Integrating information literacy in Dutch language education : developing learning materials for information literacy in primary education

Bredenoort, E. (2016) Integrating information literacy in Dutch language education : developing learning materials for information literacy in primary education.

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Abstract:This study investigated how information literacy skills could be integrated into Dutch language education in primary schools, by designing example learning materials, and evaluating the effectiveness accordingly. Information literacy is the ability to identify information needs, locate information sources, extract and organize information from sources, and synthesize that information. Information literacy is a sub-skill of the 21st century skill digital literacy, which points to the knowledge, skills and attitudes that are necessary to use the computer. Each 21st century skill points to a competence that is assumed to be important to respond to future needs. Previous research indicated that teachers are often unable to implement information literacy skills in their lessons, and are in need of support. This study aimed to respond to this need of support, and therefore consisted of two parts. First, based on instructional principles that were obtained from literature, which are embedded instruction, meaningful learning tasks, and guidance, an example lesson was designed in which information literacy is integrated in Dutch language education. Subsequently, the effectiveness of these materials was evaluated, using observations and interviews. The main research question is: ‘To what extent do the example learning materials enable primary school teachers to integrate information literacy in Dutch language education?’ A triangulated multiple case study design with eight participants was used to answer this question. Frequencies and percentages were used to analyse the observation data, and a thematic networks analysis was performed to analyse the interview data. Results indicated that teachers were often unfamiliar with teaching information literacy skills. Using the example learning materials helped the participants to become aware of the difficulty and the importance of addressing these skills. However, more time and attention is needed to implement information literacy skills effectively in primary education and to promote the transfer of the obtained knowledge and skills to new contexts. The information resulting from this study could be used advisory for the design of new learning materials for 21st century skills in general, as well as specifically for information literacy, because this study elaborately investigated how the intended users of the materials, which are teachers of primary schools, would like the learning materials to be.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/69537
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