MANUAL

RESEARCH PROJECT
B.Ed. (1.5 Year / 2.5 Year)
Course Code: 8613

Name:

Roll No.:

Registration No.:

Semester: Autumn, 2022

Region:

Theme: Developing 21st Century Skills Among students

Sub-theme: Information Literacy

Topic: Enhancing Media Literacy Through Modern Techniques in Rural

Area Schools
Name of the School (where the action research was conducted):

Govt. High School, -----.

Overall background of the participants of the project; school / school: (socio-economic

status, occupation / profession – earning trends of majority of the parents, literacy rate,

academic quality, and any other special trait of the community where the school is

situated).

Background:

Govt. High School is located in ----- in Pakistan. There is total 223 students and 18 teachers, and

15 classrooms in the school. Tow computer lab present in schools, and no library is available for

students. There are no sports facilities in School but basic facilities (drinking water, electricity,

boundary wall, main gate) are present. The participants of study were 5th class students who were

enrolled in Govt. High School. I selected class 5th students which are considered in total ten

students. The interest for students in this research led to their keenness for the task.

Socio-economic status:

Socio-economic status can be comprehensively characterized as a person's and network's

entrance to money related, social, and human capital assets Most of student’s parents from this

school are Govt. employee but some of them are shopkeeper or work in a private office. Most of

parents do not afford students education due to their family expenses and their low income but

some parents support their students at higher level in well reputed universities. But due to the

lack of higher educational institute and low income of their parents, more than 60% students stop

their education after matriculation. Overall the financial status of student’s parents is good.

Occupation & Earning Trend:

Parents with low income because of expenses and low salaries issues can't give satisfactory to up

level their student’s education. The control of the Parents in this research from this school is
normal. A part of the Parents is not monetarily so good. The students who Parents with

government jobs are more verified and their family finds a sense of contentment moderately

contrasted with the individuals who work in private association. They are consistently in

dissatisfaction. Due to low earning trend of this school, the students face a great deal of

difficulties both at home and school, which block them from taking an interest completely in

classroom exercises. In present some parents drop their students at different shop for learning

work and for earning but today due to free education in Pakistan more than 80% students go to

school till then matriculation.

Literacy Rate:

Literacy Rate under 15-year age is 76.30% and above 15-year age 72.18%. Over the entire

literacy rate is good in -----. The overall literacy rate in ----- is estimated around 59%.

Q.1 Why did you select this specific sub-theme and topic? Relate it to your experience /

problem in your classroom / institution.

Developing 21st Century Skills Among students is the theme of this action research.

The Association of College & Research Libraries defines information literacy as a "set of

integrated abilities encompassing the reflective discovery of information, the understanding of

how information is produced and valued and the use of information in creating new knowledge

and participating ethically in communities of learning". The 1989 American Library

Association (ALA) Presidential Committee on Information Literacy formally defined information

literacy (IL) as attributes of an individual, stating that "to be information literate, a person must

be able to recognize when information is needed and have the ability to locate, evaluate and use

effectively the needed information". In 1990, academic Lori Arp published a paper asking, "Are

information literacy instruction and bibliographic instruction the same?" Arp argued that neither
term was particularly well defined by theoreticians or practitioners in the field. Further studies

were needed to lessen the confusion and continue to articulate the parameters of the question.

Information literacy education is part of the curriculum in the United States and some European

Union countries, and an interdisciplinary global community of information scholars and

educators engages in knowledge and scholarly and professional journals and national

membership associations and for this I select this subtheme “Information Literacy” and finalized

my topic “Enhancing media literacy through modern techniques in rural area schools”.

