Abstract
Learners in the twenty-first century are necessary to possess the requisite knowledge of and proper attitudes toward information processing with the use of information technology (IT) in order to cope with the changes in the information society. In response to the demand of information literacy (IL) in the society, an IT curriculum framework is proposed that fosters the IL of students. The curriculum framework is based on the rationale of significant learning and designed on the principles of providing authenticity and creating reflection. It consists of three parts: a core IT curriculum; use of knowledge about IT and information processing across curricula; and a school culture that fosters IL. Copyright © 2007 北京師範大學出版社.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 11th Global Chinese Conference on Computers in Education (GCCCE2007): Research in IT and Education: A multi-disciplinary perspective |
| Editors | Jimmy LEE, Timothy SHIH, Qiong WANG, Yong ZHAO |
| Place of Publication | Beijing |
| Publisher | 北京師範大學出版社 |
| Pages | 75-76 |
| ISBN (Print) | 9787303044511 |
| Publication status | Published - 2007 |
Citation
Kong, S. C. (2007). An information technology curriculum framework for fostering information literacy. In J. Lee, T. Shih, Q. Wang, & Y. Zhao (Eds.), The proceedings of the 11th Global Chinese Conference on Computers in Education (GCCCE2007): Research in IT and Education: A multi-disciplinary perspective (pp. 75-76). Beijing: 北京師範大學出版社.Keywords
- Theory and Practice of Teaching and Learning
- Curriculum framework
- Information literacy
- Information technology
- School education
- Significant learning