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The Role of Collaborative Teaching: Effects on Developing of Information Literacy and Science Communication skill Wulan Aulia Azizah Department of Primary Education, Universitas Negeri Semarang, Pascasarjana Jl Kelud Utara III, Semarang 50237 [email protected] Abstract. Information literacy and science communication skills help students to be more literated and skilled in communication. By using inquiry project-based learning and collaborative teaching between teacher and school librarian, they can develop students’ information literacy and science communication skills in the fifth grades. Students are provided with librarian to develop their information literacy, and teacher provided them to develop their science communications. Based on the results of this study, it is obtained by using collaborative teaching and inquiry project-based learning, the students’ information literacy and science communication skills significantly increased. The role teacher and school librarian to work together to develop lesson units, plan student learning activities, identify and select appropriate resources, and enrich their own knowledge and their skills integrate inquiry project-based learning have a big influence in educational partnership, indeed in order to 21st century skills to be taught effectively which make a meaningful learning.

Keyword: Information Literacy, Science Communication Skills, Collaborative Teaching, Inquiry Project-Based learning.

1.Introduction Information literacy is an important to effective functioning in today’s knowledge society (American Association of School Libraries, 2007). There are closely related between literacy information and science communication skill, named information literacy includes the knowledge and information needs of a person, the ability to identify, find, evaluate and communicate information effectively to address the issues or problems faced (U.S. National Commission on Library and Information Science,2003). This is supported by science learning, which is one of the sciences of elementary school science, namely scientific work and work safety, elementary students are expected to be able to ask questions, predict, make observations, collect data, draw conclusions, and communicate the results of the experiment. Moreover, One of the goals that is considered very important in the science curriculum in various schools in the world are science communication skills or known with SCC (Science Communication Competence) (Kulgemeyer & Schecker, 2013) The ability to communicate science is also one step learning in the 2013 curriculum after the stages of observing, asking, and observe. The stage of communicating is the stage where students can learn to express opinions, issue opinions from discussions, change the presentation of data and also develop scientific and mutual attitudes appreciate in learning. Thus, students have understanding that is the result of the thought of discussion, not just the thought. Besides, research has shown that students across different educational levels from primary school are generally lacking in these areas (Branch, 2003; Chu & Law, 2005, 2007;Lazonder, 2000; Pelgrum, 1999; Schacter, Chung, & Dorr, 1998). In the past, students were usually taught these skills using the traditional didactic approach, which involves the teacher gives a student passively receiving information. Therefore, special strategies are needed to be able to implement effective teaching to improve student’s literacy information and science communication skill. Inquiry-based learning is a pedagogical approach that uses questioning to involve students actively in their own learning (Harada & Yoshina, 2004a). Recent research shows that Inquiry-based learning is more effective in promoting learning outcomes such as deep thinking, the ability to apply knowledge, and reasoning skills (Dochy, Segers, Van den Bossche, & Gijbels, 2003; Hu, Kuh & Li, 2008). One way to implement Inquiry-based learning in the classroom is through student projects. Project-based learning (PjBL) is a model for classroom activity that is unusual. PjBL learning activities are long-term, student centered, and integrated with real-world issues and practices BIE (Trianto, 2015). The integration Inquiry-based learning and project-based learning can lead to a completely learning approach. In previous research, researcher uses inquiry project-based learning to enhance students’ reading abilities (Chu, Tse:2011). Moreover, Montiel shows that the teacher and librarian collaboration model are most likely

