Scientific inquiry, digital literacy, and mobile computing in informal learning environments

Abstract

Understanding the connections between scientific inquiry and digital literacy in informal learning environments is essential to furthering students' critical thinking and technology skills. The Habitat Tracker project combines a standards-based curriculum focused on the nature of science with an integrated system of online and mobile computing technologies designed to help students learn about and participate in scientific inquiry in formal classroom settings and informal learning environments such as science museums or wildlife centers. This research documents the digital literacy skills elementary students used while participating in the Habitat Tracker project, exploring the connections between the scientific inquiry practices they developed and the digital literacy skills they employed as they engaged with the Habitat Tracker curriculum. The results of this research have implications for researchers and practitioners interested in fostering both the scientific inquiry practices and digital literacy skills of elementary students in formal and informal learning environments.

Keywords:

• scientific inquiry
• digital literacy
• informal learning
• collaboration
• mobile computing

Acknowledgements

Habitat Tracker is a research project of the Florida State University, and is funded by the Institute of Education Sciences, U.S. Department of Education (R305A100782). Thanks are due to the Tallahassee Museum, and to the schools, teachers, and students who have made this project possible. Thanks also to the reviewers whose constructive comments and suggestions greatly improved this manuscript.

Notes on contributors

Paul F. Marty is an associate professor in the School of Library and Information Studies within the College of Communication and Information at Florida State University. His research focuses on the evolution of sociotechnical systems, digital convergence and the evolving roles of information professionals, and involving users in the co-construction of distributed, digital knowledge.

Nicole D. Alemanne is a PhD candidate at the Florida State University's School of Library and Information Studies. Her research interests include interdisciplinary collaboration and knowledge creation in cultural heritage institutions.

Anne Mendenhall obtained her PhD in Instructional Systems from the Florida State University. Her research interests include technology integration in STEM education and the use and validation of instructional systems design models and theories. Her other interests include the creation of distance learning environments in developing countries and coaching faculty in these countries in online and face-to-face collaborative and active learning strategies.

Manisha Maurya received an MS in Sociocultural and International Development Education Studies with an emphasis in science education from the Florida State University. She intends to employ inquiry-based science lessons in her future classroom.

Sherry A. Southerland is a professor in the School of Teacher Education in the College of Education and Co-Director of the FSU-Teach Program at Florida State University. Her research focuses on barriers and affordances to student-centered science teaching and learning.

Victor Sampson is an Associate Professor in the School of Teacher Education and within the College of Education and in the FSU-Teach Program at Florida State University. His research focuses on the teaching and learning of science.

Ian Douglas is Vice Provost of Innovative Learning and Academic Support Services at Albany College of Pharmacy and Health Sciences. Prior to June 2012, he was Associate Program Director at the Learning Systems Institute and Associate Professor in the College of Communication and Information at Florida State University (FSU). His research interests are in usability in technology design, knowledge management and learning organizations.

Michelle M. Kazmer is an associate professor at the Florida State University School of Library and Information Studies, where she teaches in the areas of information organization, information needs, and theory development. Her research focuses on distributed knowledge processes in e-learning, health, and experimental science settings.

Amanda Clark is a PhD candidate at the Florida State University's College of Education. Her research interests include science education and the teaching of the nature and practice of science in elementary education.

Jennifer Schellinger is a PhD student in the College of Education at Florida State University where she is pursuing a degree in Curriculum and Instruction with an emphasis in Science Education. Her research interests focus on developing educational programs that enhance state and national science standards in informal science settings.