayi University, Chiayi County, Taiwan * Corresponding Author: Lin Ching Chen, lingin@mail.ncyu.edu.tw 95

2 In contrast, their abilities in task definition and evaluation needed further improvement. Also, while the students did acquire various reading strategies during the inquiry process, they needed more exercises to internalize the skills. The performance on the acquisition of subject knowledge was also improved through the inquiry learning. The participating instructors considered that the collaboration between teachers of different subject matters was the key to a successful integrated instruction. Keywords: Information Literacy; Reading Strategies; Science Courses; Big6 Model 壹 緒論 2006 Progress in International Reading Literacy Study, PIRLS 2008 Mullis, Martin, Kennedy, & F o y, Organization for Economic Cooperation and Development, O E C D Program for International Student Assessment, PISA 2008 PISA PISA PISA OECD PISA PIRLS 49 Mullis, Martin, Foy, & Drucker,

3 Big Caldwell, 2002; Chu, Tse, Loh, & Chow, 2011; Hoyt, 2005; Kuhlthau, Maniotes, & Caspari, 2007; Wilhelm, 2007 貳 文獻探討 information literacy process scope 2008 American Association of School Librarians [AASL], 2009a; Eisenberg, Lowe, & Spitzer, 2004; Taylor, Arth, Solomon, & Williamson, 2007 AASL, 2009a; Farmer, 2007; Trinkle, 2009 Chamberlain & Crane, 2009; Harvey & Goudvis, 2007 PIRLS PISA PIRLS Mullis et al., 2007 PISA PISA OECD, 2009 Eisenberg 2004 Kuhlthau 2007 PIRLS 97

4 PISA PIRLS PISA PIRLS PISA AASL, 2009a Kuhlthau Chu et al., 2011; Eisenberg et al., 2004; Grassian & Kaplowitz, 2001; Harada & Yoshina, 2004 inquiry learning Kuhlthau 2007 deep learning Harvey Goudvis 2007 insights proficient readers Chu 2011 Wilhelm Criswell, 2011; Kirschner, Sweller, & Clark, 2006 Okemura

5 Big6 Kuhlthau 2007 Chu AASL, 2009b; Fontichiaro, 2009; Gess, 2009; Van Cleave, 2007 Michael Eisenberg Robert Berkowitz 1999 Big6 task definition information seeking strategies location & access use of information synthesis evaluation Big6 Big6 Big6 Secondary Poster Big6 99

6 Big Lowery, 2005; Sabol, 2007 Big6 N a t i o n a l Research Council [NRC], 2000 Bass, Contant, & Carin, 2009; Fang, Lamme, & Pringle, 2010; Okemura, 2008 C h a m b e r l a i n C r a n e Hammerman 2006 Bass 2009 Fang 2010 Fang Wei Fang Wei Chu 2011 Ness 2011 Ness 100

7 Big6 Big6 參 研究方法 2000 Merriam, 1998; Springer, 2010 Big Big

8 Big

9 Big6 19 Chamberlain & Crane, 2009; Wray, 2012 Big6 ncyu.edu.tw ( ) ( ) ( )

10 Big6 / 1~3 4~6 7~10 11~13 14~ vs ( )

11 Big6 KR-20= ~ ~ PIRLS 2008 Mullis KR-20= ( ) SPSS t 肆 研究結果與討論 Big6 ( ) Eisenberg & Berkowitz, S S28 S14 105

12 S5 S S S20 S16 S25 S27 S25 S28 S14 vs vs. 106

13 Big6 S27 27 S22 S25 S5, S28, S14, S27, S22, S vs. 9 Wilhelm 2007 ( ) S4, S S13 [ ]

14 OK S17, 24, S20, OK 1/2 OK high S

15 109 Big6 ( ) S22, S12, S5, S12, 6 S 4

16 S16, S6 3 S20, S21 10 S25, 6, S27 PIRLS t t=5.572, p<.05 Harvey Goudvis 2007 Eisenberg & Berkowitz, 1999 / S25 S6 S9 110

