Developing information literacy skills in elementary students using the web-based Inquiry Strategies for the Information Society of the Twenty-First Century (ISIS-21)

• Published in: Journal of information literacy Vol. 14; no. 2; pp. 96 - 127
• Main Authors: Wade, Anne, Lysenko, Larysa, Abrami, Philip
• Format: Journal Article
• Language: English
• Published: Cardiff Chartered Institute of Library and Information Professionals (CILIP), Information Literacy Group 01.12.2020; CILIP Information Literacy Group
• Subjects: 21st century; 21st Century Skills; Courseware; Elementary School Students; Foreign Countries; Information Literacy; Information Skills; Inquiry; Instructional Design; Instructional Effectiveness; Instructional Program Divisions; Learning Strategies; Middle School Students; Preadolescents; Self Management; Skill Development; Software; Student Attitudes; Teacher Attitudes; Web Based Instruction; Canada
• ISSN: 1750-5968; 1750-5968
• DOI: 10.11645/14.2.2754

This study was undertaken to learn about the impact of using the web-based Inquiry Strategies for the Information Society of the Twenty-First Century (ISIS-21), software developed by the authors, to improve the information literacy (IL) skills of late elementary students (10-12 years). Using a series of multi-media and learning strategies design principles, ISIS-21 was designed to be used in late elementary classrooms given the gap in children's IL skills and the increasing importance for individuals to be critical consumers of information, particularly when using Internet-based environments. An exploratory, two-phase field trial was conducted in English schools in a central province of Canada. In both phases the research design was a one-group, pretest-posttest where data were collected from 150 students at the baseline and after the use of ISIS-21 for completion of an inquiry project. Teacher self-reports were also collected. The results were encouraging as we were able to establish the feasibility and importance of using ISIS-21 in classrooms to promote the development of IL skills in late elementary students.