For students who lack information literacy or language skills, a presentation created using

modern technology is an opportunity to enhance fluency in information literacy without the

pressure of speaking live in front of an audience. With the opportunity to record as many times as

necessary, the fear of errors can be eliminated, allowing students to focus on content, intonation,

and organization. With digital presentations, teachers can more easily check in on student

progress and offer instructional advice as well. Rather than everything riding on the live speech

or presentation, modern technology can be more about process, and with process-driven

assignments there is greater opportunity for teachers to conference with students, offer advice,

and provide formative feedback. If the presentations are shared via the cloud, that feedback can

even come outside of class time. All the same planning and organization that goes into writing a

good essay goes into creating a good presentation. Students start with a central idea, find

supporting ideas and information, structure those to build an argument or explain a concept, and

finish with some kind of conclusion. The only element of writing not present in creating a good

modern technology is the conventions of writing (punctuation, paragraph structure, and so on),

but the framing of ideas and thinking processes are very similar. Additionally, students have to

find appropriate information to support their points of view in a modern technology as well as the

photos, audio clips, drawings, or videos that go with them. This requires students to cultivate
good information-literacy skills, including searching databases, evaluating resources, and

creating citations. 

Q.2 What was your discussion with your colleague / friend / senior teacher or supervisor

regarding the problem?

Information literacy is an expanded conceptualization of literacy that includes the ability to

access and analyze information messages as well as create, reflect and take action, using the

power of information and communication to make a difference in the world. I discussed this topic

with my supervisor, teachers and friends.

Discussion with supervisor:

My supervisor pointed out that Education for information literacy often uses an inquiry-based

pedagogic model that encourages people to ask questions about what they watch, hear, and read.

Information literacy moves beyond the traditional no print text and moves to examining more

contemporary sources. Some examples of information literacy include, but are not limited to

television, video games, photographs, and audio messages. Information literacy education

provides modern technology to help people enhance receptive information capability to critically

analyze messages, offers opportunities for learners to broaden their experience of information,

and helps them enhance generative information capability to increase creative skills in making

their own information messages.

Discussion with teachers:

One of my teachers stated that the purpose of information literacy education is to help individuals

of all ages enhance the habits of inquiry and skills of expression that they need to be critical

thinkers, effective communicators and active citizens in today’s world." Education about

information literacy can begin in early childhood by developing a pedagogy around more critical
thinking and deeper analysis and questioning of concepts and texts. As students age and enter

adulthood, the use of learning information literacy will be impactful in identifying ethical and

technical standards in information as well as understanding how information ties to their

cognitive, social, and emotional needs.

Discussion with Friends:

My friend told me that information literacy includes both empowerment and protectionist

perspectives. Information literate people can skillfully create and produce information messages,

both to show understanding of the specific qualities of each medium, as well as to create

information and participate as active citizens. Information literacy can be seen as contributing to

an expanded conceptualization of literacy, treating mass information, popular culture and digital

information as new types of 'texts' that require analysis and evaluation. By transforming the

process of information consumption into an active and critical process, people gain greater

awareness of the potential for misrepresentation and manipulation, and understand the role of

mass information and participatory information in constructing views of reality.

Q.3 What did you find about the problem in the existing literature (books / articles /

websites)?

Education in information literacy is sometimes conceived of as a means to address the negative

aspects of information, such as the manipulation of information, the spread of misinformation,

gender and racial stereotypes and violence, the sexualization of children, and concerns regarding

the loss of privacy, cyberbullying, and Internet predators. By creating knowledge and

competences in using information and technology, information literacy education may give a type

of protection to children and young people by helping them make smart choices in their

information consuming habits, and patterns of usage.

Some scholars see information literacy as a dialogical process for social and environmental

justice that incorporates Paulo Freire's (1970) notion of praxis, "reflection (Hofstetter & Fox,

1995) and action upon the world in order to transform it". This pedagogical project questions

representations of class, gender, race, sexuality and other forms of identity and challenges

information messages that reproduce oppression and discrimination. Proponents of information

literacy education argue that the inclusion of information literacy into school curricula promotes

civic engagement, increases awareness of the power structures inherent in popular information

and aids students in gaining necessary critical and inquiry skills (Vraga et al., 2009). Information

can have a positive or negative impact on society, but information literacy education enables the

students to discern inescapable risks of manipulation, propaganda and information bias. A

growing body of research has begun focusing on the impact of information literacy on youth. In

an important meta-analysis of more than 50 studies, published in the Journal of Communication,

information literacy interventions were found to have positive effects on knowledge, criticism,

perceived realism, influence, behavioral beliefs, attitudes, self-efficacy, and behavior (Potter,

2010). Information literacy also encourages critical thinking and self-expression, enabling

citizens to decisively exercise their democratic rights. Information literacy enables the populace

to understand and contribute to public discourse, and, eventually, make sound decisions when

electing their leaders. People who are information literate can adopt a critical stance when

decoding information messages, no matter their views regarding a position. Likewise, the use of

mobile devices by children and adolescents is increasing significantly; therefore, it is relevant to

investigate the level of advertising literacy of parents who interact as informationtors between

children and mobile advertising (Potter, 2013). 

