Assessment, training and innovation in information literacy in secondary education: Mediation and moderation techniques in gender studies

People are facing the growth and access of information, as well as the various forms of communication. While some part of society experience a lack of information, others are flooded with printed, broadcast and digital content. UNESCO argues that media and information literacy can provide answers to questions related to our culture of information and critical thinking. Media literacy must be discussed through education, because teachers are the key person to literacy of the society. An important way to update media literacy among teachers and students is to introduce it in the curriculum. The topic of media literacy is currently included in the curriculum based on the new competency approach in Latvia. When evaluating the curriculum of the subject of the Latvian language, the aim of the paper is to determine which topics and aspects of media literacy are included in the curriculum of the Latvian language and what pupils' skills and knowledge they promote.

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Information literacy: French approach

IASL Annual Conference Proceedings ◽

10.29173/iasl7897 ◽

2021 ◽

Author(s):

Jean-Louis Durpaire

Keyword(s):

Secondary Education ◽

Information Literacy ◽

Traditional Teaching ◽

Information Communication ◽

Specific Field ◽

Set Up ◽

Search For Information

Competences to be acquired do not concern a specific field in French secondary education, except for the pupils of “lycée” who choose the option information-communication. They are registered in the programs of the courses of teaching. Their evaluation is thus integrated into each field. In addition, since ten years, devices of formation are set up : they move traditional teaching. Their common characteristic is to call upon the search for information and the production of documents by the pupils. Lastly, B2I has been just instituted to validate competences as regards control of information.

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Information Literacy Awareness Within the Diploma Years Programme of the International Baccalaureate

IASL Annual Conference Proceedings ◽

10.29173/iasl7786 ◽

2021 ◽

Author(s):

Jeroen A. B. Callens

Keyword(s):

Secondary Education ◽

Case Studies ◽

Information Literacy ◽

Teacher Collaboration ◽

International Baccalaureate ◽

Current Practice ◽

Educational Approach ◽

Teachers Perceptions ◽

Context Learning ◽

Low Levels

In an information-centred society, information literacy (IL) skills have become increasingly important. The International Baccalaureate (IB) focuses on these skills through an inquirydriven educational approach. This research examined IL’s place within IB’s Diploma Programme. Through case studies at three IB schools, students’, parents’ and teachers’ perceptions of IL’s significance, the need and preferred methods for improving IL and the librarians’ current practice of IL education were analysed.IB is gradually giving the librarian’s role for IL education more visibility but its view of a holistic IL concept, as defined in the literature, remains ambiguous. The case studies revealed low levels of librarian-teacher collaboration, even though in-context learning proved to be the stakeholders’ shared preferred method for IL education. Preconditions are nevertheless favourable for increasing the emphasis placed upon IL as all stakeholders acknowledge IL’s significance and expect to be taught IL skills throughout life but especially within secondary education.

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