Informed learning and action research for professional development

Anne Whisken

Research output: Book chapter/Published conference paperChapter (peer-reviewed)peer-review

Abstract

This chapter reports the successful use of Informed Learning Participatory Action Research (PAR) for transformative professional development to overcome a historic gap between information literacy education theory and practice. Secondary school teachers and teacher librarians participated in a PhD qualitative research project undertaken in Australia to explore new ways of teaching expert information use as part of subject learning. An overview of the transformative models used is provided as well as a framework for whole school information practice by which students might develop their own repertoires of expert information strategies. The model presents a collaborative approach to changing teacher practice for information literacy education.
Original languageEnglish
Title of host publicationGlobal action for school libraries
Subtitle of host publicationModels of inquiry
EditorsBarbara A. Schultz-Jones, Dianne Oberg
Place of PublicationBerlin
PublisherWalter de Gruyter
Chapter15
Pages201-214
Number of pages14
ISBN (Electronic)9783110772586
ISBN (Print)9783110772579
DOIs
Publication statusPublished - 03 Oct 2022

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