PROMOTION OF INFORMATION LITERACY ABILITIES OF SECONDARY SCHOOL LEARNERS BY PHYSICS LABS
DOI:
https://doi.org/10.17770/sie2016vol2.1373Keywords:
information literacy abilities, inquiry-based learning, Physics labsAbstract
The article deals with the role of Physics labs in promoting information literacy abilities of secondary school learners. The methodological basis of research is inquiry-based learning. The article focuses on the second level of inquiry-based learning referred to Guided inquiry. According to the
The article deals with the role of Physics labs in promoting information literacy abilities of secondary school learners. The methodological basis of research is inquiry-based learning. The article focuses on the third level of inquiry-based learning referred to Guided Inquiry. According to the Guided Inquiry, the problem and procedures of labs are predefined for students but the methods of analysis, communication and conclusions are not set and depend on the students. The research problem is formulated as a question: What are information literacy abilities of secondary schools learners and how are they determined by the guided physics experimental activity?
Learners’ information literacy abilities are analyzed on the basis of Information literacy model ACRL (The Association of College and Research Libraries). According to this model, information
literacy is based on five groups of information abilities: an ability to recognize the need for information; an ability to search appropriate resources effectively and identify relevant information; an ability to evaluate information; an ability to know why information should be used in an ethical manner, and an ability to store and manage the information.
References
Association of College and Research Libraries (2000, 18 January). Information literacy competency standards for higher education. Downloaded from http://www.ala.org/acrl/standards/informationliteracycompetency.
Brown, P.L., Abell, S.K., Demir, A. & Schmidt, F.J. (2006). College science teachers’ views of classroom inquiry. Science Education 90 (5): 784–802.
Bruce, C., Edwards, S. & Lupton, M. (2006). Six frames for information literacy education: a conceptual framework for interpreting the relationships between theory and practice. Italics, 5(1), 1-18. Downloaded from http://eprints.qut.edu.au/5011/1/5011.pdf.
Buck, L. B., Bretz, S. L. & Towns, M. H. (2008). Characterizing the Level of Inquiry in the Undergraduate Laboratory. Journal of College Science Teaching, v38 (1), 52-58.
Diehm, R. & Lupton, M. (2014). Learning information literacy. Information Research: An International Electronic Journal, 19(1). Downloaded from http://www.informationr.net/ir/19-1/paper607.html
Exner, N. (2014). Research information literacy: Addressing original researchers' needs. Journal of Academic Librarianship, 40(5), 460-466. doi:10.1016/j.acalib.2014.06.006
Gok, T. (2010). The general assessment of problem solving processes and metacognition in physics education. Eurasian Journal of Physics and Chemistry Education, 2(2), 110-122.
Gok, T. (2014). Students’ Achievement, Skill and Confidence in Using Stepwise Problem-Solving Strategies. Eurasia Journal of Mathematics, Science & Technology Education, 10(6), 617-624.
Yang, T.-C., Hwang, G.-J., & Yang, S. J.-H. (2013). Development of an adaptive learning system with multiple perspectives based on students' learning styles and cognitive styles. Educational Technology & Society, 16 (4), 185–200.
Maybee, C. (2007). Understanding our student learners: a phenomenographic study revealing the ways that undergraduate women at Mill's College understand using information. Reference Services Review, 35(3), 452-462.
Paul, R. & Elder, L. (2008). The miniature guide to critical thinking concepts and tools. Dillon Beach, CA: Foundation for Critical Thinking Press.
Pol, H. (2005). Solving physics problems with the help of computer-assisted instruction. International Journal of Science Education, 27, 451-469.
Rapchak, M. E., Lewis, L. A., Motyka, J. K. & Balmert, M. (2015). Information literacy and adult learners. Adult Learning, 26(4), 135-142. doi:10.1177/1045159515594155
Refaei, B., Kumar, R. & Harmony, S. (2015). Working collaboratively to improve students' application of critical thinking to information literacy skills. Writing & Pedagogy, 7(1), 117-137. doi:10.1558/wap.v7i1.17232
Secker, J. & Coonan, E. (2011). A new curriculum for information literacy: executive summary. Arcadia Programme, Cambridge University Library, Cambridge, UK.
Spektor-Levy, O. & Granot-Gilat, Y. (2012). The impact of learning with laptops in 1:1 classes on the development of learning skills and information literacy among middle school. Interdisciplinary Journal of E-Learning and Learning Objects (8), 83-96.
Webber, S. & Johnston, B. (2013) Transforming IL for HE in the 21st century: a Lifelong Learning approach. in Hepworth, M. and Walton, G. (Eds.) Developing people's information capabilities fostering information literacy in educational, workplace and community contexts. Emerald. pp.15-30.
Downloads
Published
Issue
Section
How to Cite
