Information literacty should be framed in such a way that student are empowered with the capacity for lifelong learning and assume greater autonomy over - and gain social responsibilities from - their learning. We conducted focus group discussions and in-depth interviews to collect ideas from practitioners on professional development in information literacy education. The research findings show that practitioners are concerned about the recognition of teachers and the training methods that will be used in the implementation of information literacy in schools. Professional development should focus on the content and the pedagogy of capacity building in school education. Three key issues in professional development are highlighted: realising capacity building, obtaining the consensus and support of school principals and teachers, and allowing practitioners the flexibility to organise their own development. Nine modules for the professional development of in-service and pre-service teachers are also proposed. Copyright © 2005 IOS Press.
|Title of host publication||Towards sustainable and scalable educational innovations informed by the learning sciences: Sharing good practices of research, experimentation and innovation|
|Editors||Chee-Kit LOOI , David JONASSEN , Mitsuru IKEDA|
|Place of Publication||Washington, D.C.|
|ISBN (Print)||1586035738, 9781607501503, 1607501503|
|Publication status||Published - 2005|
CitationKong, S. C., Lee, F. L., & Ip, S. F. (2005). The implementation of an information literacy framework: Key issues in professional development. In C.-K. Looi, D. Jonassen, & M. Ikeda (Eds.), Towards sustainable and scalable educational innovations informed by the learning sciences: Sharing good practices of research, experimentation and innovation (pp. 172-179). Washington, D.C.: IOS Press.
- Information literacy
- Capacity building
- Professional development