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