Teacher perspectives on whole-task information literacy instruction

    Research output: Contribution to conferencePaperAcademic

    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
    Publication statusPublished - 13 Oct 2016
    EventEuropean Conference on Information Literacy - Orea Hotel Pyramida, Prague, Czech Republic
    Duration: 10 Oct 201613 Oct 2016

    Conference

    ConferenceEuropean Conference on Information Literacy
    Abbreviated titleECIL
    Country/TerritoryCzech Republic
    CityPrague
    Period10/10/1613/10/16

    Keywords

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

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