Information Literacy Education in Asian Developing Countries: cultural factors affecting curriculum development and programme delivery

The prevailing models of information literacy education (ILE) are contextually grounded in Western social and intellectual structures. For the most part these models follow the taxonomy developed in the 1950s by Bloom, which has been adopted as appropriate for developing societies without considerin...

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Published inIFLA journal Vol. 32; no. 4; pp. 281 - 293
Main Authors Dorner, Daniel G., Gorman, G. E.
Format Journal Article
LanguageEnglish
Published Thousand Oaks, CA SAGE Publications 01.12.2006
Saur
Subjects
Cultural aspects
Developing countries
Education
Exact sciences and technology
Information and communication sciences
Information literacy
Information science. Documentation
Information service management
Library and documentation centre management
Sciences and techniques of general use
User service management
Asia
Developing countries
Information literacy
Information literacy education
Geert Hofstede
Cultural context
Educational program
Cultural aspect
User training
Educational policy
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Abstract The prevailing models of information literacy education (ILE) are contextually grounded in Western social and intellectual structures. For the most part these models follow the taxonomy developed in the 1950s by Bloom, which has been adopted as appropriate for developing societies without considering the contexts from which they are derived, and in which they are being applied. For ILE to be meaningfully embedded in the educational fabric of a developing country, it is important to take account of a range of contextual variables that affect how and why individuals learn. Focusing on ILE through the lens of cultural contextuality, this paper addresses three questions in relation to ILE in developing countries: How do we define information literacy in a developing country context? How do we best determine the educational objectives of information literacy education in a developing country context? How can cultural awareness improve information literacy education?
AbstractList The prevailing models of information literacy education (ILE) are contextually grounded in Western social and intellectual structures. For the most part these models follow the taxonomy developed in the 1950s by Bloom, which has been adopted as appropriate for developing societies without considering the contexts from which they are derived, and in which they are being applied. For ILE to be meaningfully embedded in the educational fabric of a developing country, it is important to take account of a range of contextual variables that affect how and why individuals learn. Focusing on ILE through the lens of cultural contextuality, this paper addresses three questions in relation to ILE in developing countries: How do we define information literacy in a developing country context? How do we best determine the educational objectives of information literacy education in a developing country context? How can cultural awareness improve information literacy education?
Author Dorner, Daniel G.
Gorman, G. E.
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  email: gary.gorman@vuw.ac.nz
  organization: School of Information Management, Victoria University, Wellington
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Issue 4
Keywords Developing countries
Information literacy
Information literacy education
Geert Hofstede
Cultural context
Educational program
Cultural aspect
User training
Educational policy
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SubjectTerms Cultural aspects
Developing countries
Education
Exact sciences and technology
Information and communication sciences
Information literacy
Information science. Documentation
Information service management
Library and documentation centre management
Sciences and techniques of general use
User service management
Title Information Literacy Education in Asian Developing Countries: cultural factors affecting curriculum development and programme delivery
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