{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2024,8,5]],"date-time":"2024-08-05T13:59:56Z","timestamp":1722866396711},"reference-count":34,"publisher":"IGI Global","issue":"3","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2017,7,1]]},"abstract":"<p>With advancing technology, \u201cliteracy\u201d evolves to include new forms of literacy made possible by digital technologies. \u201cNew literacy\u201d refers to using technology to research, locate, evaluate, synthesize and communication information. The purpose of the study is to develop a framework to guide science teachers' new literacy practices, and examine the impact of new literacy approach on students' science learning and new literacy skills. The authors worked with 25 middle school science teachers through a two-year professional development (PD), and followed their implementation to investigate the PD impact on their classroom practices and students' learning outcomes. The authors adopted mixed-methods to examine change in teachers' new literacy practices, students' science learning outcomes, and students' confidence in new literacy skills. The study results showed increases in teachers' frequency and types of new literacy practices, positive impact on students' science learning and confidence in new literacy skills. Factors affecting teachers' new literacy practice are also reported.<\/p>","DOI":"10.4018\/ijicte.2017070105","type":"journal-article","created":{"date-parts":[[2017,5,5]],"date-time":"2017-05-05T12:44:10Z","timestamp":1493988250000},"page":"53-72","source":"Crossref","is-referenced-by-count":2,"title":["New Literacy Implementation"],"prefix":"10.4018","volume":"13","author":[{"given":"Hui-Yin","family":"Hsu","sequence":"first","affiliation":[{"name":"New York Institute of Technology, Old Westbury, NY, USA"}]},{"given":"Shaing-Kwei","family":"Wang","sequence":"additional","affiliation":[{"name":"New York Institute of Technology, Old Westbury, NY, USA"}]},{"given":"Daniel","family":"Coster","sequence":"additional","affiliation":[{"name":"Utah State University, Logan, UT, USA"}]}],"member":"2432","reference":[{"issue":"8","key":"IJICTE.2017070105-0","first-page":"31","article-title":"Engaging learners in scientific practices related to obtaining, evaluating, and communicating information.","volume":"79","author":"P.Bell","year":"2012","journal-title":"Science Teacher (Normal, Ill.)"},{"key":"IJICTE.2017070105-1","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2012.04.012"},{"key":"IJICTE.2017070105-2","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-8535.2007.00793.x"},{"key":"IJICTE.2017070105-3","unstructured":"Clare, L. 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