INFORMATICS IN EDUCATION
International Journal
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INFORMATICS IN EDUCATION, 2006, Vol. 5, No. 2, 231-244
© Institute of Mathematics and Informatics,
ISSN 1648-5831
Capacity Building for Lifelong Learning: A Study of Practitioners' Perceptions on Information Literacy Framework
Sandy C. LIa, Siu Cheung KONGb, Fong Lok LEEc, James HENRId
aDepartment of Education Studies, Hong Kong Baptist University Kowloon Tong, Kowloon, Hong Kong SAR, China E-mail: sandyli@hkbu.edu.hk
bDepartment of Mathematics, Science, Social Sciences & Technology, The Hong Kong Institute of Education Tai Po, NT, Hong Kong SAR, China E-mail: sckong@ied.edu.hk
cDepartment of Curriculum & Instruction, The Chinese University of Hong Kong Shatin, NT, Hong Kong SAR, China E-mail: fllee@cuhk.edu.hk
dCITE, The University of Hong Kong Pofulam Road, Hong Kong SAR, China E-mail: jhenri@cuhk.edu.hk
Abstract
Information literacy (IL) has spawned a proliferation of studies in the past two decades. Information literacy is deemed pivotal to the pursuit of both personal empowerment and the economic development of a society. Most of the contemporary interpretations of information literacy are inextricably intertwined with lifelong learning. In this paper, we will (1) examine the commonalities exhibited among a variety of information literacy frameworks developed in different regions; and to deepen our understanding of school principals' and teachers' perceptions on information literacy framework and its role in learning. The research findings indicate that the practitioners share the view that IL should embrace learning outcomes of the four dimensions of learning: cognitive, meta-cognitive, affective and socio-cultural. Results of this study indicate that the traditional notion of information literacy is inadequate to address the learning needs in the 21st century and a spiral approach to developing students' information literacy is deemed necessary.
Keywords:
information literacy, capacity building, standards and indicators
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