Teaching research skills with electronic reference tools: a study of curriculum development and articulation

Abstract

Elementary teachers and elementary school library media specialists are expected to prepare students to be able to complete independent research using a variety of print and electronic reference tools. The purpose of this study was to examine what programs are available in elementary schools that prepare students to do independent research. The subjects were library media specialists who taught grades three, four, five, and six in schools in New Jersey. The schools were part of the FG group of the New Jersey District Factor Grouping System. Using a self-administered questionnaire the subjects described the essentials of their library programs, responded to questions about curriculum articulation and integration, and expressed opinions concerning faculty involvement and student preparedness. Librarians listed a variety of print and electronic reference tools they used for instruction, reporting electronic reference tools were taught more to fifth and sixth grade. Most librarians were only involved in supporting subject content units, though many agree they should be involved in planning cross-curricular units. Many librarians agreed their students were prepared to do research at the next grade level. A list of activities librarians believed were successful was also compiled