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Title: Teacher perspectives on whole-task information literacy instruction
Authors: Wopereis, Iwan
Frerejean, Jimmy
Brand-Gruwel, Saskia
Keywords: information literacy
instructional design
whole-task models
university teachers
Issue Date: 29-Jan-2017
Citation: Wopereis, I., Frerejean, J., & Brand-Gruwel, S. (2016). Teacher perspectives on whole-task information literacy instruction. In Kurbanoğlu, S., Boustany, J., Špiranec, S., Grassian, E., Mizrachi, D., Roy, L., & Çakmak, T. (Eds.). Communications in Computer and Information Science: Vol. 676. Information literacy: Key to an inclusive society (pp. 678-687). Cham, Switzerland: Springer. doi:10.1007/978-3-319-52162-6_66
Abstract: This paper presents results of an explorative study on perceived merits of contemporary holistic approaches to designing information literacy instruction in a university setting. Seven teachers in educational sciences evaluated their premaster’s course on conducting a literature review designed according to a modern design approach, named Four-Component Instructional Design (4C/ID). They noted their perceptions on course quality by means of a standardized course evaluation questionnaire and a SWOT analysis. Results of the questionnaire showed that teachers were positive on whole-task information literacy instruction, confirming the results of an earlier study on 4C/ID-caused instructional effects. The SWOT analysis indicated that teachers recognized the value of applied 4C/ID principles like whole-task-centeredness, structured guidance, and scaffolding. We added suggestions on enhancing the positive effects of whole-task instructional design based on identified educational weaknesses such as relatively poor constructive alignment and threats such as imperfect curriculum coherence.
Appears in Collections:1. FEEEL Publications, books and conference papers

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