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

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    Author
    Mokhtar, Intan Azura
    Majid, Shaheen
    Editors
    Khoo, C.
    Singh, D.
    Chaudhry, A.S.
    Issue Date
    2006
    Submitted date
    2007-05-24
    Keywords
    Information Literacy
    Local subject classification
    information literacy education
    project work
    multiple intelligences
    mediated learning
    Singapore
    
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    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
    URI
    http://hdl.handle.net/10150/106180
    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
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