17 Big6 t n=28 M SD M SD t p α= S

18 S25 2,3 S S12 S22 S14 S S S S

19 Big6 S12 S work OK OK

20 Fang et al., 2010; Wilhelm, 2007 ( ) S27 S5 S27 S5 ~ S5 S12 S12 S S14 Big6 S

21 Big6 t t= 6.162, p=.000<.05 Big S4 S4 11 vs. S14, S18, S22, S23, S26 vs. Chamberlain & Crane, 2009 t n=28 M SD M SD t p α=

22 S 伍 結論與建議 Big6 Fang & Wei, 2010; Harada & Yoshina, 2004; Kuhlthau et al., 2007 Big6 Callison 2009 Wilhelm 2007 Wilhelm,

23 Big6 Clark Mayer 2011 Nielsen Norman Group Kerr Symons 2006 Chu et al., 2011; Fang et al., 2010 Eisenberg Berkowitz 1999 Big AASL & AECT, 1998 Van Cleave

24 ( ) Big6 ( ) ( ) ( ) ( ) 誌謝 NSC H MY3 註釋 Wa l t D i s n e y P i c t u r e s, & P i x a r Animation Studios. (Producer). (2005). Finding Nemo [DVD]. Burbank, CA: Buena Vista Home Entertainment Amelie Stringer, N. (Director). (2009). Turtle: The incredible journey [DVD]. Toronto, Canada: Phase 4 film. 118

25 Big6 參考文獻 PISA Taiwan PISA National Center 2009 PISA 2009 Taiwan PISA 2009 short report Tainan National University of Tainan Retrieved from Chen, Lin Ching 2008 A s t u d y on integrating information literacy into undergraduates inquiry learning Journal of Educational Media & Library Sciences Chen, Lin Ching 2011 Super3 Integrating information literacy into first-grade inquiry learning: An example of creature investigation on campus using the Super3 model Journal of Educational Media & Library Sciences Chen, Lin Ching Lee, Chia-Hui 2009 The elementary teacher librarian collaborating with teachers designing integrated information literacy instruction Journal of Educational Media & Library Sciences [Lin, Pei-Xuan] 2000 [G e a n y a n jiu ji qi zai jiao yu yan jiu shang de ying yong] In National University of Tainan (Ed.) [Zhi de yan jiu fang fa] pp Chiayi Liwen Publisher Lin, Huann-Shyang 2008 PISA 2006 [Taiwan can jia PISA 2006 cheng guo bao gao] National Science Council Funding Research Project Final Report NSC S Hualien National Hualien University of Education Retrieved from tw/pisa/pisa2006/pisa_004.html K o, H w a-we i C h a n, Yi- Ling Chang, Chien-Yu Yu, Vi c t o r i a 2008 P I R L S [PIRLS 2006 bao gao Taiwan si nian ji xue sheng yue du su yang] Retrieved from PIRLS%202006%20Report.html Chen, Hai-Hon 2008 The effects of printed text and cyber text on fifth and sixth grade students reading comprehension Journal of Education

26 Chang, Chiung-Sui Weng, Wan-Tzu A study on information literacy for the fifth & sixth grade students: A case of the Tein-Mu Elementary School in Taipei city Journal of National Taipei University of Education Tse, Shek-Kam [Lin, Wei- Ye] [Lin, Yu-Kang] [Luo, Jia-Yi] 2005 [Er tong yue du neng li jin zhan: Xiang gang yu guo ji bi jiao] Hong Kong Hong Kong University Press American Association of School Librarians. (2009a). Standards for the 21 st -century learner in action. Chicago, IL: American Association of School Librarians. American Association of School Librarians. (2009b). Empowering learners: Guidelines for school library programs. Chicago, IL: American Association of School Librarians. American Association of School Librarians, & A s s o c i a t i o n f o r E d u c a t i o n a l Communication and Technology. (1998). Information power: Building partnerships for learning. Chicago, IL: American Library Association. Bass, J. E., Contant, T. L., & Carin, A. (2009). Methods for teaching science as inquiry. Boston, MA: Pearson. Caldwell, J. (2002). Reading assessment: A primer for teachers and tutors. New York: The Guilford Press. Callison, D. (2009). Information inquiry. In K. Fontichiaro (Ed.), 21 st century learning in school libraries (pp ). Santa Barbara, CA: ABC-CLIO. Chamberlain, K., & Crane, C. C. (2009). Reading, writing, & inquiry in the science classroom grades Thousand Oaks, CA: Corwin. Chu, S. K., Tse, S. K., Loh, E. K., & Chow, K. (2011). Collaborative inquiry projectbased learning: Effects on reading ability and interests. Library & Information Science Research, 33(3), doi: /j.lisr Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Jossey-Bass/PF. Criswell, B. (2011). Framing inquiry in high school chemistry: Helping students see the bigger picture. Journal of Chemical Education, 89, doi: / ed101197w 120

