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

Abstract

This research explored two information literacy (IL) education approaches that make the teaching and learning of IL competencies more effective. This research suggests that (1) IL competencies have a positive impact on the quality of students’ project work; (2) students grasp IL competencies more effectively when their learning styles are catered to; and (3) students apply learnt IL competencies more effectively when they are closely coached to discover and rectify their learning gaps. There were two parts (A and B) to the research study, and data was collected and compared through a survey-test and a project. For Part A, it was found that students who underwent IL training performed better in both the test and project, compared to students who did not undergo any IL training. It was also found that students who were grouped according to their learning styles performed better in the project. For Part B, it was found that students who were closely coached performed better in both their test and project. Based on the findings of this study, an incremental curriculum for primary and secondary school (Grades 1 to 10) students, as well as a broad-spectrum framework for teaching IL competencies to learners, are proposed.