Developing information literacy skills of the 6th grade students using the Big 6 model

Abstract

The Big6 model is a systematic approach to information problem-solving that relies upon critical thinking skills. It is the most used model for information literacy instruction in schools worldwide. Since there is a lack of information literacy skills instruction in the educational system of Iran, especially in primary schools, this research evaluates an information literacy intervention in the Iranian 6 th grade science classroom. The study employs a mixed-method explanatory design using a true experimental method with pre-test and post-tests. The qualitative phase investigated the experiences and perceptions of the experimental group. Results show that integrating the Big6 model into the primary science curriculum helps the students to improve their information literacy skills as well as gain a deeper understanding of the research process. Overall, the research contributes evidence to show the effectiveness of a collaborative teaching approach in information literacy instruction. This approach promotes positive attitudes among students towards the school library and the school librarian's role in the educational process.

Evaluación de competencias informacionales en escolares y estudio de algunas variables influyentes

“…Muchos estudios en los que se elaboran y aplican instrumentos de evaluación carecen de la suficiente validación (Santharooban y Premadasa, 2015). Además, la mayoría de los trabajos se realizan en la etapa universitaria (Bakermans y Ziino, 2018; Chanchinmawia y Kumar, 2018; Edvard, Throndsen, Loi y Gudmundsdottir, 2018; Kultawanich, Koraneekij y Na-Songkhla, 2015; Rodríguez, Trujillo y Sánchez, 2019), a excepción de unos pocos, que se llevan a cabo en la etapa escolar (Baji, Bigdeli, Parsa y Haeusler, 2018;Huggins, Ritzhaupt y Dawson, 2014).…”

“…De hecho, podríamos afirmar que estos aprendizajes han pasado a formar parte de las competencias clave necesarias dentro de la denominada Sociedad de la Información y el Conocimiento (Rodríguez, Martínez y Olmos, 2013). En este sentido, se han realizado estudios e investigaciones relacionados tanto con la evaluación de la competencia informacional, como con el diseño de programas formativos para el desarrollo de competencias informacionales (Álvarez y Gisbert, 2015;Baji, Bigdeli, Parsa y Haeusler, 2018;Bielba, Martínez, Herrera y Rodríguez, 2015;Chanchinmawia y Kumar, 2018;García, Martínez y Rodríguez, 2019;Rubio y Tejada, 2017).…”

Mapping the state of information literacy education in primary schools: The case of Pakistan

“…Strong school library media programmes play a critical role in the development of individual learners and critical thinkers. For example, Baji et al (2018), Chen et al (2017) and Chu, Tse, & Chow (2011) provided evidence from three non-Western countries that "inquiry-based learning" is valuable at the elementary school level.…”

“…Numerous stakeholders have been identified as important to the development of information literacy in school, ranging from individual teachers and librarians collaborating on IL education through those involved in managing the school to those at regional and national levels responsible for setting school curricula and financing school development. Baji et al (2018) identify that the curriculum, teachers and librarians all have to be considered when designing IL in schools, and if one of these is left out, the initiative is likely to fail. Montiel-Overall (2008) describes a framework for successful collaboration that sets teacher and librarian within the overall culture and management of the school.…”

“…The process of education in IL is not just the province of school librarians. Researchers have also identified the importance of collaborating with teachers (Mokhtar & Majid 2006;Montiel-Overall, 2008), of integrating IL into the school curriculum (Baji, Bigdeli, Parsa & Haeusler, 2018;Oberg, 2009) and what Streatfield, Shaper, Markless & Rae-Scott (2011) refer to as "strategic orchestration" of IL within the whole school. Outside school, children's homes and families are influential on their development.…”