Teacher perspectives on whole-task information literacy instruction

Iwan Wopereis; Jimmy Frerejean; Saskia Brand-Gruwel

doi:10.1007/978-3-319-52162-6_66

Teacher perspectives on whole-task information literacy instruction

Iwan Wopereis, Jimmy Frerejean, Saskia Brand-Gruwel

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

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Abstract

This paper presents results of an explorative study on perceived merits of contemporary holistic approaches to designing information literacy instruction in a university setting. Seven teachers in educational sciences evaluated their premaster’s course on conducting a literature review designed according to a modern design approach, named Four-Component Instructional Design (4C/ID). They noted their perceptions on course quality by means of a standardized course evaluation questionnaire and a SWOT analysis. Results of the questionnaire showed that teachers were positive on whole-task information literacy instruction, confirming the results of an earlier study on 4C/ID-caused instructional effects. The SWOT analysis indicated that teachers recognized the value of applied 4C/ID principles like whole-task-centeredness, structured guidance, and scaffolding. We added suggestions on enhancing the positive effects of whole-task instructional design based on identified educational weaknesses such as relatively poor constructive alignment and threats such as imperfect curriculum coherence.

Original language	English
Title of host publication	Information Literacy
Subtitle of host publication	Key to an Inclusive Society
Editors	S. Kurbanoğlu
Place of Publication	Cham
Publisher	Springer
Pages	678-687
Number of pages	10
Edition	ECIL 2016
ISBN (Print)	978-3-319-52161-9
DOIs	https://doi.org/10.1007/978-3-319-52162-6_66
Publication status	Published - 29 Jan 2017
Event	European Conference on Information Literacy - Orea Hotel Pyramida, Prague, Czech Republic Duration: 10 Oct 2016 → 13 Oct 2016

Conference

Conference	European Conference on Information Literacy
Abbreviated title	ECIL
Country/Territory	Czech Republic
City	Prague
Period	10/10/16 → 13/10/16

Keywords

information literacy
instructional design
whole-task models
4C/ID-model
university teachers

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10.1007/978-3-319-52162-6_66Licence: CC BY-NC-ND

20161013-ECIL2016-IWO-JFR-SAB-HandoutAccepted author manuscript, 536 KBLicence: CC BY-NC-ND

http://10.1007/978-3-319-52162-6_66Licence: CC BY-NC-ND

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abstract = "This paper presents results of an explorative study on perceived merits of contemporary holistic approaches to designing information literacy instruction in a university setting. Seven teachers in educational sciences evaluated their premaster{\textquoteright}s course on conducting a literature review designed according to a modern design approach, named Four-Component Instructional Design (4C/ID). They noted their perceptions on course quality by means of a standardized course evaluation questionnaire and a SWOT analysis. Results of the questionnaire showed that teachers were positive on whole-task information literacy instruction, confirming the results of an earlier study on 4C/ID-caused instructional effects. The SWOT analysis indicated that teachers recognized the value of applied 4C/ID principles like whole-task-centeredness, structured guidance, and scaffolding. We added suggestions on enhancing the positive effects of whole-task instructional design based on identified educational weaknesses such as relatively poor constructive alignment and threats such as imperfect curriculum coherence.",

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note = "DS_Citation:Wopereis, I., Frerejean, J., & Brand-Gruwel, S. (2016). Teacher perspectives on whole-task information literacy instruction. In Kurbanoğlu, S., Boustany, J., {\v S}piranec, S., Grassian, E., Mizrachi, D., Roy, L., & {\c C}akmak, T. (Eds.). Communications in Computer and Information Science: Vol. 676. Information literacy: Key to an inclusive society (pp. 678-687). Cham, Switzerland: Springer. doi:10.1007/978-3-319-52162-6_66; European Conference on Information Literacy, ECIL ; Conference date: 10-10-2016 Through 13-10-2016",

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N1 - DS_Citation:Wopereis, I., Frerejean, J., & Brand-Gruwel, S. (2016). Teacher perspectives on whole-task information literacy instruction. In Kurbanoğlu, S., Boustany, J., Špiranec, S., Grassian, E., Mizrachi, D., Roy, L., & Çakmak, T. (Eds.). Communications in Computer and Information Science: Vol. 676. Information literacy: Key to an inclusive society (pp. 678-687). Cham, Switzerland: Springer. doi:10.1007/978-3-319-52162-6_66

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N2 - This paper presents results of an explorative study on perceived merits of contemporary holistic approaches to designing information literacy instruction in a university setting. Seven teachers in educational sciences evaluated their premaster’s course on conducting a literature review designed according to a modern design approach, named Four-Component Instructional Design (4C/ID). They noted their perceptions on course quality by means of a standardized course evaluation questionnaire and a SWOT analysis. Results of the questionnaire showed that teachers were positive on whole-task information literacy instruction, confirming the results of an earlier study on 4C/ID-caused instructional effects. The SWOT analysis indicated that teachers recognized the value of applied 4C/ID principles like whole-task-centeredness, structured guidance, and scaffolding. We added suggestions on enhancing the positive effects of whole-task instructional design based on identified educational weaknesses such as relatively poor constructive alignment and threats such as imperfect curriculum coherence.

AB - This paper presents results of an explorative study on perceived merits of contemporary holistic approaches to designing information literacy instruction in a university setting. Seven teachers in educational sciences evaluated their premaster’s course on conducting a literature review designed according to a modern design approach, named Four-Component Instructional Design (4C/ID). They noted their perceptions on course quality by means of a standardized course evaluation questionnaire and a SWOT analysis. Results of the questionnaire showed that teachers were positive on whole-task information literacy instruction, confirming the results of an earlier study on 4C/ID-caused instructional effects. The SWOT analysis indicated that teachers recognized the value of applied 4C/ID principles like whole-task-centeredness, structured guidance, and scaffolding. We added suggestions on enhancing the positive effects of whole-task instructional design based on identified educational weaknesses such as relatively poor constructive alignment and threats such as imperfect curriculum coherence.

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ER -

Teacher perspectives on whole-task information literacy instruction

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