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IASL Research Abstracts: 170
Findings: Schools had significant support structures for information literacy instruction in place but lacked instructional frameworks for information literacy at the school district levels. There is less emphasis on teaching higher level information literacy skills than lower level.
Abstract: This study examined the extent of information literacy instruction in grades 6 and 7 and the degree to which a variety of supportive factors are in place in classrooms and school library programs in one western Canadian province. Based on responses to questionnaires from teachers and teacher-librarians, four trends emerged: (a) the existence of broad level support within schools including a constructivist teaching and learning environment, principal support of information literacy, and teacher knowledge of information literacy; (b) the need for school and district level frameworks of information literacy; (c) the need for increased attention to teaching ethical and critical thinking aspects of information literacy, and (d) challenges to increasing the potential role of the school library program. Implications for teacher-librarians as school leaders of the "new literacies" that are required to participate in the Information Age are presented.
Asselin, M. (2005). Teaching information literacy in the information age: An examination of trends in the middle grades. School Libraries Worldwide, 11(1), 17-36.
Subject Categories: 10
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