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Teacher Perspectives on Whole-Task Information Literacy Instruction

  • Iwan WopereisEmail author
  • Jimmy Frerejean
  • Saskia Brand-Gruwel
Conference paper
Part of the Communications in Computer and Information Science book series (CCIS, volume 676)

Abstract

This paper presents results of an explorative study on perceived merits of contemporary holistic approaches to designing information literacy instruction in a university setting. Seven teachers in educational sciences evaluated their premaster’s course on conducting a literature review designed according to a modern design approach, named Four-Component Instructional Design (4C/ID). They noted their perceptions on course quality by means of a standardized course evaluation questionnaire and a SWOT analysis. Results of the questionnaire showed that teachers were positive on whole-task information literacy instruction, confirming the results of an earlier study on 4C/ID-caused instructional effects. The SWOT analysis indicated that teachers recognized the value of applied 4C/ID principles like whole-task-centeredness, structured guidance, and scaffolding. We added suggestions on enhancing the positive effects of whole-task instructional design based on identified educational weaknesses such as relatively poor constructive alignment and threats such as imperfect curriculum coherence.

Keywords

Information literacy Instructional design Whole-task models 4C/ID-model University teachers 

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Copyright information

© Springer International Publishing AG 2016

Authors and Affiliations

  • Iwan Wopereis
    • 1
    Email author
  • Jimmy Frerejean
    • 1
  • Saskia Brand-Gruwel
    • 1
  1. 1.Faculty of Psychology and Educational SciencesOpen University of the NetherlandsHeerlenThe Netherlands

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