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 language | English |
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Title of host publication | Global action for school libraries |
Subtitle of host publication | Models of inquiry |
Editors | Barbara A. Schultz-Jones, Dianne Oberg |
Place of Publication | Berlin |
Publisher | Walter de Gruyter |
Chapter | 15 |
Pages | 201-214 |
Number of pages | 14 |
ISBN (Electronic) | 9783110772586 |
ISBN (Print) | 9783110772579 |
DOIs | |
Publication status | Published - 03 Oct 2022 |