to have an effect on student learning (Montiel, 2009). As well as, in 2011 Chu used collaborative inquiry project-based learning to develop information literacy (Chu, Tse: 2011). On the other hand, based on all of previous research there was not projects that were carried out by students. Researcher only focused on students' perceptions of the variables studied. Then the collaborative models did not explain the stages of integration in their relationship in developing of the variables. Also, in the teaching collaboration between teachers and librarians only did interviews in coordination. Based on the explanation above, in this study will be shown in detail the process of integrating an Inquiry Project-Based Learning in developing information literacy and science communicate skills. In the development of information literacy will refer to Bloom's Taxonomy. In addition, in the process of coordination between teachers and librarians in teaching use interviews and FGD (Forum Group Discussion) which refers to 4 facets of collaboration, namely coordination, cooperation, integrated instruction, and integrated curriculum (Montiel, 2009). Figure 1 shows the framework for this research that inspects the effectiveness of an inquiry PjBL in guiding students through projects and promoting learning in various domains (Chu, 2011). For this particular study, the focus was on development of information literacy and science communication skill among students and the collaboration between classroom teacher and the school librarian.

Primary 4 students working on group project using Inquiry project-based learning

School librarian

Classroom teacher

Eight dimensions for students’ improvement 1. 2. 3. 4. 5. 6. 7. 8.

Reading comprehension Writing abilities Information literacy IT skills Subject knowledge Social and communication skills Presentation skills Research Skills

Indicator of attainment 1. Information literacy: students’ skill in searching for relevant information, in locating, evaluating, and making use of source should be sharpened by their work on the project. 2. Social and Communication skills: improved social and communication skills, such as sharing, listening, taking turns, and assisting others.

Fig.1 framework was adopted from Chu (2011) This strategy has benefits among others, In order for 21st century skills to be taught effectively, teachers need a lesson plan that incorporate these attributes in a meaningful way. Therefore collaborative teaching between teacher and school librarian are necessary important to integrate the lessons to be a meaningful. School librarians were essential in helping students navigate, analyze, evaluate, and create and communicate ideas through various media (Farquharson, 2009). Using collaborative inquiry process provides teachers to create, examine, and reflect on their teaching to develop skills, abilities, and students’ knowledge. 2.Information Literacy and Science Communication Skills Information Literacy encompasses knowledge of one’s information concerns and needs, and the ability to identify, locate, evaluate, organize and effectively create, use and communicate information to address issues or problem at hand (U.S. National Commission on Library and Information Science, 2003).While,

Communication skills are also a form of skill the science process that every student must have. Characteristics of ability student communication including students able to change the form of presentation one data to another form of data presentation (Rustaman, et al., 2005). In other hand, communication is an important part of scientific learning activities and is the basis for constructing scientific knowledge. Therefore, it can be said that scientific communication or scientific communication is one of the important bases in science learning. This type of communication in learning activities is very diverse, but if compared to other forms of communication in the realm of learning, scientific communication can be clearly distinguished, because scientific communication can distinguished in terms of certain grammatical rules used, as well as techniques selection of words or terms with certain rules (Nielsen, 2012; within Syahputra,2017). 3. Inquiry According to Gulo (Trianto, 2015) inquiry strategy means a series of learning activities that involve maximally all students' abilities to search and investigate systematically, critically, logically, analytically, so that they can formulate their own findings with confidence. The main objectives of inquiry learning activities are (1) maximum student involvement in the learning process; (2) the direction of activities logically and systematically on learning objectives; and (3) developing an attitude of confidence in students about what is found in the ikuiri process. One of the most prominent traits in this learning model is that the teacher is not the only source of learning, but rather is positioned as a facilitator and student learning motivator. Learning activities are carried out by a question and answer process between the teacher and students, so that the teacher can ask the technique to ask interesting questions. Third, the purpose of learning using the inquiry model is to develop the ability to think systematically, logically, and critically students. Following are the learning steps using the Inquiry model (Trianto, 2015) Phase Presenting questions or problems

Making hypotheses

Designing experiments

Conduct experiments to obtain information Collecting and analyzing data Making conclusions

