ICT in the curriculum has increased pupils’ ability to use computers, but not made them independent users of information. Caroline Wavell explains why it is time to tackle teachers’ own shortcomings in IL.
A research team based at the Robert Gordon University has been awarded a grant from the Society for Educational Studies for a year-long study into teachers’ conceptions of information literacy. The purpose is to examine secondary school teachers’ understanding of IL and the relationship between information-related tasks and student learning in the classroom.
The study will identify:
- how teachers conceptualise IL and issues relating to its integration into the curriculum
- how IL is interpreted by teachers in relation to the learning tasks they design, monitor and assess
- whether teachers’ conceptions and understanding change after a period of reflection and discussion with colleagues
- how teachers’ and information professionals’ understanding and interpretation compare.
Together with findings from previous research with school librarians, the study will provide an insight into how perspectives of IL differ between teachers and librarians. It should contribute to our understanding of the challenges of developing and reinforcing IL within the curriculum, as well as indicating ways of providing more effective inter-professional collaboration in support of student learning.
Teachers not confident
Elements associated with IL are embedded in secondary school curriculum documentation, and the integration of ICT into the curriculum has given greater prominence to the issues of evaluating and interpreting information from different sources and for different purposes. Many assume that by the time pupils leave school they are independent users of information. But, while levels of ICT skills are increasing,1 concern is being raised about the level of IL among those entering higher education2 or the workplace.3 Even apparently confident information users experience difficulties when using information in complex or new situations.4
Despite the fact that teachers are required to help their students develop strategies to access, evaluate, synthesise and interpret information from a variety of resources and in different formats, there is evidence to suggest teachers are not necessarily confident users of information and tend to restrict themselves to relatively few sources.5 The new study will highlight the issues for teachers; how confident they feel about supporting IL through the curriculum; their delivery of information-related tasks; the support needed to encourage learning through information; and whether having ICT integrated into classroom practice changes their perception of information-related activities.
The study builds on previous research highlighting the complex relationship between information and the learning process, and other issues in developing IL within the curriculum. These include task setting, teachers’ approaches to information tasks, problems associated with monitoring and assessing skills development, and the nature of teacher and librarian interventions in the learning process. Research into the impact of the school library on learning has shown there is a much greater emphasis on the search for information than on the use of information, with fewer students, even in the upper school years, demonstrating understanding of how to evaluate and interpret information.6
The significance of the relationship between information seeking and information use is also evident from other research. Bruce found that experienced information users in academia conceptualise IL in relation to the intended outcome for that information – for example, to promote awareness, to fill a recognised gap, or to provide insight or increase knowledge.7 Other researchers have revealed a relationship between information seeking and perceived understanding of the task in secondary school students. For example some students seek ‘a right answer’ while others look for both sides to an argument; their approach to the information-seeking process reflects this difference in perceived outcome.8 Schroeder and Zarinnia considered the implications for information seeking on the type of task set by teachers and concluded that tasks are often set which require little more than fact finding.9
The Williams and Wavell10 study revealed some of the challenges felt by teachers when invited to interpret learning activities in relation to information handling. It raised questions about the ability of librarians and teachers to diagnose information problems faced by learners and to intervene appropriately at the point of need. Curriculum-related information-based activities are often supported by both subject teacher and librarian, each with their own agenda in terms of learning but not always with a clear understanding of each other’s professional roles and expertise. Yet there is evidence that indicates the importance of this mutual understanding and collaboration for effective resource-based learning and achievement.11
However, much of this research is set in the context of the school library and greater understanding is needed regarding information tasks in the classroom. A clearer picture of the way teachers conceptualise IL in relation to learning and problem solving, and how this in turn influences the learning environment and tasks they set, will therefore provide a stronger foundation not only for curricular development but also for the professional education of teachers and librarians.
Established groups
The study will be practitioner-centred, focusing on information-related tasks and the learning process from the teacher perspective.
Data will be collected at three stages. Semi-structured group discussions with teachers have proved successful in previous projects; the study will be based around established groups of teachers who already meet on a regular basis. The first meeting will record initial perceptions of IL as a concept – one which may be new for many.
A few teachers from each group will be invited to track curriculum activities involving the use of information in their own classroom. They will be encouraged to maintain an informal record of their experiences on IL in relation to the setting, managing and assessment of curriculum-related tasks.
A second group discussion aims to capture conceptions and understanding of IL after a period of reflection by all the teachers. This discussion will be stimulated by the case-study teachers reporting on their experiences.
Information literacy has been on the agenda for librarians for many years and it has long been recognised that teachers need to be fully involved in supporting it. This project is one step in the process of bringing IL to the attention of the teaching profession, and it is expected that, as participants begin to grapple with the concept, they will start to see its potential in the learning process.
References
1 R. Condie et al. The Impact of Information and Communication Technology Initiatives in Scottish Schools. Scottish Executive, 2002 (http://www.scotland.gov.uk/consultations/
education/ictimpact.pdf).
2 Point and Click – learners in the ICT driving seat: a consultation document. Foresight ICM Panel, 2000.
3 For example A. Mutch, 'Information literacy: an exploration', the International Journal of Information Management, 17(5), 1997, pp. 377-386; A. Abell and S. Ward, Skills for Knowledge Management: building a knowledge economy, TFPL Ltd, 2000; A. Donnelly and C. Craddock, 'Information literacy at Unilever R&D,' Library & Information Update, December 2002, pp. 40-42.
4 C.C. Kuhlthau, ‘The influence of uncertainty on the information seeking behaviour of a securities analyst,’in P. Vakkari, R. Savolainen R. and B. Dervin (eds), Information Seeking in Context. Proceedings of an international conference on research in information needs, seeking and use in different contexts. University of Tampere, Finland, August 1996. Taylor-Graham, 1997, pp. 268-274.
5 D. Williams, M. McConnell and K. Wilson. Is There Any Knowledge out There? The impact of research information on practitioners. British Library, 1997. British Library Research and Innovation Report RIC/G/321.
6 D.A. Williams and C. Wavell. Impact of the School Library Resource Centre on Learning. Final report on a research project funded by Resource: the Council for Museums, Archives and Libraries. Library and Information Commission Research Report 112. The Robert Gordon University, 2001.
7 C. Bruce. The Seven Faces of Information Literacy. Auslib Press, 1997.
8 L. Limberg. ‘Experiencing information seeking and learning: a study of the interaction between two phenomena.’ Information Research, 5(1), 1999; and L. Merchant and M. Hepworth. 'Information literacy of teachers and pupils in secondary schools.' Journal of Librarianship and Information Science, 34(2), 2002, pp. 81-89.
9 E.E. Schroeder and E.A. Zarinnia. ‘Problem based learning: developing information literacy through real world problems.’ Paper presented at Treasure Mountain 9, a teacher-librarian think tank research retreat, November 2001.
10 See 6.
11 K.C. Lance. ‘The impact of school library media centers on academic achievement.’ Scan, 16(1), February 1997, pp. 52-53; and N.L. Webb and C.A. Doll, ‘Contributions of Library Power to collaborations between librarians and teachers.’ School Libraries Worldwide, 5(2), July 1999, pp. 29-42.
Caroline Wavell is a Research Assistant at the Robert Gordon University (c.wavell@rgu.ac.uk).
Updated: 26 January 2005