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.
CITATION STYLE
Wopereis, I., Frerejean, J., & Brand-Gruwel, S. (2016). Teacher perspectives on whole-task information literacy instruction. In Communications in Computer and Information Science (Vol. 676, pp. 678–687). Springer Verlag. https://doi.org/10.1007/978-3-319-52162-6_66
Mendeley helps you to discover research relevant for your work.