Lower Secondary School Teachers’ Experiences of Developing Inquiry-Based Approaches in Information Literacy Instruction

Abstract

Inquiry-based assignments are commonly used in information literacy (IL) instruction. However, guiding pupils through the inquiry process is challenging as the school’s traditional instruction practices are teacher-centered. Yet, there are teachers who continuously develop their personal pedagogies in IL instruction, but we have very little research insight into that. This paper reports on a two-year longitudinal case study based in the classrooms of a lower secondary school teacher. The teacher and her two colleagues were engaged in enhancing their pedagogical practices in IL instruction. The findings based on interviews and classroom observations indicate that the teachers use various types of assignments and instructional activities for IL instruction.