scholarly journals Primary School Children's Interaction with Library Media: Information Literacy in Practice

2021 ◽  
pp. 121-132
Author(s):  
Penny Moore
Keyword(s):  
Information Literacy ◽  
Study Skills ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Working Party ◽  
Poor Performance ◽  
Relevant Today ◽  
Library Resources ◽  
Nature Of Information ◽  
Information Skills

In the context of a study of professional development in relation to information literacy, children at four primary schools were observed as they worked with a variety of media in various curriculum areas. The challenges they encountered are discussed against the bund of the teachers' understanding of information skills and resource-based learning.1 Educators and librarians have acknowledged that the skills that constitute information literacy are becoming crucial to everyday life. However, it is suggested by some that students in general are not being equipped to meet those demands in the 1 990s any better than they were in the 1980s. For example, since 1981, when Marland published Information skills in the secondary curriculum, there have been many initiatives to develop and promote the teaching of information skills in schools. Much of the widely disseminated research prompted by that report and reviewed by Rogers (1994), confirms that the original working party recommendations remain relevant today. Indeed, Rogers quotes extracts from British government reports which suggest the overall picture in schools has not changed significantly at all. The fact is that library and study skills have been taught in schools for nearly a hundred years, but many students still cannot easily find and critically use information. In some schools, information literacy is enhancing teaching and learning, but the information age has yet to reach others. Information technology and pressures on library resources and services can, in this context, be seen as a catalyst for critically examining teaching techniques necessary for fostering information literacy. Poor performance in finding and using information has in the past been attributed to a lack of explicit classroom attention to the cognitive aspects of the task (e.g. Irving, 1985; Kuhlthau, 1987). Yet the thinking underlying information literacy may be hidden from teachers and few studies illuminate process issues from the viewpoint of the students themselves. Further, whereas twenty years ago we focused on getting our most able students to think critically and do "research projects" at school, we now face the challenge of helping our least able students to solve information problems efficiently. Consequently three factors are of central concern in developing information literacy. One is the nature of information literacy itself, the second is teachers' understanding of that concept and the third relates to the conceptions of inexperienced information users.

scholarly journals Factors affecting the implementation of information literacy education in Malaysian primary schools

2021 ◽  
Author(s):  
◽  
Saidatul Akmar Ismail
Keyword(s):  
Information Literacy ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Research Problem ◽  
School Curriculum ◽  
Literacy Education ◽  
Training System ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Social And Cultural Factors

<p>Information literacy (IL) is one of the 21st century survival skills. The concept of IL has spread widely, and IL programmes have appeared in many countries in formal settings such as schools and higher education institutions, workplaces, and community and continuing education programmes. Information literacy education (ILE) in Malaysia is officially integrated into the school curriculum. Though the Malaysian government claims that IL has been implemented in the country’s education system, anecdotal evidence suggests that the extent of ILE is uneven across schools.Thus, the goal of this qualitative study has been to identify the factors affecting the implementation of ILE in Malaysian primary schools and to explore how these factors are facilitating or hindering the process.  The first stage in the research was to develop a preliminary model based on three theories: Hall and Hord’s Concerns Based Adoption Model (CBAM), Chen’s Action Model and Fullan’s Theory of Educational Change. CBAM provided a guide to identify the stages of implementation and factors that could affect ILE implementation within schools. The other two theories were used to identify and understand potential factors internal and external to the school ecology. Also incorporated into the model were other factors identified from the literature, such as teachers’ lack of time and resources. The interpretive paradigm was chosen in order to produce deep insights into the research problem. To explore how ILE was being implemented and to identify factors that were facilitating or hindering its implementation, case studies were conducted involving four primary schools of different types in Malaysia. Documentary evidence was gathered and semi-structured interviews were conducted with staff in these schools and with key stakeholders in education administration.  Analysis of the transcripts of the interviews showed that the development and progress of ILE implementation is slower than might be expected. Hence, a range of factors hindering and facilitating ILE implementation have been identified. Most interviewees had positive attitudes towards ILE. They believed that ILE was important and had the potential to make teaching and learning activities more engaging and fun. The interviewees however also reported that there were problems in implementing ILE. These problems were associated with individual, organisational, social and cultural factors. It was also noted that there were different priorities accorded to ILE implementation in the case study schools. This was related to the different linguistic settings.  Findings from this study are significant to reorient the education and training system in the country so that students are able to develop the knowledge, skills and expertise essential to fully participate in today’s digital environment. Findings also provide insight into ILE implementation in different social and cultural contexts, so contribute new perspectives to existing, Western dominated theory.</p>

