Scientific inquiry, digital literacy, and mobile computing in informal learning environments

Paul F. Marty, Nicole D. Alemanne, Anne Mendenhall, Manisha Maurya, Sherry A. Southerland, Victor Sampson, Ian Douglas, Michelle M. Kazmer, Amanda Clark, Jennifer Schellinger

Research output: Contribution to journalArticle

26 Scopus citations

Abstract

Understanding the connections between scientific inquiry and digital literacy in informal learning environments is essential to furthering students' critical thinking and technology skills. The Habitat Tracker project combines a standards-based curriculum focused on the nature of science with an integrated system of online and mobile computing technologies designed to help students learn about and participate in scientific inquiry in formal classroom settings and informal learning environments such as science museums or wildlife centers. This research documents the digital literacy skills elementary students used while participating in the Habitat Tracker project, exploring the connections between the scientific inquiry practices they developed and the digital literacy skills they employed as they engaged with the Habitat Tracker curriculum. The results of this research have implications for researchers and practitioners interested in fostering both the scientific inquiry practices and digital literacy skills of elementary students in formal and informal learning environments.

Original languageEnglish (US)
Pages (from-to)407-428
Number of pages22
JournalLearning, Media and Technology
Volume38
Issue number4
DOIs
StatePublished - Dec 1 2013

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Keywords

  • collaboration
  • digital literacy
  • informal learning
  • mobile computing
  • scientific inquiry

ASJC Scopus subject areas

  • Education
  • Media Technology

Cite this

Marty, P. F., Alemanne, N. D., Mendenhall, A., Maurya, M., Southerland, S. A., Sampson, V., Douglas, I., Kazmer, M. M., Clark, A., & Schellinger, J. (2013). Scientific inquiry, digital literacy, and mobile computing in informal learning environments. Learning, Media and Technology, 38(4), 407-428. https://doi.org/10.1080/17439884.2013.783596