The Beginning, Acting, Telling (Bat) Model: A Visual Framework for Teaching Digital Literacy through Inquiry and Information Seeking

Valerie Nesset, Mary B. Mcvee
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Abstract

Abstract Purpose – Introduces the beginning, acting, telling (BAT) model, designed for use in the elementary school classroom and based on the findings of research into information-seeking behavior and information literacy. The BAT model, by its use of visual cues and mnemonic to present stages and actions of the research process helps students to better conceptualize the research process. The BAT model’s identification of cognitive and affective behaviors, and depiction of features of information literacy instruction including the preparation of students to begin actual research and make effective use of the retrieved information, can help pre-service and in-service teachers be aware of strategic consideration of information literacy in the English Language Arts. Design – The research design of the two studies that informed the model, each involving two classes of third-grade elementary school students, was qualitative. Data were collected via participant observation, interviews, artifacts produced by the students, pre- and post-questionnaires, and journals. Findings – The visual presentation of the BAT model along with its use of mnemonic helped students to more easily conceptualize and remember a holistic research process where concrete actions and abstract concepts are related to and influence one another. Use of the BAT model within a project-based inquiry learning environment to teach content helped to reinforce research skills to form a foundation upon which to build in the future. Practical Implications – By presenting the key aspects of the research process in one visual, the BAT model can help students in the earliest grades of elementary school and forward into high school to better conceptualize and navigate the often iterative and complex nature of the research process.
开始-表演-讲述(Bat)模式:通过探究和信息寻找进行数字素养教学的视觉框架
摘要目的:介绍基于对信息寻求行为和信息素养的研究结果,设计用于小学课堂的开始、表演、讲述(BAT)模型。BAT模型通过使用视觉线索和助记符来呈现研究过程的阶段和行动,帮助学生更好地概念化研究过程。BAT模型对认知和情感行为的识别,以及对信息素养教学特征的描述,包括为学生开始实际研究和有效利用检索到的信息做准备,可以帮助职前和在职教师意识到英语语言艺术中信息素养的战略考虑。设计-两项研究的研究设计,告知模型,每个涉及两个班的小学三年级学生,是定性的。通过参与观察、访谈、学生制作的人工制品、问卷前和问卷后以及期刊收集数据。研究结果- BAT模型的可视化呈现及其对助记符的使用帮助学生更容易概念化和记忆整体研究过程,其中具体行动和抽象概念相互关联并相互影响。在基于项目的研究性学习环境中使用BAT模型来教授内容,有助于加强研究技能,为将来的建设奠定基础。实际意义-通过在一个视觉中呈现研究过程的关键方面,BAT模型可以帮助小学早期和高中的学生更好地概念化和导航研究过程的迭代和复杂性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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