E-learning and information literacy at the University of Jos

2014 ◽  
Vol 35 (8/9) ◽  
pp. 607-628 ◽  
Author(s):  
Vicki Lawal ◽  
Stephen Akintunde
Keyword(s):  
Information Literacy ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Content Type ◽  
E Learning ◽  
Learning Platforms ◽  
Information Skills ◽  
The University

Purpose – The purpose of this paper is to examine the potential role of information literacy (IL) within the changing context of the e-learning environment at the University of Jos in recent years. It focuses and emphasises the role of the University library in facilitating teaching and learning through the use of e-learning platforms in teaching information retrieval skills. The paper aims to identify gaps in students’ information skills that could be addressed through IL instruction. Design/methodology/approach – The study employed a case study research design while the methodology involved the administration of structured questionnaires to the two groups of respondents. Findings – Findings from the study provide useful insights to the skills challenges experienced by students and point to a need for effective collaboration between the library, faculty and management in order to promote a better approach to learning at the institution. Originality/value – By emphasising the role of the library, the paper contributes to previous studies on e-learning at the University and provides a basis for further research in this regard.

scholarly journals Factors affecting the implementation of information literacy education in Malaysian primary schools

2021 ◽  
Author(s):  
◽  
Saidatul Akmar Ismail
Keyword(s):  
Information Literacy ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Research Problem ◽  
School Curriculum ◽  
Literacy Education ◽  
Training System ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Social And Cultural Factors

<p>Information literacy (IL) is one of the 21st century survival skills. The concept of IL has spread widely, and IL programmes have appeared in many countries in formal settings such as schools and higher education institutions, workplaces, and community and continuing education programmes. Information literacy education (ILE) in Malaysia is officially integrated into the school curriculum. Though the Malaysian government claims that IL has been implemented in the country’s education system, anecdotal evidence suggests that the extent of ILE is uneven across schools.Thus, the goal of this qualitative study has been to identify the factors affecting the implementation of ILE in Malaysian primary schools and to explore how these factors are facilitating or hindering the process.  The first stage in the research was to develop a preliminary model based on three theories: Hall and Hord’s Concerns Based Adoption Model (CBAM), Chen’s Action Model and Fullan’s Theory of Educational Change. CBAM provided a guide to identify the stages of implementation and factors that could affect ILE implementation within schools. The other two theories were used to identify and understand potential factors internal and external to the school ecology. Also incorporated into the model were other factors identified from the literature, such as teachers’ lack of time and resources. The interpretive paradigm was chosen in order to produce deep insights into the research problem. To explore how ILE was being implemented and to identify factors that were facilitating or hindering its implementation, case studies were conducted involving four primary schools of different types in Malaysia. Documentary evidence was gathered and semi-structured interviews were conducted with staff in these schools and with key stakeholders in education administration.  Analysis of the transcripts of the interviews showed that the development and progress of ILE implementation is slower than might be expected. Hence, a range of factors hindering and facilitating ILE implementation have been identified. Most interviewees had positive attitudes towards ILE. They believed that ILE was important and had the potential to make teaching and learning activities more engaging and fun. The interviewees however also reported that there were problems in implementing ILE. These problems were associated with individual, organisational, social and cultural factors. It was also noted that there were different priorities accorded to ILE implementation in the case study schools. This was related to the different linguistic settings.  Findings from this study are significant to reorient the education and training system in the country so that students are able to develop the knowledge, skills and expertise essential to fully participate in today’s digital environment. Findings also provide insight into ILE implementation in different social and cultural contexts, so contribute new perspectives to existing, Western dominated theory.</p>

Reconceptualising Information Literacy for the Web 2.0 Environment?

