A Conceptual Framework for Digital Libraries for K–12 Mathematics Education: Part 1, Information Organization, Information Literacy, and Integrated Learning

Abstract

This article is the first of two that present a six-part conceptual framework for the design and evaluation of digital libraries meant to support mathematics education in K-12 settings (see also pt. 2). This first article concentrates on (1) information organization, (2) information literacy, and (3) integrated learning with multimedia materials. The second article reviews (4) adoption of new standards for mathematics education, (5) integration of pertinent changes in educational policy, and (6) ensuring pedagogic and political accountability. Each article concludes with specific recommendations for digital libraries meant to support K-12 mathematics education appropriate to the topics the article discusses. This framework, which may be of some use to researchers and educators in many settings and countries, emphasizes the importance of communication, community building, and learning activities that use different media for the design of digital functionalities and online collections of mathematics learning materials. The major goal of the framework described here is to consider how to bring the larger computationally intensive collections called digital libraries closer to the existing structures and practices of learners and teachers while recognizing the new functionalities and learning opportunities that digital libraries offer.

Integrating Technology and Problem-based Learning: A Mixed Methods Study of Two Teacher Professional Development Designs

“…In addition to these barriers, the successful integration of online resources is influenced by teachers' knowledge, experience, approaches to teaching and learning, and information literacy skills (Chen & Doty, 2005). In terms of knowledge, teachers must possess pedagogical knowledge and content knowledge in order to successfully integrate technology into teaching.…”

Assessing disciplinary differences in information literacy teaching materials

“…In a more work-related context, multimedia sources also play a role in economics, especially in the area of marketing (Steinbach et al, 2015). The abilities to generate and use multimedia sources are further considered as relevant in mathematics (Chen and Doty, 2005). Nevertheless, they are not discussed in the analyzed book.…”

“…The skills necessary to study old documents and the ability to critically approach the different kind of historical sources are pointed out as important IL skills of history students (Pinto, 2012). Chen and Doty (2005) published a conceptional framework for digital libraries aiming to support mathematics education. The paper identifies areas relevant for IL training in mathematics, including retrieval schemes, synonyms and the ability to generate and use multimedia sources.…”