Information Literacy In 2000, Duke published a seminal research article on the scarcity of informational text in classroom environments and activities. The research brings to light the sparse quantity of informational text available to children and the limited instruction or activities with informational literacy materials, an average of 3.6 minutes a day, in the primary classroom. In the study, twenty first grade classrooms were observed, ten from high
socio-economic status (SES) schools and ten from Low SES schools. Students from Low SES schools had even fewer opportunities with informational texts than students from higher SES schools. The amount, type, and uses of print are less in the lower SES classroom The concept of informational text in the classroom was a discussion point among literacy researchers before this article, but this article highlighted the lack of informational text in classroom libraries, as part of the classroom environment, and the use of the text in instruction in the primary classroom. Since the publication of this seminal piece, it has been cited in over 200 articles . Recent articles include suggestions for incorporation of more quantity and quality of informational text in the classroom. Teachers can increase access through more informational texts in classroom libraries and environmental print in the classroom, and increase time devoted to instruction using information text through read aloud and strategy instruction. Students need to be taught how to read the informational text with specific comprehension strategies and the use of these texts for authentic purposes increases reading growth in students
Methodology and Research in Education Duke values a range research methodologies for reading research as evidence by a variety of methodologies in her own research and through the edited book
Literacy Research Methodologies, she co-edited the book, now in its second edition, with Marla Mallette. In the edited book, she and Mallette conclude with five messages for literacy researchers. There are many different research methodologies available and can make contributions to the field. Yet, there are examples of great and poor usages of every methodology. The
methodology chosen should match the
research question and any claims from the research methodology should be supported by the specific methodology. Research studies of similar questions can demonstrate complementary results using different methodologies and this use is encouraged In a book chapter with Pearson, Strachan, and Billman, Duke suggests 10 elements of fostering comprehension growth: building disciplinary and world knowledge, providing exposure to a volume and range of texts, providing motivating texts and contexts for reading, teaching strategies for comprehending, teaching text structures, engaging students in discussion, building vocabulary and language knowledge, integrating reading and writing, observing and assessing, and differentiating instruction. IDuke (and Beck(1999)) argue that the current form of
dissertations is not an authentic format for new researchers to learn how to participate in the academic realm. A goal of research is to disseminate information, however, in the current dissertation format most dissertations have only a select audience. The dissertation format is a genre in and of itself, and if PhD candidates are able to publish their findings, it requires massive rewrites. Suggestions for alternative dissertation formats include article(s) ready for publication in literacy research journals or in educator publications, depending on the goal of the degree. ==Awards==