Assessment of students’ information literacy: a case study of a secondary school in Hong Kong (original) (raw)
Related papers
Exploring information literacy in secondary schools in Hong Kong: A case study
Library & Information Science Research, 2007
Current curriculum reforms in Hong Kong emphasize learning how to learn and project-based learning. The most recent reform introduces ���Liberal Studies��� as a mandatory school subject in senior secondary school. This article reports on an exploratory case study of the information searching process (ISP) among Form 6 (Grade 12) students in a Liberal Studies course. Researchers examined sources of information used by students, students' cognitive and emotional experience during the ISP, and communication within the collaborative ...
Date: 20/07/2006 An Information Literacy Framework for Schools: The Hong Kong Experience
The Education and Manpower Bureau of the Hong Kong Government has promoted 'Learning to Learn' as a crucial feature of student-centred curriculum and the educational reforms over the passed decade have been directed towards this goal. Recently, information literacy, described as: the ability to master the processes of becoming informed, was identified as the missing ingredient in the reform. Interest in information literacy grew out of a realization that the application of modern information and communication technology and related shifts in curriculum integration and a shift away from textbooks and examinations, was not sufficient to deliver learning to learn.
An information literacy framework for schools: The Hong Kong experience
2006
The Education and Manpower Bureau of the Hong Kong Government has promoted ‘Learning to Learn’ as a crucial feature of student-centred curriculum and the educational reforms over the passed decade have been directed towards this goal. Recently, information literacy, described as: the ability to master the processes of becoming informed, was identified as the missing ingredient in the reform. Interest in information literacy grew out of a realization that the application of modern information and communication technology and related shifts in curriculum integration and a shift away from textbooks and examinations, was not sufficient to deliver learning to learn.
A Study of the Development of an Information Literacy Framework for Hong Kong Students
This research study represents the first step in the development of information literacy (IL) for Hong Kong schools and was grounded on the feedback from key stakeholders with respect to a draft information literacy framework and its implementation in schools. In this research study, the information literacy framework was discussed, and the ways for professional development, teachers' assessment, students' assessment and support, implementation policies and strategies were suggested. To offer clarity regarding information literacy, exemplars on how to facilitate information literate students are given. Finally, in order to further explore important implementation issues with respect to information literacy, a pilot study was proposed.
2004
[Abstract] This paper begins by examining the changing nature of university curricula in the 21st century. An increasing focus on graduate capabilities in university curriculum design has foregrounded the importance of information literacy. Thus, university librarians have an increasing role in embedding information literacy into university programmes and courses. The extent of the concept of information literacy is discussed. The paper explores the model of information literacy support developed at The Chinese University of Hong Kong.
Information literacy as a catalyst for educational change. A background paper
2002
The idea of information literacy, emerging with the advent of information technologies in the early 1970s, has grown, taken shape and strengthened to become recognized as the critical literacy for the twenty-first century. Sometimes interpreted as one of a number of literacies, information literacy (IL) is also described as the overarching literacy essential for twenty-first century living. Today, IL is inextricably associated with information practices and critical thinking in the information and communication technology (ICT) environment.
Information literacy skills of secondary school students in Singapore
Aslib Journal of Information Management, 2014
Purpose – This study aimed to acquire knowledge about Singapore secondary school (ages 13 to 16 years old) students' skills in searching, evaluating and using information. Design/methodology/approach – A comprehensive instrument encompassing the basic information literacy (IL) skills, as well as a new dimension of ethical usage of information and collaborative information seeking was used for data collection. From August to November 2010, a total of eight schools comprising 3,164 students participated in this study. Findings – It was a matter of concern that various kinds of libraries, including school libraries, were found to be under-utilized. From the test that was administered to assess the IL skills of students, the results were found to be generally unsatisfactory as each of the major categories of IL skills recorded a score that is below 50 (out of a maximum of 100) except for “task definition”. For skills related to “information seeking strategies”, “location & access” a...
INFORMATION LITERACY: SIGNIFICANCE IN HIGHER EDUCATION
In an ever changing information society, information is both product and commodity. Information is produced at such an enormous rate that statistical surveys cannot keep pace with amount of information produced. The combined effect of information explosion and the technological revolution has put unprecented volume of information at our reach, not only as print and electronic resources but also as resources on the information superhighway. In the fast changing age where ‘today’s truth become tomorrow’s outdated concepts, individuals who are unable to use pertinent information are almost as helpless as those who were unable to read and write in the past century. They have to acquire information skills and technological expertise for their professional, personal and even for their entertainment activities (Rajalakshmi, 2007). In a networked society, information available is diverse in nature and also in a variety of formats. Library and information centres are not the only store houses of information; it is also available from a number of sources