dc.contributor.author	Ellington, Christine M.	en_US
dc.coverage.spatial	Georgia	en_US
dc.coverage.temporal	2000-2002	en_US
dc.date.accessioned	2009-10-02T15:10:12Z	en_US
dc.date.accessioned	2011-03-02T17:28:59Z
dc.date.available	2009-10-02T15:10:12Z	en_US
dc.date.available	2011-03-02T17:28:59Z
dc.date.issued	2002-05	en_US
dc.identifier.uri	http://hdl.handle.net/10428/343	en_US
dc.description.abstract	As a school media specialist, I am responsible for teaching book location skills and supporting information literacy instruction in my school. Basic library skills instruction in the primary grades establishes a foundation for more advanced information literacy instruction in the upper grades. After professional observation of older elementary students having difficulty locating books and a needs assessment of third graders that supported this observation, I decided to do an action research study with second graders. The purpose of the study was to determine if and how using an instructional video with second graders during library orientation affected components of learner motivation and ability to locate books in the easy and fiction sections of the school media center. The technology intervention was a 10- minute video using elementary student actors to host a tour of the media center and to model correct book location skills. The video was incorporated into a library skills lesson using John Kelle r's ARCS model of motivation which focuses on attention, relevancy, confidence and satisfaction. The setting was a rural public primary school, and the participants were 110 second graders. Data collection included a pre-intervention alphabetization skills test and post- intervention performance observations, student interviews and a student attitude survey. Results indicated that the students were attentive to the video and skills lesson and seemed motivated to learn the skills, but that the majority was not able to independently locate books after the lesson. I concluded that students had difficulty understanding the shelving and labeling system and preferred browsing to selecting a particular book. I determined that future lessons should be based on a step-by-step approach to the book location process and should be reviewed with the students and modified as needed throughout the school year. I shared my study, results and conclusions with the school principals, second grade teachers, system media specialists and system administrators in an informal reception featuring a PowerPoint presentation.	en_US
dc.language.iso	en_US	en_US
dc.subject	Book location skills	en_US
dc.subject	Information literacy instruction	en_US
dc.subject	ARCS model	en_US
dc.title	Using Video as a Motivational Instructional Strategy to Teach Basic Information Literacy Skills to Primary Students	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Zahner, Jane	en_US
dc.description.committee	Brovey, Andrew J.	en_US
dc.description.committee	Schmertzing, Lorraine	en_US
dc.description.degree	Ed.S.	en_US
dc.description.major	Instructional Technology	en_US