Civic action-driven information literacy instruction in Taiwan

Abstract

The purpose of this study was to investigate the feasibility for implementing a civic action-oriented information literacy plan across disciplines within an elementary school, including analysis, design, development and evaluation of the plan. The topic of the plan was the US-Taiwan Eco-Campus Partnership Program. A collaborative action research approach was used for this study. The researchers collaborated with a librarian who taught information literacy, as well as a science teacher and an English teacher. The civic action instruction lasted for ten months with two cycles. This study was conducted in an elementary school in the area of Chiayi, Taiwan. The data was gathered through participant observations, tests, surveys, interviews, and document analysis. The results showed that it is feasible to promote the civic action-oriented information literacy curriculum in sixth grade class. Students’ problem solving skills, rational participation in public actions, and intercultural understanding improved through several strategies. They were progressive information literacy curriculum, collaboration among teachers, the support of school administration, and integration of information technology.