Teachers’ behavior The teacher guides students to identify problems and problems written on the board. The teacher divides students into groups The teacher provides opportunities for students to brainstorm in forming hypotheses. The teacher guides students in determining hypotheses that are relevant to the problem and prioritizes which hypothesis is the priority of the investigation. The teacher provides opportunities for students to determine the steps in accordance with the hypothesis that will be done. The teacher guides students to sort the experimental steps. The teacher guides students to obtain information through experiments Teachers provide opportunities for each group to convey the results of processing the collected data. The teacher guides students in making conclusions

4. Project Based Learning According to Yahya dalam (Trianto, 2015), Project-Based Learning is a learning model that provides opportunities for teachers to manage classroom learning involving project work. As for Yudi (2007), PojectBased Learning is an appropriate learning model to meet this need, where students are involved directly in solving assigned problems, allowing students to actively build and organize their learning, and can make students who realistic.

Project-Based Learning focuses on concepts that involve students in meaningful problem solving and assignment activities, providing opportunities for students to construct their own learning, and culminating in producing student work products that are valuable and realistic (Okudan, 2004). The advantages of using Project-Based Learning according to (Djamarah, 2006) are as follows. (1) Can remodel the thinking patterns of students from the narrow to be broader and more comprehensive in looking at and solving problems faced in life; (2) fostering students to apply integrated knowledge, attitudes, and skills, which are expected to be useful in daily life for participants in education; (3) in accordance with modern didactic principles. The learning steps of the Project-Based Learning model developed by The George Lucas Education Foundation (Lucas, 2005) are as follows. 1. Starting with essential questions Essential questions were asked to provoke the knowledge, responses, criticisms and ideas of students regarding the theme of the project to be appointed. 2. Planning the project execution rules Planning contains the rules of the game, the selection of activities that support in answering essential questions, and knowing the tools and materials that can be accessed to help complete the project. 3. Make an activity schedule Arrange an activity schedule in completing the project. This schedule is structured to find out how long the project will take. 4. Monitoring the development of student projections Educators are responsible for monitoring student learning activities while completing projects. Monitoring is done by facilitating students in each process. 5. Assessment of student work results Assessment is done to help educators in measuring the achievement of standards, play a role in evaluating the progress of each student, giving feedback about the level of understanding that has been achieved by students, helping educators in preparing the next learning strategy. 6. Evaluate the learning experience of students At the end of the learning process, educators and students reflect on the activities and results of the projects that have been carried out. The reflection process is carried out both individually and in groups. 5. The Role of Teacher and Librarian With an increasing need for innovative learning that solves the complexities of an information society, understanding how to effectively develop the role of school librarians as collaborators partners with teachers. Collaboration between teachers and librarians is recommended in professional guidelines for school librarians as a key factor to improving student academic achievement (American Association of School Librarians, 2007; American Association of School Librarians & Association for Educational Communications and Technology, 1998). The guidelines are supported by a number of studies, which have identified higher student achievement in schools where collaboration between teachers and librarians occurs (Montiel, 2009), highlighting the importance of teacher and librarian collaboration. In this type of collaborative endeavor, teacher and librarian integrate subject content with library instruction to provide students with a more comprehensive learning experience. Library instruction includes teaching students how to find information, conduct research and write reports, and use information ethically and responsibly for personal, academic, and other purposes (American Association of School Librarians, 2007; American Association of School Librarians & Association of Educational Communications and Technology, 1998; Montiel, 2009). 6. Planning of Implementation Collaborative Teaching Inquiry Project-Based Learning to develop Information Literacy and Science Communication Skills In this research begins with students divide into several groups. After grouping students into some groups, teacher gives them a phenomenon problem, then a school librarian help students to navigate, analyze, evaluate, and create ideas through various media. Besides, the role of teacher is how students present their

results in writing, pictures, reports, charts, tables and other works until they communicate their work to others. This is supported by Chu, Tse, and Chow (2011) wrote that the expertise of each of the participants was the main catalyst to student achievement, specifically the areas of information literacy skills taught by the librarian and technology skills taught by the technology teacher. So that teacher and librarian collaboration could lead to increase students’ achievement. In the first week, student start to study the importance of clean air for respiratory and for the second weeks they study maintaining healthy of human respiratory. To develop information literacy and science communication, teacher and school librarian use an inquiry project-based learning. By using these collaborative models, it can enhance these skills. Based on Samuel Kai (2011), students’ perceived information literacy both before and after using inquiry project-based learning is increases. It can be seen on fig 3.

