Abstract
How is information transformed into knowledge? As library media specialists, our challenge is to help young people move from mechanics to meaning making in the information search process. This qualitative research study examined how journal writing reflected both the cognitive understandings and the affective expressions of students as they progressed through assigned research projects. The investigation, which was conducted at two elementary schools in Hawaii, also addressed how journal writing influenced modifications made in library instruction and how the journals affected librarians' one-on-one interaction with students. Research methodology employed, related studies examined, and findings discovered are described in this paper.
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