Digitalization and the expansion of information and communication technologies at the beginning

of the 21st century have substantially modified the information and their relationship with
presentation, which logically modifies the basic principles of presentation. It is no longer so

much a question of educating critical receivers as of training citizens as responsible prosumers in

virtual and hybrid environments (Goffman, 2006). Presentation currently incorporates

phenomena such as social networks, virtual communities, big data, artificial intelligence, cyber-

surveillance, etc., as well as training the individual in the critical use of mobile devices of all

kinds (McCannon, 2005).

A variety of scholars have proposed theoretical frameworks for information literacy. In

2010, Renee Hobbs developed the AACRA model (access, analyze, create, reflect and act) and

identifies three frames for introducing information literacy to learners: authors and audiences

(AA), messages and meanings (MM), and representation and reality (RR), synthesizing the

scholarly literature from information literacy, information literacy, visual literacy and new

literacies. This model explicitly conceptualizes information literacy as an expanded

conceptualization of literacy (Hobbs, 2011).

David Buckingham offers "a theoretical framework which can be applied to the whole range of

contemporary information and to 'older' information as well, as part of the practice of

presentation: Production, Language, Representation, and Audience (Schlenker,

2012)." Elaborating on the concepts presented by David Buckingham, Henry Jenkins discusses

the emergence of a participatory culture and stresses the significance of "new information

literacies"—a set of cultural competencies and social skills that young people need in the new

information landscape (Rasi et al., 2019).

Douglas Kellner and Jeff Share have categorized four different approaches to presentation: the

protectionist approach, information arts education, information literacy movement, and critical

information literacy. The protectionist approach views audiences of mass information as

vulnerable to cultural, ideological or moral influences, and needing protection by means of

education. The information arts education approach focuses on creative production of different

information forms by learners. The information literacy movement is an attempt to bring

traditional aspects of literacy from the educational sphere and apply it to information (Hobbs,

2011). Critical information literacy aims to analyze and understand the power structures that

shape information representations and the ways in which audiences work to make meaning

through dominant, oppositional and negotiated readings of information. "The goal of critical

information literacy is to engage with information through critically examining representations,

systems, structures, ideologies, and power dynamics that shape and reproduce culture and

society. It is an inquiry-based process for analyzing and creating information by interrogating the

relationships between power and knowledge. Critical information literacy is a dialogical process

for social and environmental justice that incorporates Paulo Freire's (1970) notion of praxis,

"reflection and action upon the world in order to transform it (Hobbs, 2013). This pedagogical

project questions representations of class, gender, race, sexuality and other forms of identity and

challenges information messages that reproduce oppression and discrimination. It celebrates

positive representations and beneficial aspects of information while challenging problems and

negative consequences, recognizing information are never neutral. Critical information literacy is

a transformative pedagogy for developing and empowering critical, caring, nurturing, and

conscientious people (Black, 2006).”

Q.4 What were the major variables / construct of your project? Give definitions /

description from literature.

Information Literacy:

The phrase "information literacy" first appeared in print in a 1974 report written on behalf of

the National Commission on Libraries and Information Science by Paul G. Zurkowski, who was

at the time president of the Software and Information Industry Association. Zurkowski used the
phrase to describe the "techniques and skills" learned by the information literate "for utilizing the

wide range of information tools as well as primary sources in molding information solutions to

their problems" and drew a relatively firm line between the "literates" and "information

illiterates".

Modern Technology

Modern technology are modern products, services and infrastructure that are designed and built

using scientific knowledge and engineering. This includes information technology based on

software, computers and networks.