27 Big6 Eisenberg, M. B, & Berkowitz, R. (1999). Teaching information & technology skills: The big6 in elementary schools. Worthington, OH: Linworth. Eisenberg, M. B., Lowe, C. A., & Spitzer, K. L. (2004). Information literacy: Essential skills for the information age. Westport, CT: Libraries Unlimited. Fang, Z., Lamme, L. L., & Pringle, R. M. (2010). Language and literacy in inquiry-based science classrooms, grade 3-8. Thousand Oaks, CA: Corwin. F a n g, Z., & We i, Y. (2010). I m p r o v i n g middle school students science literacy through reading infusion. The Journal of Educational Research, 103(4), doi: / Farmer, L. (2007). The school library media teacher as information literacy partner. In S. Curzon & L. Lampert (Eds.), Proven strategies for building an information literacy program (pp ). New York: Neal-Schuman. Fontichiaro, K. (2009). 21 st -centruy learning in school libraries. Santa Barbara, CA: ABC-CLIO. Gess, A. (2009). Collaboration: Finding the teacher, finding the topic, finding the time. Library Media Connection, 27(4), G r a s s i a n, E., & K a p l o w i t z, J. (2001). Information literacy instruction: Theory and practice. New York: Neal-Schuman. H a m m e r m a n, E. (2006). E s s e n t i a l s o f inquiry-based science, K-8. Thousand Oaks, CA: Corwin. Harada, V., & Yoshina, J. (2004). Inquiry learning through librarian-teacher partnerships. Worthington, OH: Linworth. Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement. Portland, ME: Stenhouse. Hoyt, L. (2005). Spotlight on comprehension: Building a literacy of thoughtfulness. Portsmouth, NH: Heinemann. K e r r, M. A., & S y m o n s, S. E. (2006). Computerized presentation of text: Effects on children s reading of information al material. Reading and Writing, 19(1), doi: /s y Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). W h y m i n i m a l g u i d a n c e during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), doi: / s ep4102_1 Kuhlthau, C., Maniotes, L., & Caspari, A. (2007). Guided inquiry: Learning in the 21 st century. Westport, CT: Libraries Unlimited. 121

