Elementary Inquiry-Based Integrated Information Literacy Curriculum: Theory & Practice

• Published in: Jiàoyù zīliào yǔ túshūguǎn xue Vol. 55; no. 2; pp. 103 - 137
• Main Author: Lin, Ching Chen
• Format: Journal Article
• Language: Chinese; English
• Published: Tamkang Tamkang University, Department of Information and Library Science 01.07.2018; Tamkang University Press
• Subjects: Big6 model; Curricula; Education reform; Information literacy; Informed learning; Inquiry method; Inquiry-based learning; Six Frames; Taiwan
• ISSN: 1013-090X; 1013-090X
• DOI: 10.6120/JoEMLS.201807_55(2).0004.RS.CM

According to the recent performance in PISA and PIRLS, it shows that our students lack digital reading literacy, proper ICT use, and information evaluation. Furthermore, the 12-year Basic Education Reform in Taiwan aims to foster students' core competency, and solve a struggle between discipline content and information use.Thus, this study would like to provide a solution to these problems. First, it investigates the nature of information literacy, then explains the inquiry learning and Six Frames as a foundation for integrating information literacy into curricula. Next, the content and learning outcomes of elementary inquiry-based integrated information literacy curriculum designed by the researcher are described. The learning outcomes were shown in two areas of subject contents and learning performance. At last, three school librarians, who have involved in developing the curriculum for years, provide their personal reviews and reflections. Therefore, the feasibility of the inquiry-based integrated information literacy curriculum is clarified. Hopefully, through integrating theory and practice across disciplines, another perspective for the 21st-century education reform in Taiwan can be recognized.