International Association
of School Librarianship


IASL Research Abstracts

IASL Research Abstracts: 118

Findings: Engaging teachers in reflection and creation of materials for teaching and learning demands both intellectual support and time to think.

Abstract: Awareness of the need for all teachers to be information literate has prompted a proof-of-concept project to create an online resource for use in self-directed study by teacher-librarians and teachers. The resource includes information literacy theories, and teaching strategies that are modelled in supporting adult educators and students as learners. The professional development gains for participants, evidence of student learning resulting from teaching for information literacy and factors to be considered in moving from live workshops to online environments for self-directed study are examined. Questions are raised concerning the nature of online in-service education to promote information literacy. See:

Moore, P. and Page, N. (2002). Teaching for information literacy: Online professional development challenges. In D. Singh, A. Abdullah, S. Fonseka and B. de Rozario (Eds.) School libraries for a knowledge society (pp. 153-167). Seattle: International Association of School Librarianship.

Subject Categories: 10, 19


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