28 Lowery, J. (2005). Information literacy and writing: Natural partners in the library media center. Knowledge Quest, 34(2), Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass. Mullis, I., Martin, M., Kennedy, A., & Foy, P. (2007). PIRLS 2006 international report. Chestnut Hill, MA: TIMSS & PIRLS International Study Center. Mullis, I. V. S., Martin, M. O., Foy, P., & Drucker, K. T. (2012). PIRLS 2011 international report. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College. National Research Council. (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC: National Academy Press. Ness, M. (2011). Teachers use of and attitudes t o w a r d i n f o r m a t i o n a l t e x t i n K-5 classrooms. Reading Psychology, 32(1), doi: / Nielsen Norman Group. (2010). Usability of website for children: Design guidelines for targeting users aged 3-12 years. Fremont, CA: Nielsen Norman Group. Okemura, A. (2008). Designing inquiry-based science units as collaborative partners. School Library Monthly, 25(3), Organization for Economic Cooperation and Development. (2009). PISA 2009 assessment framework: Key competencies in reading, mathematics and science. Retrieved from document/44/0,3746,en_2649_ _ _1_1_1_1,00.html Sabol, E. (2007). Teaching information literacy to high school freshmen. Library Media Connection, 25(4), Springer, K. (2010). Educational research: A contextual approach. Hoboken, NJ: Wiley. Taylor, T., Arth, J., Solomon, A., & Williamson, N. (2007). 100% information literacy success. Clifton Park, NY: Thomson Delmar Learning. Trinkle, C. (2009). Reading for meaning: Synthesizing. In K. Fontichiaro (Ed.), 21 st -century learning in school libraries (p p ). S a n t a B a r b a r a, C A: ABC-CLIO.. Van Cleave, K. (2007). Collaboration. In S. Curzon & L. Lampert (Eds.), Proven strategies for building an information literacy program (pp ). New York: Neal-Schuman. Wilhelm, J. D. (2007). Engaging readers & writers with inquiry. New York: Scholastic. Wray, D. (2012). Teaching literacy across the primary curriculum. Exeter EXI INX: Learning Matters

29 Journal of Library and Information Studies 11:1 (June 2013) p doi: /jlis (1).095 The Integration of the Big6 Information Literacy and Reading Strategies Instruction in a Fourth Grade Inquiry-Based Learning Course, Our Aquarium Lin Ching Chen 1, Hsin-Ying Hsieh 2 Extended Abstract 1. Introduction Information literacy is about a person s capability in identifying, locating, organizing, evaluating, and using information effectively. The acquisition of information literacy, however, requires meaningful problem settings. Experts and experienced instructors have suggested that information literacy instruction should be incorporated in inquiry-based learning courses to maximize the effectiveness of instruction (Chen, 2011; Chu, Tse, Loh, & Chow, 2011; Eisenberg, Lowe, & Spitzer, 2004; Grassian & Kaplowitz, 2001; Harada & Yoshina, 2004). The Big6 model proposed by Eisenberg and Berkowitz (1999) is an information literacy instruction framework that advocates a collaborative inquiry learning approach. The model is composed of six components, i.e., task definition, information seeking strategies, locating & accessing information, use of information, synthesis, and evaluation. But the effects of integrating reading strategies instruction in Big6 instruction are rarely explored in existing literatures. Therefore, this study employed a participatory research design to observe the consequence and outcome of the integration of the instructions in a school 1,2 Department of E-learning Design and Management, National Chiayi University, Chiayi County, Taiwan * Corresponding Author: Lin Ching Chen, lingin@mail.ncyu.edu.tw Note. This extended English abstract is supplied by the JLIS editors and approved by the author. To cite this article in APA format: Chen, L. C., & Hsieh, H.-Y. (2013). The integration of the Big6 information literacy and reading strategies instruction in a fourth grade inquiry-based learning course, our aquarium. Journal of Library and Information Studies, 11(1), doi: / jlis (1).095 [Text in Chinese]. To cite this article in Chicago format: Lin Ching Chen and Hsin-Ying Hsieh. The integration of the Big6 information literacy and reading strategies instruction in a fourth grade inquiry-based learning course, our aquarium. Journal of Library and Information Studies 11 no.1 (2013): doi: /jlis (1).095 [Text in Chinese]. 123

