A strategic approach to curriculum design for information literacy in teacher education - Implementing an information literacy conceptual framework

Anna Klebansky, Sharon P. Fraser

    Research output: Contribution to journalArticle

    5 Citations (Scopus)

    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.

    Original languageEnglish
    Article number7
    Pages (from-to)103-125
    Number of pages23
    JournalAustralian Journal of Teacher Education
    Volume38
    Issue number11
    DOIs
    Publication statusPublished - 1 Nov 2013

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