2010 ◽  
pp. 137-155
Author(s):  
Sharon Markless ◽  
David Streatfield
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Academic Discipline ◽  
Information Storage ◽  
Information Skills ◽  
Sequential Models ◽  
Nature Of Teaching ◽  
The Web

This chapter questions whether the shift from the Web as a vehicle for storing and transmitting information to the new Web as a series of social networking environments, requires significant changes in how students interact with information when they are studying within a formal learning environment. It explores the origins and growth of the idea of information skills development, the translation of this work into frameworks and sequential models and the adaptation of these models to take account of changes in information storage and transmission brought about by the Internet. The chapter then examines the changing contexts and changes in learning being brought about by the Web 2.0 environment and questions whether adjustment of existing information literacy models is a sufficient response to deal with these changes. We conclude that although Web 2.0 developments are not fundamentally undermining the nature of teaching and learning they do provide important possibilities for more effective information literacy development work. A non-sequential framework is offered as a contribution to supporting HE students when seeking to obtain, store and exploit information simultaneously in the informal social world of Web 2.0 and in their formal academic discipline.

Reconceptualising Information Literacy for the Web 2.0 Environment?

2011 ◽  
pp. 2115-2133
Author(s):  
Sharon Markless ◽  
David Streatfield
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Academic Discipline ◽  
Information Storage ◽  
Information Skills ◽  
Sequential Models ◽  
Nature Of Teaching ◽  
The Web

This chapter questions whether the shift from the Web as a vehicle for storing and transmitting information to the new Web as a series of social networking environments, requires significant changes in how students interact with information when they are studying within a formal learning environment. It explores the origins and growth of the idea of information skills development, the translation of this work into frameworks and sequential models and the adaptation of these models to take account of changes in information storage and transmission brought about by the Internet. The chapter then examines the changing contexts and changes in learning being brought about by the Web 2.0 environment and questions whether adjustment of existing information literacy models is a sufficient response to deal with these changes. We conclude that although Web 2.0 developments are not fundamentally undermining the nature of teaching and learning they do provide important possibilities for more effective information literacy development work. A non-sequential framework is offered as a contribution to supporting HE students when seeking to obtain, store and exploit information simultaneously in the informal social world of Web 2.0 and in their formal academic discipline.

Reconceptualising Information Literacy for the Web 2.0 Environment?

2010 ◽  
pp. 316-334 ◽  
Author(s):  
Sharon Markless ◽  
David Streatfield
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Academic Discipline ◽  
Information Storage ◽  
Information Skills ◽  
Sequential Models ◽  
Nature Of Teaching ◽  
The Web

This chapter questions whether the shift from the Web as a vehicle for storing and transmitting information to the new Web as a series of social networking environments, requires significant changes in how students interact with information when they are studying within a formal learning environment. It explores the origins and growth of the idea of information skills development, the translation of this work into frameworks and sequential models and the adaptation of these models to take account of changes in information storage and transmission brought about by the Internet. The chapter then examines the changing contexts and changes in learning being brought about by the Web 2.0 environment and questions whether adjustment of existing information literacy models is a sufficient response to deal with these changes. We conclude that although Web 2.0 developments are not fundamentally undermining the nature of teaching and learning they do provide important possibilities for more effective information literacy development work. A non-sequential framework is offered as a contribution to supporting HE students when seeking to obtain, store and exploit information simultaneously in the informal social world of Web 2.0 and in their formal academic discipline.

scholarly journals Implementing tablets to teach Reading in Grade 5

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Ethel Maboe ◽  
Cornelia G.A. Smith ◽  
Mumthaz Banoobhai ◽  
Moses Makgato
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Poor Performance ◽  
Modern Technology ◽  
Pedagogical Content ◽  
Use Of Technology ◽  
Grade 5 ◽  
Educational Environments ◽  
Correct Pronunciation ◽  
Group Interviews

Literacy is regarded as a fundamental skill for people to communicate successfully in all areas of life. In the light of the poor performance of learners, an investigation concerning reading is imperative to enhance literacy in South Africa. This study explores the use of tablets to enhance English reading among learners in Grade 5 from selected primary schools in Atteridgeville. The sample consisted of 12 learners, six teachers and six parents. Tablets form part of connectivity because modern technology is used to draw the learners into listening and reading English. Technological Pedagogical Content Knowledge focuses on the use of modern technology to enhance teaching and learning in education. The study followed a qualitative approach involving a case study. Focus group interviews and observations were used as research instruments. The findings of the investigation reveal that learners using tablets have an advantage, because modern digital natives enjoy the use of technology to communicate and learn, which enhances their reading and learning. Tablets provide learners with the opportunity to experience technology physically and independently. Audiobooks used on tablets were a great help to facilitate reading development in English, especially with regard to vocabulary branching and correct pronunciation. Funds are still a problem because the use of technology does not happen in all educational environments.