Figure 3.students’ perceived information searching knowledge and skills But, in this research, researcher more focused on Bloom’s taxonomy to develop information literacy. According to Bloom’s taxonomy, various stages or levels of learning exist. At the lower level are processes and activities that involve remembering and understanding certain fact and concept, and being able to apply learning and standard. While, at higher-level learning includes analyzing, evaluating, and synthesizing information, and creating new knowledge (Anderson, 2001). While, to develop science communication skills, researchers refer to Kulgemeyer & Schecker's (2013) research to provide an alternative assessment of students' scientific communication skills with the ExpertNovice Dialog Method. Subjects assessed the ability of science communication according to this instrument is an expert. In this case the conveyer of information conveys information to the Novice (recipient of information) in a study group. Research with this method assesses the ability of science communication only to the information provider (Expert) because the information provider is a very benchmark in the assessment of scientific communication skills, and information transfer is very dependent on the ability of the information provider. The process can be seen in this below.

Figure 3. Constructivist communication model for science communication Indicators in the questionnaire on the communication skills of science are the results of modifications that refer to the indicators of science communication capability assessment developed by Kulgemeyer and Schecker (2013). There are three categories in the assessment of science communication skills, namely cognitive categories, content knowledge categories and volitional categories. The next stage is surveying the important information literacy and science communication skills in completing students’ project. In this research, collaborative teaching using inquiry project-based learning use

to develop these skills. Based on Downey, Inquiry learning is the core of good thinking is the ability to solve problems (Trianto, 2015). Moreover, according to Mukhlis, Project-based learning is learning models that provide opportunities for teachers to manage learning in the classroom by involving project work (Trianto, 2015). Based on Samuel Kai (2011), almost the information sources are perceived by student for the completion of their project as generally important. The most important source of information is Yahoo! Then followed by using school library. It can be seen on this figure 4. On this stage, researcher surveyed by using questionnaire which is given to fourth grader.

Figure 4 The following is a collaborative teaching inquiry project-based learning in developing information literacy and science communication skills of fifth grade students in elementary school. Collaborative models Asking questions or problems

Formulating a hypothesis Planning project Collecting data

Data Analysis

Monitoring students’ project Working assessment Making conclusion Evaluating

Information Literacy based on Bloom’s Taxonomy Subtopic Bloom’s Taxonomy level Bloom’s Taxonomy skills Searching. Understanding Lower Searching library catalogs (Knowledge of topic to select Finding peer review information) Locating and accessing information Lower Applications Citing source Reading citations

Evaluation of information

Understanding plagiarism Defining topic

Higher

Higher

-

Science communication skills

Cognitive categories

Evaluations Analysis (examining content to determine when citations are needed) Analysis (examining a subject to develop a focus and or research questions)

Content Knowledge

Volitional categories

Figure 5. Steps of Inquiry project-based learning to develop information literacy and science communication skills.

In this below, the table divides the role of teachers and librarians in teaching using a model of project based inquiry Collaborative Models The role of The role of Teacher Librarian Asking questions or problems √ Formulating a hypothesis Planning project √ Collecting data √ Data Analysis Monitoring students’ project Working assessment √ Making conclusion Evaluating Figure 6. The role of Teacher and Librarian on Inquiry Project-Based Learning

In addition, previous research used interviews to make the role of teacher and librarian (Chu, 2011). While, in this research, based on Montiel (2009), researcher uses 4 facets of collaboration to collaborative teaching between teacher and librarian, the colored background represents a continuum of collaborative practices ranging from low level collaborative endeavors (facet A) to highly collaborative endeavors that lead to improve academic achievement (Facet D). It can be seen in fig 6.

