1

A Case Study Analysis

Anonymous

University of the People

EDUC 5271: Advanced Practices for Teaching Elementary and Middle School Literacy
Dr. Coreen Anderson

February 16, 2022

 2

About the Case

This case study took place at the Brooklyn Public Library. It described how the library

integrated technology over the course of 9 years in the 1990’s in order to increase adult literacy.

In 1992, the library was structured with a traditional approach to learning in which the students

worked alone on rote learning and drill tasks with a quiet environment. Eventually, the library

received new computers and the staff decided a major change was needed. There was a shift to

active learning where the tutors became facilitators and the environment became collaborative.

An inquiry-based approach was adopted and project-based learning (PBL) became common

practice with no set curriculum or themes. The tutors also engaged the students in multiple forms

of communication, such as online book chats. The overarching goal of this library was “to help

students become lifelong learners who will turn to the library in the future” (Decandido &

Office, 200, p. 131).

Key Issues

1. The PBL was too unstructured and didn’t represent the true PBL.

2. Noise in an environment doesn’t signify collaboration and examples of authentic

collaboration weren’t presented.

3. Central concepts, themes, and curriculum have value and should not be totally excluded.

4. The new literacies of music and dramatic arts aren’t incorporated.

Alternative Courses of Action and Evaluation

According to Pearson & Schweingruber (2014), to successfully implement PBL, instructors

need to employ the following: “student-centeredness, small group work, teachers as facilitators
 3

guides, problems as both the focus and stimulus for learning, and acquisition of new

information through self-directed learning” (p. 44). Many of these features were already

present in the library case study, but a major component was missing: small group work and a

focused problem. Ideally, a classroom discussion follows a reading with the instructor taking

the role of facilitator. Through this discussion, a list is compiled under 3 columns: What do we

know?, What do we need to know?, and Hypotheses (McConnell et al., 2018). Students then

conduct investigations and collect information in groups, then the information is shared as a

class. After this, the class co-constructs solutions to solve the problem. The case study stated

there was collaboration, but each student was investigating their own chosen problem.

Another alternative course is to follow a curriculum with a central concept or theme. By

employing learning that has a central focus, a community of learners is created versus

independent learning where each student is in their own world. The central concept is co-created

by both the teacher and the students (Richards & McKenna, 2003). It’s flexible and organic.

Additionally, central concepts employ inquiry and often involve further research based on a

student’s curiosity or interest within a curriculum structure. Within these alternative courses of

correctly implemented PBL, collaboration, and using curriculum, the new literacies of music and

dramatic arts could be seamlessly integrated. With the connection to the internet, there are

unlimited opportunities to employ music literacy in this case study. In addition, the new literacy

of dramatic arts could also be integrated as the students already write stories with technology and

even make digital story books.

Recommendations
 4

My recommendations are to address the 4 key issues identified, but to focus on

collaboration and integrating the new literacies of music and dramatic arts. According to

Richards and McKenna (2003), music “has been a tool of literacy and a source for

expression and communication throughout history” (p. 57). With use of the internet, students

can analyze and discuss song lyrics or music videos and even create their own songs. I also

recommend the new literacy of dramatic arts to be integrated. The students frequently write

stories with technology and make digital story books in this case study, but this could easily

be taken one step further with the students acting out their created stories or playing the part

in another’s story. Even with adult students, as in this case study, partaking in dramatic art

increases self-esteem, confidence, and “provides opportunities for meaningful student

collaborations and social interactions” (Richards & McKenna, 2003, p. 81; McMaster, 1998).

In conclusion, the Brooklynn Public Library met their objectives in increasing adult

literacy, but it was highly focused on reading, writing, and use of the internet. Additionally, the

desired approaches were well-selected but lacked in the actual implementation, such as too

loosely structured PBL and lack of true collaboration.

 5

References:

DeCandido, G. A., & Office, F. L. A. O. S. (2000). Literacy and libraries: learning from case

studies.

McConnell, T. J., Parker, J., & Eberhardt, J. (2018). Problem-Based Learning in the Physical

Science Classroom, K-12. NSTA Press. 1840 Wilson Boulevard, Arlington, VA 22201.

Pearson, G., & Schweingruber, H. (2014). STEM Integration in K-12 Education: Status,

prospects, and an agenda for research. Washington, D.C.: The National Academies Press.

https://www.nap.edu/read/18612/chapter/1

Richards, J. C., & McKenna, M. C. (2003). Integrating multiple literacies in k-8 classrooms:

cases, commentaries, and practical applications.