The Development and Evaluation of a Constructivist Framework for Designing Information Literacy Learning in the Context of the New Zealand Curriculum

Abstract

The study sets out: • to develop a conceptual framework for information literacy learning; • to develop a pedagogic model and framework for constructivist information literacy learning within the New Zealand school curriculum; • to trial, amend and evaluate the pedagogic model and framework (CILL Framework)using action research methods in relation to its utility in the New Zealand classroom. Information literacy is examined as a concept and pedagogical approach in the context of the information society, and in relation to developments in the New Zealand education system. The origins of information literacy and information literacy learning are attributed to two discrete professional fields, librarianship and educational technology, and to two approaches to learning, resource-based learning and technology-based learning, particularly technology-enhanced 'knowledge construction environments'. Drawing on existing definitions and descriptions of information literacy, on existing learning/teaching frameworks, on the existing resource and experience base in both professional fields, and on a synthesis of a variety of educational theories and approaches, a conceptual model of constructivist information literacy learning is developed. This model is elaborated as three assumptions and nine pedagogical propositions. These underpin the design of the pedagogic framework. The framework (CILL Framework) was then trialled and amended with teachers, using action research methods.