The DOI matches its Crossref record; 60 of the 64 references it cites were found in a registry or an index.
A Strategic Approach to Curriculum Design for Information Literacy in Teacher Education – Implementing an Information Literacy Conceptual Framework
Open accessAbstract
This paper details a conceptual framework that situates curriculum design for information literacy and lifelong learning, through a cohesive developmental information literacy based model for learning, at the core of teacher education courses at UTAS. The implementation of the framework facilitates curriculum design that systematically, consistently and incrementally develops information literacy capabilities across entire teacher education course structures, thereby facilitating teacher education students to graduate as critical thinkers, problem solvers, informed decision makers and independent, self-directed lifelong learners. As education professionals, these graduates have the potential of developing these capabilities in the children they teach. The paper discusses the development of a conceptual framework and identifies areas for future research.
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“Embedding generic IL skills within discipline-based learning tasks. These combine mechanical (techni- cal) and cognitive/metacognitive skills needed to critically engage with information in knowledge building.”
From From digital literacy to digital competence: the teacher digital competency (TDC) framework (2020) · cites this paper as Klebansky and Fraser (2013)
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From digital literacy to digital competence: the teacher digital competency (TDC) framework
Falloon, G. (2020) · Educational Technology Research and Development · doi:10.1007/s11423-020-09767-4 · Cited by 1,372
Horváth, L., Pintér, T. M., Misley, H., & Dringó-Horváth, I. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12914-6 · Cited by 46
Teachers and information literacy:
Shannon, C., Reilly, J., & Bates, J. A. (2019) · Journal of Information Literacy · doi:10.11645/13.2.2642 · Cited by 31
Taylor, C., & DiGiacomo, D. K. (2023) · Journal of Information Literacy · doi:10.11645/17.1.3258 · Cited by 15
Theoretical Foundations of Project Based Curricula in Higher Education
Korkmaz, G., & Kalaycı, N. (2019) · DergiPark (Istanbul University) · doi:10.14812/cuefd.479322 · Cited by 14
Metadata
- Authors
- Klebansky, A., & Fraser, S.
- Affiliations
- University of Tasmania (AU)
- ORCID
- Fraser, Sharon
- Venue
- Australian Journal of Teacher Education
- Publisher
- Edith Cowan University
- Published
- 2013-11-01
- Volume
- 38
- Issue
- 11
- ISSN
- 0313-5373 (ISSN-L)
- 1835-517X
- OpenAlex
- W1988261376
- Cited by
- 18
- References
- 64
- Citations by year
- 2024: 2 · 2023: 3 · 2022: 2 · 2021: 1 · 2020: 1 · 2019: 4 · 2018: 3 · 2017: 1 · 2015: 1
- FWCI
- 2.22
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- The Australian journal of teacher education (publishedVersion)
- UTAS Research Repository (acceptedVersion)
- eCite Digital Repository (University of Tasmania) (submittedVersion)
- Australasian Journal of Paramedicine (submittedVersion)
- Figshare (submittedVersion, cc-by)
- Topics
- Social Sciences › Library and Information Sciences › Library Science and Information Literacy
- Social Sciences › Education › Digital literacy in education
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Keywords
- information literacy, curriculum development, teacher professional development, conceptual framework, lifelong learning, critical thinking, self-directed learning, course structure
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