n South African Journal of Higher Education - Developing a theoretical evaluative framework for information literacy interventions : a South African initiative : perspectives on higher education
|Article Title||Developing a theoretical evaluative framework for information literacy interventions : a South African initiative : perspectives on higher education|
|© Publisher:||Higher Education South Africa (HESA)|
|Journal||South African Journal of Higher Education|
|Publication Date||Jan 2002|
|Pages||21 - 30|
The importance of information literacy as a fundamental element in the process of social and economic development and lifelong learning in the 21<sup>st</sup> century has been widely acknowledged. Most information literacy programmes, however, lack a robust theoretical framework on which the intervention is based. The reported study was aimed at the development and validation of a model of information literacy that could form the basis for an evaluative framework that could be applied to information literacy interventions. The framework that was adopted used a holistic behavioural taxonomic approach incorporating affective, cognitive, and physical domains. Within each domain there are three levels that may be attained - orientation, interaction, and internalisation. <br>The application of existing taxonomies to two information literacy interventions demonstrated that each had distinct limitations. A new taxonomy was therefore proposed which sought to overcome these limitations and address the specific needs of learners in a South African context.
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