1. Project-Based Learning in Teacher
Education: Developing Information
Literacy Skills and Global
Competency among Teacher
Candidates
Teacher Education
October 20, 2011 Linda Cifelli Dawn Marie Dowd
2:00 PM - 3:30 PM Salon D
Chair: Molly Faulkner-Bond Claudia Knezek Melda N. Yildiz
Discussant: Lynn Shelley-Sireci

2. Abstract
 This paper outlines the difficulties and unique characteristics of
developing information literacy skills and global competencies
through new media and technologies in Teacher Education. It offers
creative strategies for integrating project-based learning modules into
undergraduate courses and showcases participants’ group projects.
The participants studies the value of college education; conducted
surveys and interviews to articulate the realities and conditions in
colleges through their research, analysis, and dialog; and presented
their research-based group posters reflecting on the current national
college productivity issues as well as international perspectives on the
value of college education. Through their project-based activity, they
gained alternative point of view on the role of college of education in
their lives and renewed interest and commitment to their program of
studies.

3. Purpose of the Study
 In our General Education program at our institution, students
are required to take a research and technology course.
 The study explores three key topics in order to understand the
educational research experiences of the participants: the wide
range of meanings participants associate with myth and
misconceptions in college education; the impact of developing
alternative multimedia learning objects (modules) and
strategies on participants’ reaction and understanding of
educational issues (myths and misconceptions); and the ways in
which the participants respond to project-based learning
activities.

4.  http://ukean.wikispaces.com/ValueHigherEduc

5. Research team developed project-
based learning module:
 1. To show participants a wide range of periodicals, peer
reviewed journals and texts about the role and power of college
education. Each learning modules were incorporated into group
activities to develop research skills and global competencies
among teacher candidates and to improve their research skills.
 2. To model research activities while engaging teacher
candidates to utilize different texts and periodicals, to
summarize, compare, contrast, and evaluate the content of
print and non-print media, and to develop basic research skills.
 3. To motivate participants to create research-based posters
including both visuals and text on their topic and then present
their findings /posters to the other groups.

6. Theoretical framework
 The study focuses on 1) Developing the project-based
learning modules for teacher education; 2) Conducting the
research using new technologies (i.e. clikr, GPS, Web2.0
technologies); 3) Developing multimedia learning objects
to improve participants’ reactions and responses to the
myths and misconceptions in education; 4) Providing tools
and strategies for participants to develop research skills
and global competencies. The study was based on three
theoretical framework: Media Literacy, Multicultural/
Global Education, and Semiotics in teacher education.

7. Methodology
 Study was completed in two semesters (Fall 2010, Spring
2011). There were over 60 participants were in Research
and Technology courses. All the participants were
sophomore (ages 18-20) and chose educations as their
major.
 Methodology includes the analysis of pre- and post-
survey; reflection papers; responses to learning modules
and online activities; interviews; field notes derived from
on-site classroom observations; and the content analysis
of artifacts and portfolios and classroom presentations.

8.  After presenting with a brief mini-lesson giving them a broad overview
about issues and debate in college education. Formally presenting this
information as a “close reading’ activity at the beginning of the workshop
was important for the participants to fully understand and participate in
the smaller group activities that follow.
 Each group had a themed-based (relating specifically to the role and value
of college of education in 21st century) periodicals, research journals and
nonfiction texts to work with for the remainder of the classroom activity.
Poster board, markers, construction papers, etc. were provided at each
table. Over 25 titles of articles from periodicals or nonfiction texts were
available to the participants either in hard copy at their group’s center or
via a bibliography. Research team (instructors) walked around
continuously and assisted the groups. There was a librarian as part of the
research team in the room. Also, computer stations were available during
the activity for additional support on their research.

9.  The goal of each group is to create a research-based poster
based on the resources at their table and then to present their
posters to the other groups. The groups had a timetable. They
had assigned roles. They completed specific strategic activities
(such as Persuasion Map-
http://www.readwritethink.org/files/resources/interactives/pers
uasion_map/ and alpha-boxes-
http://www.asdk12.org/MiddleLink/LA/vocabulary/forms/Alpha
boxes.pdf) relating to skimming and scanning for information,
summarizing, comparing / contrasting, and synthesizing in
order to facilitate their creation of a research-based poster in a
timely manner.

13. Results
 This participatory intervention study outlines the difficulties and
unique characteristics of developing research skills and global
competencies through new media and technologies in Teacher
Education. This presentation is for P16 teachers who would like to
integrate global education, 21st Century skills and media literacy
into their curriculum. It offers creative strategies for integrating
project-based learning modules into undergraduate courses; and
showcases participants’ group projects and research posters.
They presented their research-based posters reflecting not only
on the current national college productivity issues but also
international perspectives on the value of college education.
Through the their project-based activity, they gained alternative
point of view on the role of college of education in their lives and
renewed interest and commitment to their program of studies.

