Understanding teachers' information needs in a time of challenge

Abstract

American schools are being asked to meet ‘high stakes’ testing goals using research‐based instruction methods. If teachers are to achieve these goals, they must become knowledgeable about the latest research‐based information on how to teach effectively. However, we know little, in general, about the information seeking behaviors of practicing teachers or about the uses to which they would put the information they seek. This focus group study explores the information needs expressed by a group of early literacy teachers. Both traditional and non‐traditional sources are identified to meet those needs and insight provided into the context of use.