NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ792989
Record Type: Journal
Publication Date: 2006
Pages: 19
Abstractor: Author
Reference Count: 55
ISBN: N/A
ISSN: ISSN-0167-8329
Teaching Information Literacy for In-Depth Knowledge and Sustained Learning
Mokhtar, Intan Azura; Majid, Shaheen
Education for Information, v24 n1 p31-49 2006
Information literacy has been a popular slogan in the education sector since it was first used in the 1970s. Despite extensive recognition of the importance of information literacy in education and learning, its importance in the school curriculum has not yet been fully recognized. This paper discusses the importance of information literacy and the major standards and guidelines that have shaped its implementation in the school curriculum. Traditional methods of teaching information literacy through directed instruction, and sporadic or discrete school library workshops, have not been very successful in entrenching the necessary skills. This paper proposes a dynamic information literacy pedagogy that identifies and harnesses learners' interests (in this case, with the use of the Theory of Multiple Intelligences). By identifying students' dominant intelligences and thus their abilities, it can help ignite their interest in learning something new and unfamiliar. This in turn, can bring about a more effective erudition and prolonged retention of information literacy skills amongst learners. An introduction to an on-going experimental-action study that utilises this approach within the context of secondary school students (aged 14-15 years old) is also presented. (Contains 2 tables and 1 figure.)
IOS Press. Nieuwe Hemweg 6B, Amsterdam, 1013 BG, The Netherlands. Tel: +31-20-688-3355; Fax: +31-20-687-0039; e-mail: info@iospress.nl; Web site: http://www.iospress.nl
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 10; Grade 11; Grade 12; Grade 9; High Schools; Higher Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; Canada; New Zealand; Singapore; United Kingdom; United States