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Copyright by Barbara Ann Boutwell Jansen 2014 Copyright by Barbara Ann Boutwell Jansen 2014 The Dissertation Committee for Barbara Ann Boutwell Jansen certifies that this is the approved version of the following dissertation: New Media’s Support of Knowledge Building and 21st Century Skills Development in High School Curricula Committee: Barbara F. Immroth, Supervisor W. Bernard Lukenbill Loriene Roy S. Craig Watkins Yan Zhang New Media’s Support of Knowledge Building and 21st Century Skills Development in High School Curricula by Barbara Ann Boutwell Jansen, B.S.Ed.; M.Ed.; M.L.I.S Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin May 2014 Dedication This work is dedicated with love to my mother Marilyn Pinson and to my husband Larry Baird. And to Frankie. Acknowledgements How do I measure success? Not by the degrees that hang on my wall or by the number of articles and books I have had published over the years, but by people who have loved, encouraged, and supported me throughout my growth as a human and as an educator. My committee is the best I could imagine. Each member steered me through the doctoral program with kind words and sound advice every step of the way. I owe a huge debt of gratitude to Dr. Barbara Immroth, my committee chair, longtime colleague, and friend who stoked my passion for school libraries and helped me understand the important role of the librarian as an instructional leader in her school. Dr. Immroth’s commitment and life of service to libraries and librarians in Texas and beyond continues to serve as an inspiration to all librarians. Dr. Bill Lukenbill, Emeritus, offered excellent advice on content and writing and always had a kind and supportive word. I am so appreciative that he agreed to continue serving on my committee even after his retirement. Dr. S. Craig Watkins’s long time involvement in examining the opportunities and challenges of young people’s participation in the new media ecology spurred me to study this topic before I joined the program. His passion extends beyond academia, and his results continue to serve educators as we work to close the gap between informal and formal learning opportunities. Dr. Yan Zhang was the perfect addition to my dissertation committee with her knowledge of information needs, information seeking, and the v research process. Her questions made me think more deeply about my methods and research design. Dr. Loriene Roy, who kindly and ably stepped in to fill some very large shoes, gave practical and theoretical advice and feedback on my writing as if she had been on my doctoral committee from the beginning. Finally, Dr. Glynn Harmon encouraged me through the first years and the qualifying process, always contributing sage advice and wise counsel through his sweet and kind words of encouragement. May he rest in peace. Family members and close friends supported and influenced me personally and professionally through the years. My sweet momma, Marilyn Pinson, is my biggest cheerleader. She continues to be an inspiration to me in every facet of my life, and remains one of my best friends. She understands the many sacrifices that a good education requires and values the many returns it gives. My husband, Larry Baird, is my rock and the best person I know. He is sweet and kind and kept the home fires burning, taking excellent care of our old schnauzer and my momma during those many days I spent away from home in the Hill Country, reading and writing papers. He cooked wonderful meals for me at home and took care of all things domestic. I am lucky to know his love. George Jansen, my sweet first husband and good friend, supported me in many ways through three degrees from the University of Texas and is still part of my heart and family. My best friends supported me in so many ways, beginning by the lessons I learned from them along the path of our friendships. Sarah Hilburn has been with me through thick and thin since we started teaching second grade together in 1985. Her vi generous spirit and love for all living things inspire me to be a better person. There are no words to fully express what she means to me. Dr. Marla McGhee took a chance on someone with no experience and hired me as her school librarian at Live Oak Elementary School in 1989. It is from her that I learned how to be a good teacher. To this day, I have not worked for a finer instructional leader. I am honored that I served as her two daughters’ ninth grade advisor, share authorship of two books with her, and continue to have fun every time we are together. She convinced me that I could complete a doctorate and is the one person in my personal life that truly understands what the process entails. She offered sound technical advice and needed emotional support throughout the five years I spent in the program. Beginning in the Longhorn Band many years ago, Jeni Johnson helped me understand what it is to be a friend and inspired me with her work ethic. Jeni and Faith Edwards-Allen, another friend from LHB, gave me moral support and inspired me to finish the program hoping that we could have some fun again. My success as a school librarian is due much in part to teaching colleagues who have recognized the value of collaboration. I have collaborated with them to develop authentic learning experiences that integrate print and digital resources, useful technology, and information literacy skills. They are smart and dedicated, and bring good humor and expertise to their classrooms each day. My gratitude goes to Dina Tucker, Jeff Osborne, Laura Cox, Richard Kriese, John Pomeroy, Darryl Borges, Jim Currin, Veronica Putney, Hope Ruiz, Jennie Luongo, Nathan Michaud, Jenny Kronke, Kimberly Horne, Matt Kelly, Brady Nash, Caroline Pinkston, John Fitzsimons, Gustavo Garza, Courtney Itson, Marsha Russell, Todd Stephenson, and Linh Tran. Other colleagues, who vii I am also proud to call friends, support my efforts at school and make every work day a joy. Thank you to Susan Kemner Reed, Joan Winter, Jim Currin, and Minnie Hollyman. Special thanks to Dr. Mike Eisenberg and Bob Berkowitz. Learning the Big6 process of information problem solving from and collaborating with them over the last 20 years has made me and countless others better school librarians. viii New Media’s Support of Knowledge Building and 21st Century Skills Development in High School Curricula Barbara Ann Boutwell Jansen, Ph. D. The University of Texas at Austin, 2014 Supervisor: Barbara F. Immroth There is a growing consensus that the character of pedagogy must shift from one of teacher- and textbook-directed instruction to one of student-centered learning. This transition stems from the need to maintain the United States’ competitive edge in the world market and prepare young people for a society that is more socially, economically, and politically complex. Progressive educators advocate for a “learning reform” facilitated by digital media, and the skills and competencies that young people develop through using participatory media in an informal setting. This study examined how the use of new media can support subject-area knowledge building and 21st century skills development in nine classrooms in an independent high school. A constructivist grounded theory approach guided the collection and analysis of empirical data. This process took the form of semi-structured interviews with students and teachers, classroom observations, and an examination of course-related documents. A symbolic interactionist perspective framed the data analysis. The study examined wiki use, blogging, microblogging, and document sharing in six high school subject areas: ninth grade History, Latin II, Advanced Placement Art History, twelfth grade English, ix Anatomy and Physiology, and Environmental Science. Conceptual categories derived from the findings suggest that the use of specific new media tools support subject-area knowledge building, both explicit and tacit. This occurs by promoting participation among all students, which helps students broaden their perspectives through universal access to their peers’ thinking. Findings also suggest that the integration and use of these specific new media tools support the development of certain 21st century cognitive and interpersonal skills. The findings from this study support two substantive theories: 1) The use of new media support knowledge building and skills development through increased participation, leading to broadening students’ perspectives about subject-area content, and 2) as students engage in knowledge building activities, specific features of new media support the development of specific 21st century skills within the cognitive and interpersonal domains. The results of this study provide educators with a set of guidelines to consider as they integrate new media into subject-area curricula, and offer an agenda for further research on a local and national level. x Table of Contents List of Tables ....................................................................................................... xvi List of Figures ..................................................................................................... xvii List of Illustrations ............................................................................................. xviii Chapter One: Introducing a Study of New Media Support in Formal Learning .....1 Introduction .....................................................................................................1
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