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EDFN A348: STEAM in the Context of Alaska/Information Literacy

Research Plan

Assignment Title

General Description



Research Plan for Project

Create a research plan by identifying main idea words, synonyms, and geography and time periods to study

Meeting at




Description: For this assignment students met with the UAA College of Education Consortium Library education specialist to discuss sources available to research their topic. During the session students reviewed research databases, library services (interlibrary loan), journals, internet sources.  In addition, they engaged in a discussion of how to evaluate sources fro credibility and accuracy of information.

Reflection: Students were able to complete a research plan that included a list of resources they would access to research the STEAM issue of their choice and to design their Unit plan. Compared to unit plans these three students submitted during the science methods in the Fall preceding this class; the plans they prepared for this class utilized more resources from sources they located outside the traditional curriculum materials provided by their respective school district. Specifically, the students were able to use their information library skills to access local resources and contextualized their lesson plans.

Case Study

Assignment title

General Description


Case Study Analysis

 & Multimedia presentation


 Students review a sample Case Study (Chevak Goose Banding Project) and discuss  the STEAM approach used by the team to study and solve the issue.

 Glogster Poster design



In the case study analysis assignment students reviewed the Goose Banding as an example of a science, technology, engineering, arts, and mathematics STEAM issue in Alaska. The Chevak Goose Banding Case study was an initial example to help students gain a better understanding of how STEAM can be successfully implemented to solve an issue in a rural community.


Students demonstrated their understanding by utilizing multimedia resources to create a Multimedia poster. This assignment was initially designed as two separate assignments. The decision to combine the assignment was based on the need to determine the students’ understanding of the case study and to provide students with opportunities to strengthen their information literacy skills.

Final Project

Assignment Title

General Description


The importance of STEAM in the context of Alaska


7 pages, double-spaced, font 12 with a minimum of 3 references.

Essay Submission


Description: For this assignment students accessed library and Internet resources (Journal databases, APA Purdue Owl, various Websites and engage in a critical analysis of these sources and inform their perspective on the importance of STEAM in Alaska. The essay was prepared using APA 6th edition guidelines for formatting and citation.


Students demonstrated their information literacy skills through the essay by citing peer reviewed journal articles, websites, and local agencies in their essay. The essays followed APA format with a range of accuracy from proficient to emerging. In future iterations of this course we will include rubrics and sample assignments to help students gain a better understanding of APA formatting.


STEAM in The Context of Alaska Unit Plan:


Identify educational standards a student would need to accomplish a STEAM project

Alignment document with steps of STEAM process aligned with Student learning standards using national and state standards.

Complete a Unit plan with a STEAM focus for a particular grade level ( grades  3-8) using the Unit template with Standards





This assignment provided students with opportunities to refine their information literacy skills as they created a unit pan for their field placement. Students in this class were in the process of completing their student teaching experience. The assignment was designed to help preservice teachers access internet and library resources to design a set of standards-based, grade level appropriate set of STEAM based, contextual classroom activities.

One of the major concerns for science educators responsible for the preparation of preservice teachers is the content knowledge required to teach content. Without a strong content knowledge background the degree to which teachers are able to implement effective pedagogy is limited (Santau, Maerten-Rivera, Bovis & Orend; 2014). As evidenced by the content included in the Unit plan activities; all three students were able to create a unit plan encompassing 5 days of instructionThrough the use of information literacy skills, the preservice teachers were able to obtain content knowledge about the STEAM topic. Subsequently, they utilized the content knowledge to design unit plants with robust content knowledge.


Subject Guide

Jennifer McKay's picture
Jennifer McKay