14. Conclusion
 This research focused on:
1. Designing project based learning objects/modules integrating Web.2.0 technologies and using
assessment strategies, and reflective practices are most conducive for Teachers and Teacher
Candidates to enhance their teaching.
2. Institutional/ Program Level Decisions on how we can empower our teacher candidates and to
develop research skills on selected issues (i.e. value of college education). Most
importantly, how we need to re-design our teacher education programs to transform our
professional development to meet the needs of the net generation teacher candidates and K12
students.
3. The role of new media and technologies: How does learning objects enhance teacher
candidate's literacy and technology skills and address ISTE National Educational Technology
Standards?
4. Assessment: How do we assess our teacher candidate
 Currently, research team is redesigning the project-based activities for the Fall 2011 semester.
We hope to explore, design, and create the strategies, curricula, and programs for improving
student learning outcomes, also gain alternative point of view on new media and technologies
into K12 curriculum and renew interest and commitment to learning and global understanding.
To date, few scholarly studies have investigated either the power of project based learning
among college students or the impact of new technologies in developing global competencies.
This study attempts to fill the gap by outlining the natural links between global education and
communication. We explore how a critical approach to the study of new media combines
knowledge, reflection, and action; promotes educational equity; and prepares new generation
to be socially responsible members of a multicultural, democratic society.

15.  This participatory intervention study focuses on the role of
multiliteracies (i.e. numerical, information, geographical
and media literacy) through the lens of global education.
 After the intervention, the participants were asked to fill
out a questionnaire about:
• the challenges and advantages of integrating Web2.0
technologies in research;
• digital resources for communicating media messages;
• the process of integrating new media as a tool for
teaching and learning;
• global issues and 21st century skills across grades and
subjects; and the role of college education in their lives.

16. Educational Implications
 This study will benefit teacher candidates, teacher educators, K-12
educators and students, parents, media specialists, and
administrators who seek alternative strategies and tools for
integrating media literacy in K-12 curriculum using new media and
technologies, developing and integrating critical autonomy and global
competencies into the K12 curriculum.
 This project based research activity provided participants in further
developing their knowledge of technology and research skills. The
reading and writing of research papers as well as the ability to have
fluent interactions with periodicals and nonfiction texts is a literacy
goal across all content areas. Participants interacted with a wide
range of texts and articles that contain content about college
education as a means of further developing their own knowledge of
the value of education as well as facilitating their research skills.

17. Logo

19. Glogster
Poster
 http://ge22class.glogster.
com/benefits-of-higher-
education/

20. Information
Literacy
The set of skills needed to “recognize
when information is needed and…to
locate, evaluate, and use effectively the
needed information"
(American Library Association, 1989)

21. National standards for Information
Literacy
 Association of College & Research Libraries’
Information Literacy Competency Standards for
Higher Education
http://www.ala.org/ala/mgrps/divs/acrl/standards
/informationliteracycompetency.cfm
(Standards 1-4)
 American Association of School Librarians’
Standards for the 21st Century Learner
http://www.ala.org/ala/mgrps/divs/aasl/guideline
sandstandards/learningstandards/AASL_Learnin
g_Standards_2007.pdf
(Standards 1-3)

22. AASL/ACRL Task Force on the Educational Role of
Libraries
Blueprint for Collaboration
Recommendations include:
 “Formalize relationship with NCATE Standards Steering
Committee to promote information literacy competency
standards for higher education.”
 “Include academic librarians as members of the instructional
team in graduate and undergraduate teacher education
programs.”
 “Encourage education faculty, library school faculty, and
academic librarians and/or school media specialists to engage
in research, co-publish, jointly present at
conferences, and pursue other forms of professional
collaboration.”

23. References
 Berg, G. A. (2010). Low-income students and the perpetuation of inequality: Higher education in America.
 Billitteri, T. J. (2009, November 20). The value of a college education. CQ Researcher, 19, 981-1004.
Retrieved from
http://library.cqpress.com/cqresearcher/cqresrre2009112000
 Kamenetz, A. (2010). DIY U: Edupunks, edupreneurs, and the coming transformation of higher education.
White River Junction, VT: Chelsea Green.
 Lewin, T. (2010, September 21). Value of college degree Is growing, study says. New York Times. p. 18.
Retrieved from EBSCOhost
http://library.kean.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=c
ookie,ip,url,cpid&custid=keaninf&db=aph&AN=53776315&site=ehost-live
 Mead, R. (2010). Learning by degrees. New Yorker, 86(16), 21-22. Retrieved from EBSCOhost
http://library.kean.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=c
ookie,ip,url,cpid&custid=keaninf&db=aph&AN=51168090&site=ehost-live

24. References
 American Library Association. Association of College and Research Libraries. (1989).
Presidential Committee on Information Literacy. Retrieved October 18, 2011, from
http://www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/presidential.cfm
 American Library Association. Association of College and Research Libraries. (2006).
Information Literacy Competency Standards for Higher Education. Retrieved October
18, 2011, from
http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm
 American Library Association. Association of College and Research Libraries. American
Association of School Librarians. (2006). Blueprint for Collaboration. Retrieved October
17, 2011, from
http://www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/acrlaaslblueprint.cfm
 Chu, S., Tse, S. K., & Chow, K. (2011). Using collaborative teaching and inquiry project-
based learning to help primary school students develop information literacy and
information skills. Library & Information Science Research, 33(2), 132-143.
doi:10.1016/j.lisr.2010.07.017
 Floyd, D. M., Colvin, G., & Bodur, Y. (2008). A faculty–librarian collaboration for developing
information literacy skills among preservice teachers. Teaching and Teacher
Education, 24(2), 368-376.
 Kovalik, C. L., Jensen, M. L., Schloman, B., & Tipton, M. (2010), Information
literacy, collaboration, and teacher education. Communications in Information
Literacy, 4(2): 145-169.