School research projects
The Drumchapel Project: Assessing Levels of Information LiteracyResearchers from Glasgow Caledonian University assessed information literacy levels & ICT skills amongst school pupils at Glasgow's Drumchapel High School and Hyndland Secondary School. (Full report available).
From secondary school to the world of work: the experience of evaluating Information Literacy skills development at Glasgow Caledonian University (GCU).
Christine Irving and John Crawford, Glasgow Caledonian University. The result of this research has been to focus attention on an information literacy strategy, which links secondary and tertiary education and encourages the secondary and tertiary sectors to work together. The Use of Research by Teachers: information literacy, access and attitudes. The final report on the study funded by the ESRC. Professor Dorothy Williams & Louisa Coles June, 2003 Research Report 14 Department of Information Management (formerly the School of Information & Media). the Aberdeen Business School, the Robert Gordon University.
Information literacy: a crucial role for schools.
Lynn Barrett and teacher Mal Danks say you need to lay the foundations early. At Dixons City Technology College they have formed a partnership which does exactly that. This article that looks at how IL has been approached and taught within Dixons CTC.
Information Literacy in the Classroom: Secondary School Teachers’ Conceptions by Professor Dorothy Williams, Caroline Wavell and Louisa Coles at The Robert Gordon University, Aberdeen.
Secondary school teachers participating in a recently completed study identified a number of different conceptions of student information literacy: finding information, linguistic understanding, making meaning, skills, critical awareness of sources, and independent learning conceptions. These conceptions were influenced by the affective, cognitive and skills understanding and experiences students brought with them to a learning situation; the focus of individual activities; the priorities and sense of control to direct the information learning environment teachers experience in the classroom; and external pressures experienced by teachers. While sharing similarities with frameworks proposed by the information profession, they also reveal distinct differences. Teachers’ conceptions of student information literacy did not change significantly between the two group discussions but the manner in which individual teachers reacted to their own observations and current research reflected personal characteristics and experiences. The results of the study indicate that teachers understood information literacy to be important for lifelong learning but do not feel able to effectively support the development of information literacy in their students within their current curriculum environments.
Compiled by Rebecca Jones, Malvern Girl’s College and maintained by the CILIP CSG IL Group, February 2007.