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A Strategic Approach to Curriculum Design for Information Literacy in Teacher Education – Implementing an Information Literacy Conceptual Framework

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Klebansky, A and Fraser, S (2013) A Strategic Approach to Curriculum Design for Information Literacy in Teacher Education – Implementing an Information Literacy Conceptual Framework. Australian Journal of Teacher Education, 38 (11). pp. 103-125. ISSN 1835-517X

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Abstract

This paper details a conceptual framework that situates curriculum design for information literacy and lifelong learning, through a cohesive developmental information literacy based model for learning, at the core of teacher education courses at UTAS. The implementation of the framework facilitates curriculum design that systematically, consistently and incrementally develops information literacy capabilities across entire teacher education course structures, thereby facilitating teacher education students to graduate as critical thinkers, problem solvers, informed decision makers and independent, self-directed lifelong learners. As education professionals, these graduates have the potential of developing these capabilities in the children they teach. The paper discusses the development of a conceptual framework and identifies areas for future research.

Item Type: Article
Keywords: strategic; holistic; sustainable approach; teacher education; conceptual framework; constructive alignment; curriculum design; lifelong learning; information literacy; contextualise; developmental; equitable; Australian curriculum; critical thinking; problem solving; informed decision making; independent learner; self-directed learner; lifelong learner; learning how to learn; model for learning how to learn; gain content knowledge; manage information; deal with information.
Journal or Publication Title: Australian Journal of Teacher Education
Page Range: pp. 103-125
ISSN: 1835-517X
Identification Number - DOI: 10.14221/ajte.2013v38n11.5
Additional Information:

Copyright 2013 The Authors

Date Deposited: 11 Nov 2013 01:47
Last Modified: 18 Jan 2016 03:14
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