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

Citation

Klebansky, A and Fraser, SP, A strategic approach to curriculum design for information literacy in teacher education - implementing an information literacy conceptual framework, Australian Journal of Teacher Education, 38, (11) Article 7. ISSN 0313-5373 (2013) [Refereed Article]


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Copyright 2013 The Authors

DOI: doi:10.14221/ajte.2013v38n11.5

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.

Item Details

Item Type:Refereed Article
Keywords:teacher education, information literacy, conceptual framework, curriculum design,
Research Division:Education
Research Group:Specialist Studies in Education
Research Field:Teacher Education and Professional Development of Educators
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Teacher and Instructor Development
Author:Klebansky, A (Miss Anna Klebansky)
Author:Fraser, SP (Associate Professor Sharon Fraser)
ID Code:87418
Year Published:2013
Deposited By:Education
Deposited On:2013-11-15
Last Modified:2017-11-20
Downloads:258 View Download Statistics

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