The International Observatory on Academic Achievement - Documentary search

File number :
CS-APE-34e

Bibliographic reference :
Williams, D., & Coles, L. (2007). Teachers' Approaches to Finding and Using Research Evidence: An Information Literacy Perspective. Educational Research, 49(2), 85-206.

Abstract :

This abstract goes beyond the IOAA topics. However, this article was selected all the same because it concerns not only the mission of the IOAA, which is to disseminate research results, but also an important group of our subscribers, teachers.

Obviously, using research results is a vital asset to professional development. In spite of some initiatives implemented to improve access to research results, the fact of the matter is that teachers still rarely access information stemming from research for integration into their practice.

Research Goal
This British research examined teachers’ use of research results particularly from the perspective of information literacy, which consists of strategies for finding, assessing and using information and the confidence in one’s ability to do so. This analysis focused more particularly on two factors linked to information literacy: access to information and attitudes.

The specific goals were: (1) to study teachers’ practices, attitudes and abilities; and (2) to identify leads to wider and more effective use of information.

Methodology
A questionnaire was completed by 312 teachers and 78 school principals at the preschool, elementary and high school levels. Quantitative data were collected on their views on access to information, along with their attitudes towards research and the confidence they have in their ability to find and use research results.

Through interviews conducted with 28 teachers to collect qualitative data on their strategies and behaviour, factors facilitating or limiting the process of access to information were also identified. In addition, fifteen teachers took part in group exercises on how to assess the quality and relevance of information sources.

The initial sample involved 3000 teachers and 500 school principals. Hence, results may be biased because of a low participation rate and because the individuals who actually participated were undoubtedly already in favour of using research results.

Main Results
Answers to the questionnaire highlighted positive attitudes towards research results and the advantages of using this information.

However, access to information stood out as a factor influencing the use of research information in spite of increased use of the Internet. The most prominent barriers were lack of time and lack of readily accessible information sources. Teachers preferred informal sources of information such as informal discussion and contact with colleagues and occasional events organized in their schools such as conferences. Fewer than 10% of teachers said they consulted news bulletins reporting on research results on a regular basis.

Results also revealed that teachers were much less confident in their ability to find information stemming from research as opposed to general information. They had more confidence in their ability to find, rather than use, information.

Conclusion
Strategies used by teachers and the confidence they have in their ability appeared to limit their use of research results and exacerbate their perception regarding the lack of time and lack of readily accessible sources of information. Teachers might use this information more often if efforts were made within schools to help develop their strategies and self-confidence. For instance, making research results more accessible in the workplace through the Internet and developing an information and research culture might help. To support such a change, researchers should also strive to make research information more accessible.

Links :
This journal is also available in electronic format. Publisher’s Website address: http://www.taylorandfrancisgroup.com/"

Key Words :
Using Research Results, Professional Development, Access to Information, Attitudes, Confidence, Information Research Strategies, Information Culture, Mixed Methodology, Newsletter10

Monitored Countries :
United Kingdom (Scotland, England and Wales)