Presentations:

Presentations are typically demonstrations, introduction, lecture, or speech meant to inform,

persuade, inspire, motivate, build goodwill, or present a new idea/product. Presentations usually

require preparation, organization, event planning, writing, use of visual aids, dealing with stress,

and answering questions.

Q.5 What did you want to achieve in this research project?

Objective / purpose of the study:

The students would learn how to enhance information literacy by using modern technology

(Presentation). Some of them think that Information Literacy is not important because it will not

be tested in the life. They do not know that Information Literacy is very important for their

future.

Objective of this research:

 To enhance Information Literacy through modern technology by using presentation

among students of 5th grade.

 To define the component of information literacy.

  To discuss the facts related information literacy in education.

Research Question:

This study aims to make an action plan for the Information Literacy through modern technology

by using presentation of 5th class students in Govt. High School district -----. Specifically, it

seeks to answer the following questions:

 How we enhance Information Literacy through modern technology by using presentation

among students of 5th grade in Govt. High School?

 How teacher help in developing Information Literacy among 5th grade students?

 What is the component of information literacy?

Q.6 Who was the participants in your project?

I observe the students for a week and I notice that 10-12 students have a low Information Literacy

level so, I decided to enhance Information Literacy among these students through modern

technology by using presentation. This study employed observation to observe students'

Information Literacy in response to discussion topics and their peers' opinions. The targeted

population was students from 5th class of Govt. High School. However, in this observation, ten

(10) students, taking a related course, were selected from Govt. High School located in ----- as a

sample while considering the research control and validity of this study. These participants might

generally represent the students from 5th class.

Scholl Name: Govt. High School

Class Level: 5th

Total Class Strength: 41

Selected Sample: 10

Q.7 How did you try to solve the problem?

Procedure of intervention and data collection:

Following step is used in this research that is:

1. Firstly, I define a problem to my supervisor and after discussion he approve my topic.

2. I start work on approved topic and initially make objective of research.

3. Then, I discuss my problem with my teacher, supervisor and friends that how I solve this

problem in classroom.

4. Then, I find the literature related to my topic variables.

5. From literature, I find solution and techniques for my research work.

6. Then finally I collected data i.e. the data was collected through observation. So in such sort

inspects, it is indispensable during progress of estimation observation for quality data to

recollect all points of view. Quantitative system was used to get critical and cautious data.

Data was assembled through observation by using modern technology (Presentation).

The data was accumulated through observation. So in such sort inspects, it is indispensable

during progress of estimation observation for quality data to recollect all points of view.

Qualitative system was used to get critical and cautious data. Data was assembled through

observation by using modern technology (Presentation).

Method and Sampling:

The procedure of this research was involved on an activity research to discover and tackle the

issue. The social wonder under investigation was the utilizing observation to enhance Information

Literacy. Observation was utilized to gather the data expected to give the data knowledge

important to respond to the research questions. The entire group from which a sample is chosen is

known as the population and we choose the students of Govt. High School. It was quite

convenient for me, being a resident of district ------ to accumulate quality data from chosen city
and school. Sample is smaller representation of large data. Generally, it consists of all the

observation that represents the whole population. The number of observation included in a

sample is called size of sample. The students of Govt. High School were selected for this class-

based action research.

Q.8 What kind of instrument was used to collect the data? How was the instrument

developed?

Presentations are used in this research. By using this technique, I observe students and apply

providing information presentation (self-introduction) on selected students i.e. self-introduction

for observation or otherwise is an extended version of an elevator pitch where you are the 'idea'.

A self-introduction for observation, for instance, would comprise name, current class, family

background, parent’s work and education.

I apply this technique on selected students that’s mean this this activity understanding the

essentials of how to introduce yourself. In this technique, when selected student at a time is

engaged, the teacher talks (at least) twice for each time a student talks. And when the teacher is

the most active participant in the classroom, students are obviously disengaged (and most likely

bored as well). Student follow this pattern for presentation.

