ILILE, Initiatives, Teacher Education Resources, Universities Involved

To incorporate information literacy skills and the use of education-specific reference resources in selected courses within the College of Education program.
To model librarian/instructor research collaboration in order that the teachers-in-training can replicate similar collaboration with the library media specialists in the schools where they will work.
To develop a list of skills to be mastered by the teachers-in-training.

Three undergraduate courses were selected for integration of information literacy instruction: EDU 2200 , EDU 4410, EDU 3362 (Mathematics for Teachers of Early Childhood Education).
Two graduate courses were selected for integration of information literacy instruction: GEDU 7700 (Research Thesis) and GEDU 6620 (Curriculum Planning and Implementation).
Instruction included composition of research questions and thesis statements, general research strategies, exposure to print resources, and database research strategies.
The student project in EDU 2200 focused on the development of a unit plan.

Revisions were made to guidelines for class research and grading rubrics.
Teacher candidates in EDU 2200 improved research skills as evidenced by the results of pre and post testing.
Total support from education faculty for information literacy instruction is critical to the success of any project. In EDU 4410 where the activity was only marginally accepted by faculty, students saw the activity as “extra work.”
Modeling of teacher and librarian collaboration was the most important objective met in classes included in the grant.
Some students in EDU 2200 indicated that they would use the skills they had learned in future education classes. Several students reported a much better understanding of the history of basal readers and the reading components.

ILILE