Information and Media Literacy in Kindergarten

Loh, Sonja Gust von; Henkel, Maria

doi:10.1007/978-3-319-14136-7_27

Cited by 5 publications

(3 citation statements)

References 8 publications

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“…In the decades since Zurkowski (1974) first proposed the concept of IL, librarians and researchers across the globe have worked towards designing relevant curricula and frameworks, and effective tools and strategies to teach these important skills. Researchers have looked at understanding the information seeking behaviour of young children (Large et al, 2008;von Loh & Henkel, 2014) and implementing IL instruction as early as kindergarten (preschool) (Tecce DeCarlo et al, 2018). Interventions have been developed for use in elementary (Nesset, 2015;Rodney-Wellington, 2014) and middle school (Chu et al, 2011;Foo et al, 2017).…”

Section: Interventions For Ilmentioning

confidence: 99%

Developing information literacy skills in elementary students using the web-based Inquiry Strategies for the Information Society of the Twenty-First Century (ISIS-21)

Wade¹,

Lysenko²,

Abrami³

2020

JIL

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This study was undertaken to learn about the impact of using the web-based Inquiry Strategies for the Information Society of the Twenty-First Century (ISIS-21), software developed by the authors, to improve the information literacy (IL) skills of late elementary students (10-12 years). Using a series of multi-media and learning strategies design principles, ISIS-21 was designed to be used in late elementary classrooms given the gap in children’s IL skills and the increasing importance for individuals to be critical consumers of information, particularly when using Internet-based environments. An exploratory, two-phase field trial was conducted in English schools in a central province of Canada. In both phases the research design was a one-group, pretest-posttest where data were collected from 150 students at the baseline and after the use of ISIS-21 for completion of an inquiry project. Teacher self-reports were also collected. The results were encouraging as we were able to establish the feasibility and importance of using ISIS-21 in classrooms to promote the development of IL skills in late elementary students.

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Section: Interventions For Ilmentioning

confidence: 99%

Developing information literacy skills in elementary students using the web-based Inquiry Strategies for the Information Society of the Twenty-First Century (ISIS-21)

Wade¹,

Lysenko²,

Abrami³

2020

JIL

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“…Information literacy has received scholarly attention regarding all levels of formal education, as studies have been conducted on topics ranging from early childhood education to tertiary education (e.g. Dunn 2002;Gross and Latham 2012;Heider 2009;von Loh and Henkel 2014). Digital literacy, on the other hand, encompasses "the multiplicity of skills associated with the use of digital technologies" (Ng 2012(Ng , p. 1066.…”

Section: Introductionmentioning

confidence: 99%

An assessment of the interplay between literacy and digital Technology in Higher Education

Nikou

Aavakare

2021

Educ Inf Technol

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Digital technologies fundamentally transform teaching and learning in higher education environments, with the pace of technological change exacerbating the challenge. Due to the current pandemic situation, higher education environments are all now forced to move away from traditional teaching and learning structures that are simply no longer adaptable to the challenges of rapidly changing educational environments. This research develops a conceptual model and employs Structural Equation Modelling (SEM) using Partial least Squares (PLS) to examine the impact of information and digital literacy on 249 Finnish university staff and students’ intention to use digital technologies. The findings show the complex interrelationship between literacy skills and digital technologies among university staff and students. The results illustrate that information literacy has a direct and significant impact on intention to use; while, unlike our expectation, digital literacy does not have a direct impact on the intention to use. However, its effect is mediated through performance expectancy and effort expectancy. The authors suggest that to understand the changes that are taking place in higher education environment, more attention needs to be paid to redefining policies and strategies in order to enhance individuals’ willingness to use digital technologies within higher education environments.

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“…In the information age, children and pupils are being exposed to digital media and information and have to deal with them starting from early childhood [9]. Thus, it is becoming increasingly important to promote IL and create awareness of it.…”

Section: Introductionmentioning

confidence: 99%

Teaching Information Literacy in Secondary Education: How to Design Professional Development for Teachers?

Seufert

Scheffler

Stanoevska‐Slabeva

et al. 2016

Communications in Computer and Information Science

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The networked information and media society provides us increasingly with digital information and knowledge. However, the effective and efficient use of information also requires a high level of information literacy (IL), the competent handling of information and the ability to do that from an early age. Despite this early beginning, the development of IL is considered an important goal of schoolteachers who are required to integrate IL into their daily teaching practice. One reason that IL has only been considered sporadically in education is the lack of a scientifically proven model to operationalize and measure IL. Furthermore, teachers are often uncertain when dealing with digital media pedagogically and need support and clarity in terms of how to evaluate IL in their specific subjects. In the implementation of formal educational efforts, the low practical feasibility in specific working contexts, time and financial aspects are criticized. The current contribution presents a 7i model for the conceptualization and measurement of IL. Furthermore, it provides alternatives to the dominant "training model" to develop the competence of teachers by combining formal and informal learning.

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Information and Media Literacy in Kindergarten

Cited by 5 publications

References 8 publications

Developing information literacy skills in elementary students using the web-based Inquiry Strategies for the Information Society of the Twenty-First Century (ISIS-21)

Developing information literacy skills in elementary students using the web-based Inquiry Strategies for the Information Society of the Twenty-First Century (ISIS-21)

An assessment of the interplay between literacy and digital Technology in Higher Education

Teaching Information Literacy in Secondary Education: How to Design Professional Development for Teachers?

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