Information literacy education in the context of project work: Application of multiple intelligences and mediated learning

Persistent Link:
http://hdl.handle.net/10150/106180
Title:
Information literacy education in the context of project work: Application of multiple intelligences and mediated learning
Author:
Mokhtar, Intan Azura; Majid, Shaheen
Editors:
Khoo, C.; Singh, D.; Chaudhry, A.S.
Citation:
Information literacy education in the context of project work: Application of multiple intelligences and mediated learning 2006, :207-218
Publisher:
School of Communication & Information, Nanyang Technological University
Issue Date:
2006
URI:
http://hdl.handle.net/10150/106180
Submitted date:
2007-05-24
Abstract:
Information literacy (IL) has become a vital competency in the current knowledge society. For students, the key to becoming independent learners and future knowledge workers lies in being information literate. However, existing information literacy education approaches have not been very successful in equipping students with these crucial skills to ensure deep erudition and long-lasting retention. Hence, pedagogy becomes critical in information literacy education. This research hypothesises that (i) informa-tion literacy skills have a positive impact on the quality of studentsâ project work; (ii) students grasp in-formation literacy skills more effectively when their innate interests, such as that determined by their re-spective dominant intelligences, are stimulated and applied to their work; and (iii) students internalise what they learn when they are coached over an extended period of time, on how to apply their newly ac-quired information literacy skills, and thus exhibit greater retention of such knowledge and competen-cies. Consequently they would produce work of better quality. To verify these postulations, an informa-tion literacy course was designed for students undertaking project work to equip them with the necessary information literacy skills, by using two established pedagogical approaches â Gardnerâ s Theory of Mul-tiple Intelligences and Feuersteinâ s Mediated Learning Experience. Subsequently the quality of the pro-ject work between the experimental and control groups were compared. This on-going research seeks to identify a utilitarian and viable pedagogical methodology that makes the teaching and learning of infor-mation literacy skills more effective and long-lasting respectively.
Type:
Conference Paper
Language:
en
Keywords:
Information Literacy
Local subject classification:
information literacy education; project work; multiple intelligences; mediated learning; Singapore

Full metadata record

DC FieldValue Language
dc.contributor.authorMokhtar, Intan Azuraen_US
dc.contributor.authorMajid, Shaheenen_US
dc.contributor.editorKhoo, C.en_US
dc.contributor.editorSingh, D.en_US
dc.contributor.editorChaudhry, A.S.en_US
dc.date.accessioned2007-05-24T00:00:01Z-
dc.date.available2010-06-18T23:42:06Z-
dc.date.issued2006en_US
dc.date.submitted2007-05-24en_US
dc.identifier.citationInformation literacy education in the context of project work: Application of multiple intelligences and mediated learning 2006, :207-218en_US
dc.identifier.urihttp://hdl.handle.net/10150/106180-
dc.description.abstractInformation literacy (IL) has become a vital competency in the current knowledge society. For students, the key to becoming independent learners and future knowledge workers lies in being information literate. However, existing information literacy education approaches have not been very successful in equipping students with these crucial skills to ensure deep erudition and long-lasting retention. Hence, pedagogy becomes critical in information literacy education. This research hypothesises that (i) informa-tion literacy skills have a positive impact on the quality of studentsâ project work; (ii) students grasp in-formation literacy skills more effectively when their innate interests, such as that determined by their re-spective dominant intelligences, are stimulated and applied to their work; and (iii) students internalise what they learn when they are coached over an extended period of time, on how to apply their newly ac-quired information literacy skills, and thus exhibit greater retention of such knowledge and competen-cies. Consequently they would produce work of better quality. To verify these postulations, an informa-tion literacy course was designed for students undertaking project work to equip them with the necessary information literacy skills, by using two established pedagogical approaches â Gardnerâ s Theory of Mul-tiple Intelligences and Feuersteinâ s Mediated Learning Experience. Subsequently the quality of the pro-ject work between the experimental and control groups were compared. This on-going research seeks to identify a utilitarian and viable pedagogical methodology that makes the teaching and learning of infor-mation literacy skills more effective and long-lasting respectively.en_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoenen_US
dc.publisherSchool of Communication & Information, Nanyang Technological Universityen_US
dc.subjectInformation Literacyen_US
dc.subject.otherinformation literacy educationen_US
dc.subject.otherproject worken_US
dc.subject.othermultiple intelligencesen_US
dc.subject.othermediated learningen_US
dc.subject.otherSingaporeen_US
dc.titleInformation literacy education in the context of project work: Application of multiple intelligences and mediated learningen_US
dc.typeConference Paperen_US
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