scholarly journals The dream of Sisyphus: Mathematics education in South Africa

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Nick Taylor
Keyword(s):  
Teacher Knowledge ◽  
South African ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Poor Performance ◽  
School Curriculum ◽  
Research Literature ◽  
Initial Teacher Education ◽  
Full Time ◽  
Weak State

Background: South African schooling is caught in a vicious cycle, characterised by weak initial teacher education (ITE) and weaker-than-average learning outcomes, resulting in low teacher status and attempts to reform schooling by means of continuous professional development (CPD).Aim: The paper attempts to understand the reasons for poor performance in mathematics and to explore avenues for improvement.Setting: Teaching in South African schools.Method: Three mechanisms for improving teaching and learning are identified: ITE, CPD and the management of and support to teachers. Drawing on the research literature, the paper examines the potential of each for reforming the system.Results: Tests based on the school curriculum indicate that final-year BEd students are quite unprepared to teach mathematics in primary schools, revealing very significant shortcomings in ITE curricula. CPD, where it is well designed and rigorously evaluated, has been shown to have small effects on both teacher knowledge and learner performance. However, unless ITE is reformed at the same time, CPD becomes a never ending task of making marginal differences to the shortcomings of each successive cohort of qualified but incompetent teachers emerging from the universities.Conclusion: While the weak state of governance in the civil service remains a major obstacle to improved schooling, and while every effort must be made to raise the capacity of inservice teachers, maximal leverage in boosting teacher capacity sits firmly with the universities. While CPD has, at most a few hours a month to bridge huge gaps in teacher knowledge, ITE has at its disposal four years of full-time study with young, plastic minds.

scholarly journals Language of Instruction for Teaching Mathematics at Primary Level: Controversy in Pakistan

2018 ◽  
Vol 35 (1) ◽  
Author(s):  
Saira Maqbool ◽  
Mamoona Ghani ◽  
Saima Maqbool
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Poor Performance ◽  
Teaching Experiment ◽  
National Language ◽  
Medium Of Instruction ◽  
School Students ◽  
Primary Level ◽  
The Difference

One of the factors credited to the poor performance of students inPakistan is the medium of instruction used at primary level. More than70 languages are alive languages/spoken languages of Pakistan and itsgovernment is confused which language to select as MOI (medium ofinstruction) at primary level, i.e. Urdu which is the national language ofPakistan. This paper explores the MOI controversy in Pakistan it alsosought to explore the possibilities and effectiveness of using Englishversus Urdu as a medium of instruction for the teaching of Mathematicsin primary schools in Pakistan. A teaching experiment was conducted tocompare the use of English as a medium of instruction with Urdu asmedium of instruction in the teaching and learning of Mathematics tograde 3 class. t-test was applied to find of the difference of the progressbetween two groups, one group taught in Urdu as MOI and second inEnglish as MOI. Major findings of the research indicated that the use ofUrdu as a medium of instruction in the teaching of Mathematics toprimary school students had a more positive impact upon the teaching ofMathematics. This discussion contains language controversy from thepre-partition time (1835-1947) till date in different political regimes tounderstand the causes of disagreement upon the selection of a singleMOI in education. Applicable recommendations were made in the lightof the findings.

scholarly journals Information Literacy in New Zealand Secondary and Primary Schools

2021 ◽  
pp. 162-181
Author(s):  
Helen Slyfield
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Secondary Schools ◽  
Information Literacy ◽  
Primary Schools ◽  
Response Rates ◽  
Professional Development For Teachers ◽  
Information Skills ◽  
Literacy Resources ◽  
Teaching Information

New Zealand schools were surveyed on current aspects of developing information literacy. The research also sought to identify schools' priorities to further develop these skills. Response rates were 63% (secondary schools) and 67% (primary schools). Most schools are working on various aspects of teaching information skills and considered their students are developing these skills to at least some extent but recognise that there is still some way to go. Research showed a strong need for professional development for teachers and for information literacy resources covering the place of information skills in the curriculum, a skills framework at each level, and practical help for teaching and evaluating information skills.

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