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The information seeking and use of English language learners in a high school setting

Descriptive

TypeOfResource
Text
TitleInfo (ID = T-1)
Title
The information seeking and use of English language learners in a high school setting
Identifier
ETD_2760
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000056457
Language
LanguageTerm (authority = ISO639-2); (type = code)
eng
Genre (authority = marcgt)
theses
Subject (ID = SBJ-1); (authority = RUETD)
Topic
Communication, Information and Library Studies
Subject (ID = SBJ-2); (authority = ETD-LCSH)
Topic
English language--Study and teaching (Secondary)--Foreign speakers
Subject (ID = SBJ-3); (authority = ETD-LCSH)
Topic
High school students--New Jersey
Subject (ID = SBJ-4); (authority = ETD-LCSH)
Topic
Information behavior--New Jersey
Subject (ID = SBJ-5); (authority = ETD-LCSH)
Topic
Constructivism (Education)
Abstract (type = abstract)
This study examines the information seeking and use behaviors of English language learners (ELLs) while performing a research task, using Vygotsky’s Zone of Proximal Development and Kuhlthau’s Information Search Process as theoretical frameworks. The research tasks implemented in this study were curriculum based units where students engaged a diverse range of information sources to demonstrate their understanding of a topic. Participants of this study were 48 ELL students from three classes at a public high school in New Jersey. During a 4-5 week period, 10 students from one class were required to choose potential future careers and write a research paper on the college preparation, whereas the 38 students from the other two classes were required to create a foldable on a genetic disorder of their choice. Data were collected through a demographic questionnaire, process surveys at three times (initiation, mid-point and completion), observation, and semi-structured interviews with students and teachers. All manipulated data from the questionnaire and process surveys were statistically analyzed. To corroborate the findings from the questionnaires and process surveys, field notes and transcripts were underwent content analysis. This study shows what ELL students experience when searching for information throughout the course of a research project in English and what factors interact with individuals’ primary patterns in their information behavior. The findings indicate that having a fluent English speaker or using some English at home gives ELL students more confidence in their English language abilities, which might impact their information behavior. Among the ELL groups, only the intermediate ELL group exhibited significant increases in estimated knowledge and in positive feelings, particularly relief and satisfaction, as they progressed in their research project. In addition, this study addresses how ELL students’ research process is influenced by gender, ethnicity, and the nature of the research task. This study sheds light on how cultural and linguistic background can influence people’s information seeking and use. At a pedagogical level, the findings facilitate understanding of the unique needs of ELL students in K-12 school contexts and suggest effective strategies and instructional interventions for meeting those needs.
PhysicalDescription
Form (authority = gmd)
electronic resource
Extent
xix, 264 p. : ill.
InternetMediaType
application/pdf
InternetMediaType
text/xml
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = vita)
Includes vita
Note (type = statement of responsibility)
by Sung Un Kim
Name (ID = NAME-1); (type = personal)
NamePart (type = family)
Kim
NamePart (type = given)
Sung Un
Role
RoleTerm (authority = RULIB)
author
DisplayForm
Sung Un Kim
Name (ID = NAME-2); (type = personal)
NamePart (type = family)
Todd
NamePart (type = given)
Ross J.
Role
RoleTerm (authority = RULIB)
chair
Affiliation
Advisory Committee
DisplayForm
Ross J. Todd
Name (ID = NAME-3); (type = personal)
NamePart (type = family)
Gordon
NamePart (type = given)
Carol Ann
Role
RoleTerm (authority = RULIB)
internal member
Affiliation
Advisory Committee
DisplayForm
Carol Ann Gordon
Name (ID = NAME-4); (type = personal)
NamePart (type = family)
Kuhlthau
NamePart (type = given)
Carol Collier
Role
RoleTerm (authority = RULIB)
internal member
Affiliation
Advisory Committee
DisplayForm
Carol Collier Kuhlthau
Name (ID = NAME-5); (type = personal)
NamePart (type = family)
McNally
NamePart (type = given)
Mary Jane
Role
RoleTerm (authority = RULIB)
outside member
Affiliation
Advisory Committee
DisplayForm
Mary Jane McNally
Name (ID = NAME-1); (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (ID = NAME-2); (type = corporate)
NamePart
Graduate School - New Brunswick
Role
RoleTerm (authority = RULIB)
school
OriginInfo
DateCreated (qualifier = exact)
2010
DateOther (qualifier = exact); (type = degree)
2010-10
Place
PlaceTerm (type = code)
xx
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
RelatedItem (type = host)
TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier (type = local)
rucore19991600001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T3DV1JNZ
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (AUTHORITY = GS); (ID = rulibRdec0006)
The author owns the copyright to this work.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
RightsHolder (ID = PRH-1); (type = personal)
Name
FamilyName
Kim
GivenName
Sung Un
Role
Copyright Holder
RightsEvent (ID = RE-1); (AUTHORITY = rulib)
Type
Permission or license
DateTime
2010-07-09 15:04:01
AssociatedEntity (ID = AE-1); (AUTHORITY = rulib)
Role
Copyright holder
Name
Sung Un Kim
Affiliation
Rutgers University. Graduate School - New Brunswick
AssociatedObject (ID = AO-1); (AUTHORITY = rulib)
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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Technical

ContentModel
ETD
MimeType (TYPE = file)
application/pdf
MimeType (TYPE = container)
application/x-tar
FileSize (UNIT = bytes)
1433600
Checksum (METHOD = SHA1)
849199e4fa166d22e7d859ee0e4bb8ca143b8d41
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