A Strategic Approach to Curriculum Design for Information Literacy in Teacher Education – Implementing an Information Literacy Conceptual Framework

Portraying Students Critical Thinking Skills Through Research Skill Development (RSD) Framework: A Case of a Biology Course in an Indonesian University

“…Comprehensive features of RSD framework have attracted interests of researchers in Australia, US, Chile, Malaysia, South Pacific, Canada, UK, and Cambodia. In cultivating student critical thinking, the related literature has showed the effectiveness of the RSD framework on such research contexts as: information literacy (Klebansky & Fraser, 2013), doctoral education (Matas, 2012), literacy and research skills (Miller, 2014), postgraduate multidisciplinary research projects (Venning & Buisman-Pijlman, 2011) and law (Watson & Papas, 2009).…”

“…Numerous researchers have discussed the roles of teachers on strengthening students' critical thinking skills, the use of critical instruction(s) to prompt students' learning (Helsdingen, Van Gog Van & Merrie¨nboer, 2011), communication and reflection skills (Edens, 2000). To develop critical thinking skills, the use of RSD has also became one priority in Fiji educational system (Janif, 2017) and other research contexts (Klebansky & Fraser, 2013;Matas, 2012;Miller, 2014;Venning & Buisman-Pijlman, 2011;Watson & Papas, 2009). However, little research has been implemented to illuminate how to integrate RSD into the Indonesian context.…”

A Concern Towards The Society and Internalization of Academic Ethics for Primary Education Students: Perspective of Lecturers’ Role

“…In line with the foregoing Ozturk, it is stated that one of the primary role of the educator is ... ensuring the enhancement of the students skill rather than mere transmission of information [7]. So it is clear that the students need to be given a wide range of skill development efforts in corporate social responsibility in addition to the submission of information through lectures in the classroom.... learning becomes a continuous process, and lifelong learning emerges as a key capability for the 21st century, and the U.S. such can be added to the subset of skills and capabilities [8].…”

Bilgi Okuryazarlığı ve Öğretmen Yetiştirme (Information Literacy and Teacher Education)

“…Başta ABD olmak üzere, İngiltere, Avustralya, Yeni Zelanda, Kanada, Avrupa, İskandinavya ve Türkiye de dahil diğer hemen her ülkede bilgi okuryazarlığı, bilgi okuryazarlığı standartları ve standartların kullanımı üzerine çalışmalar yapılmıştır (Akkoyunlu ve Kurbanoğlu, 2002, 2003Ayra ve Kösterelioğlu, 2015;Bruce, 2004;Duke ve Ward, 2009;Johnson ve O'English, 2003;Johnston ve Webber, 2003;Klebansky ve Fraser, 2013;Özel, 2016;Polat, 2006;Probert, 2009;Yalvaç, 2001;Yüksel İleri, 2011). Standartlarda bilgi okuryazarı bireyin ayrıntılı olarak tanımlanması ve bu konuda kuramsal bir çerçeve oluşturulması hedeflenmektedir.…”