Skip to main content
SpringerLink
Log in
Book cover

European Conference on Information Literacy

ECIL 2015: Information Literacy: Moving Toward Sustainability pp 273–282Cite as

Argument-Driven Inquiry in the Information Literacy Instruction in Taiwan

  • Conference paper
  • First Online:

  • 1659 Accesses

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 552))

Abstract

The purpose of this study was to investigate the effects of argument-driven inquiry information literacy (IL) instruction on fifth-graders’ argumentative learning, and teachers’ opinions on the instruction. The research site was a fifth-grade classroom of 30 students in Taiwan and lasted seventeen weeks. IL instruction was taught a period of time per week by a teacher librarian, who collaborated with a classroom teacher. An inquiry project was used in the IL and Chinese courses. The Argument Test was used for the pretest and posttest. Research data was collected from interviews, participant observations, tests, and document analysis. Results showed that argument-driven inquiry was an effective project for cultivating these students’ argument skills; their overall argument performance improved significantly, though some challenges remained. Both the teacher librarian and classroom teacher suggested that we systematically design argument-driven inquiry projects in IL curriculum, to progressively improve students’ argumentative reasoning.

This is a preview of subscription content, log in via an institution.

References

  1. Hillocks, G.: Teaching argument for critical thinking and writing: an introduction. Engl. J. 99(6), 24–32 (2010)

    Google Scholar 

  2. Kuhn, D.: Education for Thinking. Harvard University Press, Cambridge (2008)

    Book  Google Scholar 

  3. Newell, G.E., Beach, R., Smith, J., VanDerHeide, J.: Teaching and learning argumentative reading and writing: a review of research. Read. Res. Q. 46(3), 273–304 (2011)

    Article  Google Scholar 

  4. Llewellyn, D.: Teaching High School Science Inquiry and Argumentation. Corwin, Thousand Oaks (2013)

    Google Scholar 

  5. Hillocks, G.: Teaching Argument Writing, Grades 6-12: Supporting Claims with Relevant Evidence and Clear Reasoning. Heinemann, Portsmouth (2011)

    Google Scholar 

  6. Mason, L., Scirica, F.: Prediction of Students’ Argumentation Skills about Controversial Topics by Epistemological Understanding. Learn. Instr. 16, 492–509 (2006)

    Article  Google Scholar 

  7. Sandoval, W.A., Millwood, K.A.: The quality of students’ used of evidence in written scientific explanations. Cogn. Instr. 23, 23–55 (2005)

    Article  Google Scholar 

  8. Ferretti, R.P., MacArthur, G.A., Dowdy, N.S.: The effects of an elaborated goal on the persuasive writing of students with learning disabilities and their normally achieving peers. J. Educ. Psychol. 92(4), 694–702 (2000)

    Article  Google Scholar 

  9. Midgette, E., Haria, P., MacArthur, C.: The effects of content and audience awareness goals for revision on the persuasive essays of fifth and eighth-grade students. Read. Writ. 21(1/2), 131–151 (2008)

    Article  Google Scholar 

  10. Kuhn, D., Udell, W.: The development of argument skills. Child Dev. 74(5), 1245–1260 (2003)

    Article  Google Scholar 

  11. Wolfe, C.R., Britt, M.A., Butler, J.A.: Argumentation schema and the myside bias in written argumentation. Writ. Commun. 26(2), 183–209 (2009)

    Article  Google Scholar 

  12. Sampson, V., Grooms, J., Walker, J.: Argument-Driven inquiry: a way to promote learning during laboratory activities. Sci. Teach. 76(8), 42–47 (2009)

    Google Scholar 

  13. Kurbanoglu, S., Grassian, E., Mizrachi, D., Catts, R., Spiranec, S. (eds.): Worldwide Commonalities and Challenges in Information Literacy Research and. ECIL 2013. CCIS, 397. Springer, New York (2013)

    Google Scholar 

  14. Chu, S.K., Tse, S.K., Loh, E.K., Chow, K.: Collaborative inquiry project-based learning: effects on reading ability and interests. Libr. Inf. Sci. Res. 33(3), 236–243 (2011)

    Article  Google Scholar 

  15. Eisenberg, M.B., Berkowitz, R.: Teaching Information & Technology Skills: The Big6 in Elementary Schools. Linworth, Worthington (1999)

