Teacher perspectives on whole-task information literacy instruction

    Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

    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 languageEnglish
    Title of host publicationInformation Literacy
    Subtitle of host publicationKey to an Inclusive Society.
    EditorsS. Kurbanoğlu
    Place of PublicationCham
    PublisherSpringer
    Pages678-687
    Number of pages10
    EditionECIL 2016
    ISBN (Print)978-3-319-52161-9
    DOIs
    Publication statusPublished - 29 Jan 2017

    Publication series

    SeriesCommunications in Computer and Information Science
    Volume676

    Keywords

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

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