Incorporating Information Literacy into Instructional Design within Pre-Service Teacher Programs

Incorporating Information Literacy into Instructional Design within Pre-Service Teacher Programs

Lesley S. J. Farmer (California State University – Long Beach, USA)
DOI: 10.4018/978-1-4666-4924-8.ch004
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Abstract

As information and technology increase, the need for help in accessing, evaluating, and using information efficiently rises. Preservice teachers need information literacy for their own study, instructional practice, and as a set of skills to teach PK-12 students. Librarians are uniquely trained and experienced in this arena, so their instructional role has the potential to serve as a central function in teacher preparation. In reality, educator librarians collaborate on several levels; ideally, they are instructional partners with teacher educators. As information and technology increase, the need for help in accessing, evaluating, and using information efficiently rises. Preservice teachers need information literacy for their own study, instructional practice, and as a set of skills to teach PK-12 students. Librarians are uniquely trained and experienced in this arena, so their instructional role has the potential to serve as a central function in teacher preparation. In reality, educator librarians collaborate on several levels; ideally, they are instructional partners with teacher educators.
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Background

In order to examine how teacher preparation programs incorporate information literacy, the need for such inclusion needs to be established.

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