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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1999
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED437063 |
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Table of Contents:
- Revealing Thinking: Teachers Working Together on Information Literacy. Moore, Penny Elementary Education Faculty Development Foreign Countries Information Literacy Information Skills Librarian Teacher Cooperation Problem Solving School Culture School Libraries Teacher Workshops This paper presents and discusses two research initiatives in New Zealand elementary schools in terms of factors influencing the path of professional development and sustained attention to information literacy. The first study was a comparison of professional development processes and children's learning outcomes in four elementary schools. Surveys used to uncover perceptions of information literacy development were followed by on-site workshops for teachers of 7 to 11 year olds. This provided a snapshot of challenges that are a function of different school cultures and teachers with varying levels of information literacy understanding and commitment, as well as revealing much about children as information problem solvers. The second study involved all teaching staff at a single elementary school. Again, aspects of the teachers' information literacy were revealed alongside those of children. Observing the students' information problem solving experience was a key element in professional development. Reflection on teaching practice was heightened by use of action research as the teachers' major learning activity. Findings in the following areas are highlighted: (1) school information cultures--frameworks, policies, and library management; (2) teachers' understanding and expectations about information skills; (3) effects of expectations of children as information problem solvers; (4) connecting teachers' and children's thinking and expectations; (5) the teaching and learning interface; and (6) relationships among staff. (MES)