2021 Volume 44 Issue 4 Pages 497-511
The purpose of this study is to offer some points of consideration when designing lessons on information literacy where each individual student has access to a tablet. In order to achieve this, the relevant information literacy skills were organized into seven categories, and taught during social studies classes to 6th grade public elementary school students where each student has his own tablet. In the first semester, I focused on “thinking lessons” where the children collected, organized, and analyzed information themselves, while in the second semester, I worked on “inquiry learning” that had the goal of making the children “express and communicate” the results of their analysis. The effect of this instruction on the students’ information literacy was measured and analyzed, using data from 4 separate skill evaluation tests, and also from the students’ written responses collected over 5 worksheets. From the results, the students showed statistically significant improvement in 6 of the 7 categories, such as their level of awareness towards ICT skills and their ability to acquire them. It also became clear that the learning support provided during these lessons were productive, and that 3 of the lesson forms were effective. From this, I put forward some points of consideration for designing lessons which seek to develop information literacy in students.
