Information literacy education in the context of project work: Application of multiple intelligences and mediated learning
(2006) Information literacy education in the context of project work: Application of multiple intelligences and mediated learning. In Khoo, C. and Singh, D. and Chaudhry, A.S., Eds. Proceedings A-LIEP 2006: Asia-Pacific Conference on Library & Information Education & Practice 2006, pages pp. 207-218, Singapore.
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Abstract
Information literacy (IL) has become a vital competency in the current knowledge society. For students, the key to becoming independent learners and future knowledge workers lies in being information literate. However, existing information literacy education approaches have not been very successful in equipping students with these crucial skills to ensure deep erudition and long-lasting retention. Hence, pedagogy becomes critical in information literacy education. This research hypothesises that (i) informa-tion literacy skills have a positive impact on the quality of students’ project work; (ii) students grasp in-formation literacy skills more effectively when their innate interests, such as that determined by their re-spective dominant intelligences, are stimulated and applied to their work; and (iii) students internalise what they learn when they are coached over an extended period of time, on how to apply their newly ac-quired information literacy skills, and thus exhibit greater retention of such knowledge and competen-cies. Consequently they would produce work of better quality. To verify these postulations, an informa-tion literacy course was designed for students undertaking project work to equip them with the necessary information literacy skills, by using two established pedagogical approaches – Gardner’s Theory of Mul-tiple Intelligences and Feuerstein’s Mediated Learning Experience. Subsequently the quality of the pro-ject work between the experimental and control groups were compared. This on-going research seeks to identify a utilitarian and viable pedagogical methodology that makes the teaching and learning of infor-mation literacy skills more effective and long-lasting respectively.
| EPrint Type: | Conference Paper |
|---|---|
| Keywords: | Information literacy education, Project work, Multiple intelligences, Mediated learning, Singapore |
| Subjects: | Information Literacy |
| ID Code: | 1383 |
| Deposited On: | 24 May 2007 |
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