30 Journal of Library and Information Studies 11:1 (June 2013) setting. The case site was a fourth-grade classroom in an elementary school located in the central Taiwan. The study subject was the natural science, and the topic for inquiry learning was named as Our Aquarium. The research goals were to observe the students acquisition of information literacy and subject knowledge under this instruction model and to understand the instructors concerns and opinions. 2. Research Method The case site is a fourth grade class of 28 students, 14 boys and 14 girls. This class had one previous information literacy instruction experience in their third grade. So they were not new to the Big6 steps. The participating instructors included a school librarian who taught information literacy and computer classes, as well as a homeroom teacher who was responsible for teaching reading strategies. The researcher participated in the weekly instruction for a semester (19 weeks) and assisted the lead instructor in course preparation and answering students information search questions. Participatory observations, informal and open-ended interviews were conducted with the teachers and students to understand their opinions about the instruction. A questionnaire on reading strategy designed was used to gather information on students reading strategies. Pre-test and post-test measures based on PIRLS were administered to observe the learning effects. The subject topic was the marine life. Students were asked to collect information, plan on an aquarium and carry out the plan. The film Finding Nemo was played at the beginning of the class to engage the students. After that, the students were asked to draw concept maps to define their aquarium themes, tasks and goals. They were taught information search skills including understanding the library classification and shelving principles, using Internet search engines and library catalogs, using electronic and paper-based reference resources, consulting subject authorities, etc. Different reading strategies were also taught during the process to facilitate the synthesis and reporting of the acquired knowledge. Six books on marine life were offered to the students to enhance their interests and expand their knowledge. Students were taught to monitor and reflect on their own knowledge acquisition, to inquire on the study subject, to infer and to critically think about what they learn. Study logs and aquarium logs were required to facilitate the learning processes. 124

31 The Integration of the Big6 Information Literacy and Reading Strategies Instruction in a Fourth Grade Inquiry-Based Learning Course, Our Aquarium 3. Findings 3.1 Student performances in the Big6 stages Task definition The students were divided into six groups to work on their aquarium projects. All of the student groups were able to develop a concept map for their aquarium. Half of the students were able to pose further inquiries after reading the six books on marine life. Three groups were able to pose both conceptual and factual inquiries, but the other three groups posed mostly factual questions Information seeking strategies and locating information With the instruction offered, students were able to identify a variety of information resources beyond Internet and demonstrated strategic searches. Most of the students knew the meaning of call number of a library book and learnt to browse strategically, although their Web browsing was less effective than page browsing possibly due to the distraction of hyperlinks Information use and synthesis Students were observed to demonstrate strong motivations for reading under the inquiry-based learning approach. They were taught reading and information synthesizing strategies like identifying key terms, taking notes, marking the main points, making inferences and comparisons. They demonstrated progresses in information extracting, direct inferences, synthesizing and comparisons. And the paired t-test showed that their reading comprehension advanced significantly (t=5.572, p<.05) Evaluation Students reflected upon their information search and reported shortages as having arguments with classmates, lacking patience in search processes, insufficient observation, and need to improve oral presentation skills. Most students were observed to report what was learnt and raised questions in their study journals, although both instructors considered Table 1. Paired T-Test Values on the Reading Comprehension Test Before and After the Experiment (n=28) Pre-test Post-test M SD M SD t p Retrieving P Interpreting P Overall α=

32 Journal of Library and Information Studies 11:1 (June 2013) α=.05 Table 2. The Paired T-Test Values on Subject Knowledge Before and After the Experiment (n=28) Pre-test Post-test M SD M SD t p student reflection was in general insufficient and less insightful. 3.2 Student performances in the subject domain Paired t-test also showed that students acquired the basic subject knowledge on marine life after the Big6 instruction. 3.3 The instructors comments on the experience Both of the participating instructors emphasized the collaboration between instructors for a successful inquiry learning program. In this case, the devotion of the school librarian and the homeschool teacher made it possible to integrate the teaching of natural science knowledge and language. Planning is also essential for successful implementation of inquiry learning. Instructors may then support each other in different class sessions and deliver a coherent learning experience. 4. Discussion and Conclusion This study shows that the Big6 model i s c o m p a t i b l e w i t h r e a d i n g s t r a t e g i e s instruction and can enhance the information literacy abilities as well as subject knowledge acquisition. The study result is consistent with previous research (Fang & Wei, 2010; Harada & Yoshina, 2004; Kuhlthau, Maniotes, & Caspari, 2007). Reading strategy instruction embedded in the inquiry learning of a specific subject makes it meaningful for students to learn, but to internalize the reading strategies, the instructors will have to offer more chances to practice on the skills in different teaching contexts. And a successful course as such requires the collaboration between the school librarian and the homeroom teacher. References American Association of School Librarians. (2009a). Standards for the 21 st -century learner in action. Chicago, IL: American Association of School Librarians. American Association of School Librarians. (2009b). Empowering learners: Guidelines for school library programs. Chicago, IL: American Association of School Librarians. 126