    Google Scholar 

  16. Eisenberg, M.B., Robinson, L.E.: The Super3: Information Skills for Young Learners. Linworth, Worthington (2007)

    Google Scholar 

  17. Kuhlthau, C.C., Maniotes, L.K., Caspari, A.K.: Guided Inquiry: Learning in the 21st Century. Libraries Unlimited, Westport (2007)

    Google Scholar 

  18. Chen, L.C., Huang, T.W., Yen, R.D.: The effects of inquiry-based integrated information literacy: four-year trends. J. Educ. Media Libr. Sci. 51(4), 561–595 (2014)

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of E-Learning Design and Management, National Chiayi University, 85 Wenlong, Mingsuin, Taiwan

    Lin Ching Chen

  2. Department of Computer Science and Information Engineering, National Chiayi University, 300 Syuefu Road, Chiayi City, Taiwan

    Yaw-Huei Chen

Authors
  1. Lin Ching Chen
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Yaw-Huei Chen
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Lin Ching Chen .

Editor information

Editors and Affiliations

  1. Dept. of Information Management, Hacettepe University, Beytepe, Ankara, Türkiye

    Serap Kurbanoglu

  2. DICEN IDF EA 7369, Université Paris Descartes DICEN IDF EA 7369, Paris, France

    Joumana Boustany

  3. University of Zagreb, Zagreb, Croatia

    Sonja Špiranec

  4. University of California, Los Angeles, CA, USA

    Esther Grassian

  5. University of California, Los Angeles, CA, USA

    Diane Mizrachi

  6. School of Information, The University of Texas School of Information, Austin, TX, USA

    Loriene Roy

Appendices

Appendix A: Argument Test (Sample Items)

  1. 1.

    (···) What is the purpose of argumentative texts? (A) state your position with convincing reasons in order to persuade others (B) describe the various scenery you saw and heard about (C) explain topics and meanings (D) express your own feelings such as happiness, anger, sorrow, or delight.

  2. 2.

    (···) Which of the following sentences contradicts to itself? (A) She often receives an outdoor training, so she looks suntanned. (B) Although his father is sick, he insists to keep working. (C) His voice is clear, so many people are attracted to his singing. (D) It is impossible having an answer to this question, but every student must find the answer.

  3. 3.

    Please write a short passage about the importance of cooperation with a positive example.

  4. 4.

    Please write down the three basic elements of argument (claims, evidence, warrants) based on the following passage.

    When we face problems, we should have the courage to ask others; Don’t be shy. This is an effective learning method. Our great thinker Confucius always actively asked for help when encountering things which he did not understand. For example, when he entered a temple, he asked everything regardless of others’ laughs. Confucius became a knowledgeable man because he asked questions without hesitation. Therefore, bravely asking others questions is indeed an effective learning means.

Appendix B: Argumentative Writing Rubrics

Criteria

5 proficient

3 basic

1 below

Claims

States a claim that demonstrates an insightful understanding of topic.

States a claim that demonstrates limited understanding of topic.

Do not state a claim and demonstrates little to no insightful understanding of topic.

Evidence

Supports a claim skillfully with substantial and relevant evidence.

Supports a claim with relevant but minimal evidence.

Supports a claim with minimal and irrelevant evidence.

Warrants

Provides insightful analysis of how evidence supports a claim.

Provides some analysis of how evidence supports a claim.

Provides no analysis of how evidence supports a claim.

Organization

Includes an elaborated introduction, structured body, and insightful conclusion.

Includes introduction, body, and conclusion.

Misses introduction, body, or conclusion.

Sentences

Uses relevant linking words to connect reasons to claim.

Uses some linking words to connect reasons to claim

Uses no linking words to connect reasons to claim.

Conventions

Uses correct punctuations and words. Use appropriate phrases.

Uses correct punctuations or words.

Uses incorrect punctuations and words.

Rights and permissions

Reprints and permissions

Copyright information

© 2015 Springer International Publishing Switzerland

About this paper

Cite this paper

Chen, L.C., Chen, YH. (2015). Argument-Driven Inquiry in the Information Literacy Instruction in Taiwan. In: Kurbanoglu, S., Boustany, J., Špiranec, S., Grassian, E., Mizrachi, D., Roy, L. (eds) Information Literacy: Moving Toward Sustainability. ECIL 2015. Communications in Computer and Information Science, vol 552. Springer, Cham. https://doi.org/10.1007/978-3-319-28197-1_28

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-28197-1_28

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-28196-4

  • Online ISBN: 978-3-319-28197-1

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation