Beautyman - The road to information literacy: primary school children and their information seeking behaviour
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Beautyman - The road to information literacy: primary school children and their information seeking behaviour Beautyman - The road to information literacy: primary school children and their information seeking behaviour Presentation Transcript

  • THE ROAD TO INFORMATION LITERACY:PRIMARY SCHOOL CHILDREN AND THEIRINFORMATION SEEKING BEHAVIOUR.
  • SCOPE OF THE STUDY The purpose of this research study Aim ‐ To investigate the cognitive and affective  characteristics of Key Stage 2 (KS2) children in  the context of their information seeking  behaviour. To develop a framework and set of guidelines for  developing and promoting Information Seeking  Strategies (ISS) in KS2 children
  • OBJECTIVES Establish the current ICT outcomes required  from the e‐learning strategy as outlined by  relevant government bodies Establish the role of ISS in the government, LEA  and school policies
  •  Identify and evaluate the current methods for  teaching ISS to KS2 children  Identify whether there were gaps in the  children’s knowledge and understanding of  information retrieval and use Establish the level of teaching of ISS for KS2  children
  • BACKGROUND The Macro environment – Every Child Matters “to protect children and ensure each child fulfils  their potential”.  The Micro environment  The research participants  The local environment  Time in the field
  • METHODOLOGICAL APPROACH The Methodological approach to the study Interpretivist ethnography and grounded theory Why this approach was taken Gathering data in the natural setting  Developing a rich picture  Iterative analysis provided conceptual bridges
  • LITERATURE The iterative process of analysing themes meant  it was necessary to keep returning to the  literature. For example, the theme of uncertainty  was identified – this lead to self‐efficacy Investigating learning theory led to an  examination of Kolb’s (1984) experiential cycle as  well as Vygotsky’s (1978) Zone of Proximal  development
  • EMERGING THEMES Uncertainty Self‐efficacy Motivation Choice Need Want
  • THE ROAD TOINFORMATION LITERACY
  • AT THE BEGINNING TDIN – Teacher Defined Information Need WALT and WILF Differentiating Scaffolding Learning styles – Kolb (1984) and Vygotsky  (1978) Information Seeking ‐ Berkowitz and Eisenberg  (1987)
  • UNCERTAINTY“Uncertainty is the critical link between information  and decision‐making” (Shannon and Weaver,  1949, p.224) “uncertainty may have both affective and cognitive  dimensions”. (Wilson et al, 2002, p.713) Tactics adopted by the year 3 childrenTactics adopted by the year 4/5 children
  • SELF-EFFICACY“childrens self‐perceptions of their capabilities have  an important effect on their subsequent  achievements” (Schunk, 1981, p. 104)
  • MOTIVATION AND CHOICEfreedom of choice can be an important  motivator by itself”. (Malone, 1981, p.365).When the children were offered choices within their  lessons they were generally more engaged with  the lesson
  • NEED AND WANT Needing information to fulfil and academic  obligation Wanting information to satisfy  a personal  interest
  • FINDINGS
  • ZONE OF OPTIMAL LEARNING
  • FOUR GUIDELINES1. As far as is possible, children should be  encouraged to define their own information  need.  2. Information seeking skills and strategies should  be embedded within topics3. Children need to be taught to develop their  critical thinking skills4. Understanding should be demonstrated  contextually
  • THANK YOU Any Questions?
  • REFERENCES Kolb, David. A (1984) Experiential learning :  experience as the source of learning and  development. London, Prentice‐Hall. Vygotsky, L.S. (1978) Mind in Society: The  development of higher Psychological Process.  Cambridge. Cambridge University Press.