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ERIC Number: EJ965631
Record Type: Journal
Publication Date: 2006
Pages: 40
Abstractor: As Provided
Reference Count: 61
ISSN: ISSN-1523-4320
A Critical Investigation of Students' and Teachers' Views of the Use of Information Literacy Skills in School Assignments
Herring, James E.
School Library Media Research, v9 2006
This study examines the views of students and teachers in a United Kingdom high school on the students' use of information literacy skills. The students were provided with a scaffold in the form of the PLUS information literacy model. The study demonstrates that there exists a range of understanding amongst students about the value of information literacy skills such as brainstorming, concept mapping, reading for information and understanding, note taking and writing an assignment. It also demonstrates that students have a range of views on what they perceive to be the value of learning and applying information literacy skills, and that these views range from the superficial to a deeper level. The study provides some insight into students' feelings about confidence in their ability to produce good work and also their feelings about the efficacy of some of the suggested strategies given to them by the teachers and the school librarian. The results show that most students viewed the existence of a scaffold--the PLUS model booklet in this case--as being beneficial to them. The evidence from students demonstrates that students have a preference for electronic sources of information over printed sources. Teachers' views supported the use of a scaffold and teachers saw the PLUS model as being of benefit to most students. Potential implications for library media specialists and teachers and suggestions for future research are included. (Contains 6 figures.)
American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 800-545-2433; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: High Schools; Secondary Education
Audience: Media Staff; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)