1. Name

2. Class Level

3. Parent’s Name

4. Parent’s Education

5. Parent’s Work

6. Future Goal

7. Information literacy knowledge

I observe a student in a classroom during presentation, some other students might give them extra

attention or even hone the student. Students quickly learn that by acting out, they can gain

attention from the teacher or even acquire objects that they want. In this case, a better solution

would be to use Presentations when the child is displaying good behavior. Instead of rewarding

the misbehavior, the teachers would want to wait until the child is behaving well and then reward

that good behavior with Information Literacy.

Q.9 What were the findings and conclusion?

Findings:

In the presentations for Information Literacy, the result of the observation showed that the

average score of the students for Information Literacy was 86.2%. Teacher should emphasize that

developing Information Literacy, above all, contributes to a good reputation. The image of a

decent person is highly appreciated in the modern world. However, one can spend years to earn it

but it doesn’t take long to lose it. One mistake and all you fought to enhance is gone in an instant.

That is why Information Literacy is a point of self-development and moral awareness. One needs

to follow different standards to boost individual progress but not to avoid punishment or lower

grades. We are all learners, and should be encouraged as such. There was an improvement

compared on the result of the score on preliminary study from 71 to 80. However, the students

still could not reach the criterion of success because there were only 69% of the students got

above 75. I also calculated the mean score of the students for Information Literacy and classified

the student’s score into low, medium, and high. Low score ranged from 0 to 59.5, medium ranged

from 60 up to 79.5, and high score ranged from 80 up to 100. Based on the observation of

students, it was found that 23% students were included in the Low Level, 46% students in

Medium Level, and 54% students in High Level. Based on score, I found that most of the

students got low scores in observation of the student’s worksheet, that is, cloze sentences. It
might be caused by the fact that students rarely listened to native speaker’s speech as the one in

the observation and the vocabulary items they should identify were not familiar to them. I found

that the implementation of the observation was done as expected. In implementing the action, I

did the lesson plans had designed. For Information Literacy process, I used techniques which

consists of Presentations, in the presentations, the students were given one topic to activate their

background knowledge. I also reviewed some vocabulary to introduce them to the observation

being played. In developing Information Literacy, the students watched the reading clip and

asked to do some exercise as the main activities. After doing the worksheet given, the student’s

work was submitted and discussed together. In these techniques, the students were asked to do

some activities to check their Information Literacy to what they had learned from the observation.

It is not necessarily evident from the initial observations whether a student who began by

Presentation writing had analyzed the question, as opposed to someone who just started writing

without appropriate standard. As a result, it was clear that the subsequent behavior of each

student was more likely related to the ultimate success of a student on a specific Extra-curricular

activity.

Q.10 Summary of the Project.

The school which I selected for research was Govt. High School. It is situated in a -----. The

participants of study were 5th class students who were present in Govt. High School. I selected

class 5th students which are considered in total 10 in students. The interest for students in this

research led to their keenness for the task and the structured interview.

Objective of this research:

 To enhance Information Literacy through modern technology by using presentation

among students of 5th grade.

  To define the component of information literacy.

 To discuss the facts related information literacy in education.

Research Instrument:

The data was accumulated through observation. So in such sort inspects, it is indispensable

during progress of estimation observation for quality data to recollect all points of view.

Qualitative system was used to get critical and cautious data. Data was assembled through

observation by using modern technology (Presentation).

Discussion:

For Information Literacy process, I used techniques which consists of Presentations, in the

presentations, the students were given one topic to activate their background knowledge. I also

reviewed some vocabulary to introduce them to the observation being played. In developing

Information Literacy, the students watched the reading clip and asked to do some exercise as the

main activities. After doing the worksheet given, the student’s work was submitted and discussed

together. In these techniques, the students were asked to do some activities to check their

Information Literacy to what they had learned from the observation. It is not necessarily evident

from the initial observations whether a student who began by Presentation writing had analyzed

the question, as opposed to someone who just started writing without appropriate standard. As a

result, it was clear that the subsequent behavior of each student was more likely related to the

ultimate success of a student on a specific Extra-curricular activity.

Q.11 How do you feel about this practice? What have you learnt?