Figure 7. Teacher and Librarian Collaboration model (TLC model) Lastly, during learning for 2 weeks, researchers measured the effectiveness of collaborative teaching using the Inquiry Project-Based Learning in the learning theme of 2 Clean Air for Health in the fifth grade of elementary school in developing information literacy and science communication skills. This assessment is carried out using model implementation of observation sheets, test assessments, and project appraisals using portfolio assessment, as well as peer assessments to measure the development of information literacy and science communication. Few studies have previously investigated how they can be combined to encourage optimal outcomes for students, with most studies focusing on inquiry learning (e.g. Spronken-Smith, Bullard, Ray, Roberts, & Keiffer, 2008), or collaborative teaching (e.g. Thousand et al.,2006). Equally important, Inquiry PjBL was shown to be an effective means of promoting information literacy. This builds on the findings of previous research showing that information literacy cannot be learned through one-time training such as tutorials or workshops (Mokhtar et al., 2008). Information literacy needs to be reinforced over a longer period of time with proper scaffolding and guidance from the teacher.

7.Conclusion The findings of study showing the benefits from collaborative teaching with inquiry project-based learning to develop information literacy and science communication skills. Educators must find ways to enhance their students for gaining these competencies. One of the ways is the teacher and librarian work together to develop lesson units, plan student learning activities, identify and select appropriate resources, and enrich their own knowledge and repertoire of skills. They achieve a level of collaboration that has more instructional impact and educational value, and therefore it is more likely to be replicated and sustained. As a result, they establish trust and respect for each other, and thus start to develop an educational partnership. By using this approach, students’ knowledge, skills and abilities increase, indeed in information literacy and science communication skills. 8.References Al-Tabany, Trianto ibnu Badar. (2015). Mendesain Model Pembelajaran Inovatif, Progresif, dan Kontekstual. Jakarta: Prenadamedia Group. American Association of School Librarian. (2007). Standards for the 21st century learners. Retrieved August 10, 2018, from. http://www.ala.org/aasl/standards. Anderson, L. W., & Krathwohl, D.R. (2001). A taxonomy for learning, teaching, and assessing. Boston, MA: Pearson. Chu, Samuel., Tse, S.K., & Chow, Ken. (2011). Using collaborative teaching and inquiry project-based learning to help primary school students develop information literacy and information skills. Library & Information Science Research, 33:132-143. http://doi:10.1016/j.lisr.2010.07.017. Farquharson, M. (2009). The power of high quality school library programs. Teacher Librarian, 36(5), 8586. Kulgemeyer, C., & Shecker, Horst. (2013). Students Explaining Science—Assessment of Science Communication Competence. Journal Springer Science+Business Media Dordrecht 2013, 43:2235– 2256. http:// doi:10.1007/s11165-013-9354-1. Mokhtar, Intan Azura., Majid, Shaheen., & Foo, Schubert. (2008). Information literacy education: Application of mediated learning and multiple intelligences. Library & Information Science Research, 30:195-206. http://doi:10.1016/j.lisr.2007.12.004 Montiel, Patricia. (2009). Teachers’ perceptions of teacher and librarian collaboration: Instrumentation development and validation. Library & Information Science Research, 31:182-191. http://doi:10.1016/j.lisr.2009.04.001. Saunders, Laura. (2017). Information literacy in practice: content and delivery of library instruction tutorials. The Journal of Academic Librarianship. http://doi.org/10.1016/j.acalib.2017.12.022. Syahputra, Hilman. (2017). Pengaruh Penggunaan Media Komik Terhadap Peningjkatan Membaca Pemahaman Pada Anak Tunagrahita Kelas VI Di Splb-C Xplb Cipaganti. repository.upi.edu.