33 The Integration of the Big6 Information Literacy and Reading Strategies Instruction in a Fourth Grade Inquiry-Based Learning Course, Our Aquarium American Association of School Librarians, & Association for Educational Communication and Technology. (1998). Information power: Building partnerships for learning. Chicago, IL: American Library Association. Bass, J. E., Contant, T. L., & Carin, A. (2009). Methods for teaching science as inquiry. Boston, MA: Pearson. Caldwell, J. (2002). Reading assessment: A primer for teachers and tutors. New York: The Guilford Press. Callison, D. (2009). Information inquiry. In K. Fontichiaro (Ed.), 21 st century learning in school libraries (pp ). Santa Barbara, CA: ABC-CLIO. Chamberlain, K., & Crane, C. C. (2009). Reading, writing, & inquiry in the science classroom grades Thousand Oaks, CA: Corwin. Chang, C.-S., Weng, W.-T. (2005). A study on information literacy for the fifth & sixth grade students: A case of the Tein-Mu Elementary School in Taipei city. Journal of National Taipei University of Education, 18(2), Chen, H.-H. (2008). The effects of printed text and cyber text on fifth and sixth grade students reading comprehension. Journal of Education, 12, Chen, L. C. (2008). A study on integrating information literacy into undergraduates inquiry learning. Journal of Educational M e d i a & L i b r a r y S c i e n c e s, 4 6(2), Chen, L. C. (2011). Integrating information literacy into first-grade inquiry learning: An example of creature investigation on campus using the Super3 model. Journal of Educational Media & Library Sciences, 48(4), C h e n, L. C., & L e e, C.-H. (2009). T h e elementary teacher librarian collaborating with teachers designing integrated information literacy instruction. Journal of Educational Media & Library Sciences, 47(2), Chu, S. K., Tse, S. K., Loh, E. K., & Chow, K. (2011). Collaborative inquiry projectbased learning: Effects on reading ability and interests. Library & Information Science Research, 33(3), doi: /j.lisr Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Jossey-Bass/PF. Criswell, B. (2011). Framing inquiry in high school chemistry: Helping students see the bigger picture. Journal of Chemical Education, 89, doi: /ed101197w 127

34 Journal of Library and Information Studies 11:1 (June 2013) Eisenberg, M. B, & Berkowitz, R. (1999). Teaching information & technology skills: The big6 in elementary schools. Worthington, OH: Linworth. Eisenberg, M. B., Lowe, C. A., & Spitzer, K. L. (2004). Information literacy: Essential skills for the information age. Westport, CT: Libraries Unlimited. Fang, Z., Lamme, L. L., & Pringle, R. M. (2010). Language and literacy in inquiry-based science classrooms, grade 3-8. Thousand Oaks, CA: Corwin. F a n g, Z., & We i, Y. (2010). I m p r o v i n g middle school students science literacy through reading infusion. The Journal of Educational Research, 103(4), doi: / Farmer, L. (2007). The school library media teacher as information literacy partner. In S. Curzon & L. Lampert (Eds.), Proven strategies for building an information literacy program (pp ). New York: Neal-Schuman. Fontichiaro, K. (2009). 21 st -centruy learning in school libraries. Santa Barbara, CA: ABC-CLIO. Gess, A. (2009). Collaboration: Finding the teacher, finding the topic, finding the time. Library Media Connection, 27(4), G r a s s i a n, E., & K a p l o w i t z, J. (2001). Information literacy instruction: Theory and practice. New York: Neal-Schuman. Ha m m e r m a n, E. (2006). E s s e n t i a l s o f inquiry-based science, K-8. Thousand Oaks, CA: Corwin. Harada, V., & Yoshina, J. (2004). Inquiry learning through librarian-teacher partnerships. Worthington, OH: Linworth. Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement. Portland, ME: Stenhouse. Hoyt, L. (2005). Spotlight on comprehension: Building a literacy of thoughtfulness. Portsmouth, NH: Heinemann. K e r r, M. A., & S y m o n s, S. E. (2006). Computerized presentation of text: Effects on children s reading of information al material. Reading and Writing, 19(1), doi: /s y Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). W h y m i n i m a l g u i d a n c e during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), doi: / s ep4102_1 Ko, H.-W., Chan, Y.-L., Chang, C.-Y., Yu, Victoria (2008). [PIRLS 2006 bao gao Taiwan si nian ji xue sheng yue du su yang]. Retrieved from tw/pirls/pirls%202006%20report.html 128

