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IASL Research Abstracts: 160
Findings: Information literacy education should be designed to encompass both cognitive capability and the associated affective elements. Instruction should emphasize cognitive aspects at the primary level of schooling, and cultural dimensions at the secondary level.
Abstract: This study investigated the perception of school practitioners on the core values of information literacy in the ubiquitous information society. Data was collected through 17 focus groups of school practitioners and analyses utilized an information literacy framework consisting of four dimensions and 11 standards. Findings indicated the need for a balanced view of information literacy instruction for all grade levels but with particular emphasis of the cognitive for younger students, and the cultural for older students. See:
Kong, S; Lee, F.; Li, S. and Lee, S. (2005). The core values of information literacy in the ubiquitous information society. In S. Lee, P. Warning, D. Singh, E. Howe, L. Farmer and S. Hughes (Eds.) IASL Reports 2005: Information leadership in a culture of change. Erie, PA: International Association of School Librarianship.
Subject Categories: 10