The investigation revolves around key thoughts, changes in the authority's perspective on

themselves and research that have been displayed and discussed all through the course. After the

review, examiners are gotten some data about what they have found that week. There are no
misguided answers. The arrangement exercise is a valuable gadget to get contribution from

overseer. It moreover empowers understudies to use the Standard of Reflect and Evaluate. To the

exclusion of everything else most of us numb the unbalanced sentiments, anyway unknowingly

when we do this investigation we can moreover end up desensitizing our various emotions like

enjoyment, congruity, euphoria, and delight. We can't totally have one without the other. The

underlying advance is reliably caring, in light of the way that once we have care we can start to

put everything in order. Care alone won't empower us to stop using learning. Care at some point

later is what I'm examining here. Starting anything new and endeavoring to make an affinity out

of it requires some speculation. This is one explanation I appreciate researching and going to

classes as it's basically a booked time in the day, where I have the same interferences, to just be

in my every day calendar and notice how I'm feeling. That being said I rarely make it to a class

once every week these days, so I do need to find clear and energetic ways to deal with partner.

Since consideration is connected to being accessible at the time and seeing all of the sensations

and sentiments in your mind and life, one thing you can do is ask yourself wherein you’re mind

you feel your emotions.

Q.12 What has it added to your professional skills as a teacher?

It added a lot of new skills in my teaching. It improved my way of teaching. This practice also

improved my Presentations too. I also learnt how to learning effectively and accurately. I have

learnt how to deal in society.im become confident after this practice. Now I can speak at any

forum.

1. Teachers could have a hard time without a wide variety of support staff around them. If

you feel alone, your school principal, administrative staff, parent-teacher committee, and
 more are often available to provide you help. By working as, a team, you may have an

easier time increasing your students' ability to learn and have fun.

2. Sometimes to get the big reward, you may need to take a risk. Being a teacher is about

finding a way to get kids to learn, and sometimes these new learning methods can be

risky. Stick to it and you'll soon find that others are following your teaching example.

3. This is likely the single most important skill. Kids these days are stubborn, and many lack

the inherent respect for authority that we were taught at a young age. Spending a single

day in a room full of raucous teenagers is enough to send any human being to the Looney

bin, which is why every good teacher needs patience in order to find a way to work with

his students and earn their respect.

4. Different kids learn in different ways, and some lessons need unique teaching modern

technology. Good Teachers know how to adapt their lesson plan to their students, so that

all the kids learn optimally. This trait can take some experience and practice in a

classroom setting, so give it time.

5. Whether you teach high school chemistry or kindergarten, nothing is a more effective tool

than using your imagination to create new and interesting ways for your students to learn.

You may be inspired by the work of another teacher, mentor or a TV commercial - it

doesn't matter. All that matters is that you take the initiative to find new ways for your

kids to learn the material.

Q.13 List the works you cited in your project (follow the APA manual – 6th Edition).

Black, I. (2006). The presentation of interpretivist research. Qualitative market research: An

international journal.
Goffman, E. (2006). The presentation of self. Life as theater: A dramaturgical sourcebook, 129-

139.

Hobbs, R. (2011). The state of information literacy: A rejoinder.

Hobbs, R. (2011). The state of information literacy: A response to Potter. Journal of Broadcasting

& Electronic Information, 55(3), 419-430.

Hobbs, R. (2013). Information literacy. In The Routledge international handbook of children,

adolescents and information (pp. 443-450). Routledge.

Hofstetter, F. T., & Fox, P. (1995). Multiinformation literacy. Irwin/McGraw-Hill.

McCannon, R. (2005). Adolescents and information literacy. Adolescent medicine clinics, 16(2),

463.

Potter, W. J. (2010). The state of information literacy. Journal of broadcasting & electronic

information, 54(4), 675-696.

Potter, W. J. (2013). Review of literature on information literacy. Sociology Compass, 7(6), 417-

435.

Rasi, P., Vuojärvi, H., & Ruokamo, H. (2019). Information literacy education for all ages.

Journal of Information Literacy Education, 11(2), 1-19.

Schlenker, B. R. (2012). Self-presentation.

Vraga, E. K., Tully, M., & Rojas, H. (2009). Information literacy training reduces perception of

bias. Newspaper Research Journal, 30(4), 68-81.