Abstract
Research literacy is essential for teachers (Borg, 2006; Boyd, 2022; Darling-Hammond et al., 2017; Eriksen & Brevik, 2023; Van Katwijk et al., 2021; Kostoulas, 2019). However, in-service teachers often rely solely on experiential insights, with limited research utilization (Van Shaik et al., 2018). Barriers include disinterest, negative attitudes, anxiety, and misconceptions about research (Gutiérrez-Braojos & Rodríguez-Chirino, 2021; Van Katwijk et al., 2021), along with a lack of skills in accessing, comprehending, analyzing, and applying research findings (Gelderblom et al., 2016; Van Shaik et al., 2018). This study explores how scaffolded instruction addresses these barriers and cultivates research literacy in practicing teachers. Sixty educators in a graduate-level research methods course participated, engaging in a 16-week program covering quantitative and qualitative research methods, information literacy, and discussions. They wrote research proposals addressing chosen problems, identified root causes, synthesized empirical research, and applied findings. Data, including discussion forum transcripts and proposals, were coded to identify key themes (Saldana, 2016) related to teachers’ research competencies. Initially, participants chose broad topics, but one-on-one coaching and mentor texts helped refine their problem statements. Library tutorials facilitated source location, while peer reviewers helped to clarify source validity. Ungraded feedback and opportunity for revisions led to research-informed proposals. Over time, participants’ anxiety decreased, and confidence increased, indicating that scaffolded instruction fosters relevant and beneficial research literacy.
Presenters
Mary BairFaculty Member, Literacy, Educational Foundations, and Technology, Grand Valley State University, Michigan, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Adult, Community, and Professional Learning
KEYWORDS
Educational Research, Research skill, Research literacy
