Capacity building for lifelong learning: A study of practitioners' perceptions on information literacy framework

Sandy C. Li*, Siu Cheung Kong, Fong Lok Lee, James Henri

*Corresponding author for this work

Research output: Contribution to journalJournal articlepeer-review

3 Citations (Scopus)

Abstract

Information literacy (IL) has spawned a proliferation of studies in the past two decades. Information literacy is deemed pivotal to the pursuit of both personal empowerment and the economic development of a society. Most of the contemporary interpretations of information literacy are inextricably intertwined with lifelong learning. In this paper, we will (1) examine the commonalities exhibited among a variety of information literacy frameworks developed in different regions; and to deepen our understanding of school principals' and teachers' perceptions on information literacy framework and its role in learning. The research findings indicate that the practitioners share the view that IL should embrace learning outcomes of the four dimensions of learning: cognitive, meta-cognitive, affective and socio-cultural. Results of this study indicate that the traditional notion of information literacy is inadequate to address the learning needs in the 21st century and a spiral approach to developing students' information literacy is deemed necessary.

Original languageEnglish
Pages (from-to)219-232
Number of pages14
JournalInformatics in Education
Volume5
Issue number2
Publication statusPublished - Jun 2006

Scopus Subject Areas

  • Education
  • Communication
  • Computer Science Applications

User-Defined Keywords

  • information literacy
  • capacity building
  • standards and indicators

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