35 The Integration of the Big6 Information Literacy and Reading Strategies Instruction in a Fourth Grade Inquiry-Based Learning Course, Our Aquarium Kuhlthau, C., Maniotes, L., & Caspari, A. (2007). Guided inquiry: Learning in the 21 st century. Westport, CT: Libraries Unlimited. Lin, H.-S. (2008). [Taiwan can jia PISA 2006 cheng guo bao gao] (National Science Council Funding Research Project Final Report No. NSC S ). Hualien: National Hualien University of Education. Retrieved from pisa_004.html [Lin, P.-X.] (2000). [Ge an yan jiu ji qi zai jiao yu yan jiu shang de ying yong]. In National University of Tainan (Ed.), [Zhi de yan jiu fang fa] (pp ). Chiayi: Liwen Publisher. Lowery, J. (2005). Information literacy and writing: Natural partners in the library media center. Knowledge Quest, 34(2), Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass. Mullis, I., Martin, M., Kennedy, A., & Foy, P. (2007). PIRLS 2006 international report. Chestnut Hill, MA: TIMSS & PIRLS International Study Center. Mullis, I. V. S., Martin, M. O., Foy, P., & Drucker, K. T. (2012). PIRLS 2011 international report. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College. National Research Council. (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC: National Academy Press. Ness, M. (2011). Teachers use of and attitudes t o w a r d i n f o r m a t i o n a l t e x t i n K-5 classrooms. Reading Psychology, 32(1), doi: / Nielsen Norman Group. (2010). Usability of website for children: Design guidelines for targeting users aged 3-12 years. Fremont, CA: Nielsen Norman Group. Okemura, A. (2008). Designing inquiry-based science units as collaborative partners. School Library Monthly, 25(3), Organization for Economic Cooperation and Development. (2009). PISA 2009 assessment framework: Key competencies in reading, mathematics and science. Retrieved from document/44/0,3746,en_2649_ _ _1_1_1_1,00.html Sabol, E. (2007). Teaching information literacy to high school freshmen. Library Media Connection, 25(4), Springer, K. (2010). Educational research: A contextual approach. Hoboken, NJ: Wiley. Taiwan PISA National Center (2009). Taiwan PISA 2009 short report. Tainan: National University of Tainan. Retrieved from 129

36 Journal of Library and Information Studies 11:1 (June 2013) Taylor, T., Arth, J., Solomon, A., & Williamson, N. (2007). 100% information literacy success. Clifton Park, NY: Thomson Delmar Learning. Trinkle, C. (2009). Reading for meaning: Synthesizing. In K. Fontichiaro (Ed.), 21 st -century learning in school libraries (pp ). Santa Barbara, CA: ABC- CLIO.. Tse, S.-K., [Lin, W.-Y.], [Lin, Y.-K.], [Luo, J.-Y.](2005). [Er tong yue du neng li jin zhan: Xiang gang yu guo ji bi jiao]. Hong Kong: Hong Kong University Press. Van Cleave, K. (2007). Collaboration. In S. Curzon & L. Lampert (Eds.), Proven strategies for building an information literacy program (pp ). New York: Neal-Schuman. Wilhelm, J. D. (2007). Engaging readers & writers with inquiry. New York: Scholastic. Wray, D. (2012). Teaching literacy across the primary curriculum. Exeter EXI INX: Learning Matters. (Received: 2013/1/28; Accepted: 2013/4/24) 130