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IASL Research Abstracts: 191
Findings: Rhetorical analysis and interviews indicate two major findings: (a) that information literacy policy in Ontario public schools has developed largely by the influence of advocates from the teacher-librarian community; and (b) the underlying values and motives of the Ministry's information literacy policy is refusal to commit to information literacy programs, school libraries, and teacher-librarian positions.
Abstract: This Canadian research explored a single education jurisdiction's information literacy curriculum policy development. Using the province of Ontario's Ministry of Education as a case study, a rhetorical analysis of relevant policy documents and semi-structured open-ended interviews with twelve policy contributors constituted the study's methodological framework. This research found that the teacher-librarian community's advocacy network, the diminished state of school libraries in Canada, and the Ministry's emphasis on traditional literacy priorities have had significant impacts on information literacy policy development.
Russell, P. (2005) Information literacy and education policy: A Canadian case study. School Libraries Worldwide, 11(2), 96-111.
Subject Categories: 10, 16, 17
