Preparing information literate teachers: A metasynthesis

Duke, Thomas Scott; Ward, Jennifer

doi:10.1016/j.lisr.2009.04.003

Cited by 44 publications

(38 citation statements)

References 15 publications

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“…Başta ABD olmak üzere, İngiltere, Avustralya, Yeni Zelanda, Kanada, Avrupa, İskandinavya ve Türkiye de dahil diğer hemen her ülkede bilgi okuryazarlığı, bilgi okuryazarlığı standartları ve standartların kullanımı üzerine çalışmalar yapılmıştır (Akkoyunlu ve Kurbanoğlu, 2002, 2003Ayra ve Kösterelioğlu, 2015;Bruce, 2004;Duke ve Ward, 2009;Johnson ve O'English, 2003;Johnston ve Webber, 2003;Klebansky ve Fraser, 2013;Özel, 2016;Polat, 2006;Probert, 2009;Yalvaç, 2001;Yüksel İleri, 2011). Standartlarda bilgi okuryazarı bireyin ayrıntılı olarak tanımlanması ve bu konuda kuramsal bir çerçeve oluşturulması hedeflenmektedir.…”

Section: Bilgi Okuryazarlığı Standartlarıunclassified

“…Bu bağlamda öğretmenler öğrencilere bilgiyi akıllı bir şekilde nasıl kullanacaklarını öğretmek için çeşitli olanaklar sağlamada kilit rol oynamaktadırlar. Bu nedenle öğretmen adaylarının geleceğin öğrencilerine yaratıcı bilgi aktivitelerinde öğrenme ortamları hazırlamaları ve rehberlik edebilmeleri için öncelikle kendilerinin bilgi okuryazarlığı becerileri ile donatılmış olarak yetişmeleri ön koşuldur (ACRL, 2011(ACRL, , 2016Argon, Öztürk ve Kılıçaslan, 2008;Demiralay ve Karadeniz, 2010;Duke ve Ward, 2009;Erdem, 2013;Kovalik, Jensen, Schloman ve Tipton, 2010;Kurbanoğlu ve Akkoyunlu, 2002b).…”

Section:  Kuhlthau'nun Bilgi Arama Süreci (Bas) Modeli (Model Of Theunclassified

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Bilgi Okuryazarlığı ve Öğretmen Yetiştirme (Information Literacy and Teacher Education)

Çakmak¹,

Baysen²,

Baysen³

2017

tkd

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Section: Bilgi Okuryazarlığı Standartlarıunclassified

Section:  Kuhlthau'nun Bilgi Arama Süreci (Bas) Modeli (Model Of Theunclassified

Bilgi Okuryazarlığı ve Öğretmen Yetiştirme (Information Literacy and Teacher Education)

Çakmak¹,

Baysen²,

Baysen³

2017

tkd

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“…(6) Contextualising content according to perceived information needs and interests. In theories of adult learning (Knowles, Holton and Swanson 2005) as well as experiences in ICT training in rural areas, contextualisation according to the needs of trainees is stressed (Krauss 2009b;Duke and Ward 2009). The latter stresses the importance of authentic learning assignments that require real-world information resources (i.e.…”

Section: Planning Guidelines For Information Literacy Training For Tementioning

confidence: 99%

“…Literature dealing with information literacy training for teachers per se is, however, rather limited; some of the exceptions being Emmons et al (2009), Engel (2010), Duke andWard (2009), Floyd, Colvin andBodur (2008), Merchant and Hepworth (2002), Probert (2009), Usluel (2007), Wen and Shih (2008), Williams and Coles (2007), Williams and Wavell (2007) and Krauss and Fourie (2010).…”

Section: Introductionmentioning

confidence: 99%

“…These challenges include the issues of sustainability, contextualisation, life-long learning, empowerment, personal well-being and maintaining dreams and hope (Krauss 2009a and b;Chigona and Chigona 2010). Although much can be learned from the vast array of textbooks on information literacy (Cox 2008;Torras and Saetre 2009), research articles (Duke and Ward 2009;Probert 2009;Usluel 2007;Williams and Coles 2007) and information literacy standards (for example, American Library Association (ALA) and Big6 (Eisenberg, Lowe and Spitzer 2004)), there are hardly any guidelines on (1) information literacy training of teachers as working adults, and (2) the special challenges faced by developing communities. Although there are reports on the training of teachers in ICT in rural areas and developing communities (Krauss 2009a and b;Krishna and Madon 2003), these do not address training in information literacy.…”

Section: Introductionmentioning

confidence: 99%

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Information literacy training for teachers in a developing South African context: suggestions for a multi-disciplinary planning approach

Fourie¹,

Krauss²

2011

Innovation

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Information literacy and skills in Internet searching are important for teachers. There exists a large body of literature on information literacy in schools and universities and there are many guidelines and standards on information literacy. Little has, however, been published on information literacy training for teachers per se. Even less has been written on information literacy training for townships and rural communities in developing contexts where teachers may face special challenges. This article will argue that information literacy training for teachers in such communities can benefit from tailored planning influenced by Information Communication Technology (ICT) for Development (ICT4D) literature and taking into account factors such as relationship-building with a committed community; adaptation of the definition and standards for information literacy; and selecting appropriate methods and theories to support ongoing research. These suggestions came out of an United Nations Economic, Social and Cultural Organization (UNESCO) funded initiative by the

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Teacher Personal information management (PIM) practices: Finding, keeping, and Re‐Finding information

Diekema

Olsen

2014

Asso for Info Science & Tech

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Primary and secondary (K–12) teachers form the essential core of children's formal learning before adulthood. Even though teaching is a mainstream, information‐rich profession, teachers are understudied as information users. More specifically, not much is known about teacher personal information management (PIM). Teacher PIM is critically important, as teachers navigate a complex information space complicated by the duality of digital and physical information streams and changing demands on instruction. Our research study increases understanding of teacher PIM and informs the development of tools to support educators. Some important unknowns exist about teachers as information users: What are teachers' PIM practices? What are the perceived consequences of these practices for teaching and learning? How can PIM practices be facilitated to benefit teaching and learning? This study employed a qualitative research design, with interviews from 24 primary and secondary teachers. We observed various systems for information organization, and teachers report their systems to be effective. Important sources for teachers' information in order of importance are personal collections, close colleagues, and the Internet. Key findings reveal that inheriting and sharing information play an important part in information acquisition for teachers and that information technology supporting education creates unintentional demands on information management. The findings on the nature of teacher information, teacher information finding, keeping, and organizational practices have important implications for teachers themselves, school principals, digital library developers, school librarians, curriculum developers, educational technology developers, and educational policy makers.

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Preparing information literate teachers: A metasynthesis

Cited by 44 publications

References 15 publications

Bilgi Okuryazarlığı ve Öğretmen Yetiştirme (Information Literacy and Teacher Education)

Bilgi Okuryazarlığı ve Öğretmen Yetiştirme (Information Literacy and Teacher Education)

Information literacy training for teachers in a developing South African context: suggestions for a multi-disciplinary planning approach

Teacher Personal information management (PIM) practices: Finding, keeping, and Re‐Finding information

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