An Emerging Theory for Evidence Based Information Literacy Instruction in School Libraries, Part 1: Building a Foundation

摘要: Objective – Part I of this paper aims to create a framework for an emerging theory evidence based information literacy instruction. In order ground in existing theory, holistic perspective views inquiry as learning process that synthesizes searching and knowledge building. An interdisciplinary approach is taken relate user-centric behavior constructivist supports synthesis. The substantive theories emerge serve springboard theory. A second objective define instruction by assessing the suitability performance assessment action research tools practice. Methods historical review grounded user-centered establishes body within information-to-knowledge approach. focused literature presents supporting pedagogy based, i.e., users are immersed real-world tasks include formative assessments. analysis meaning terms its purpose methodology structuring pedagogy. Supporting tests training model school librarians educators which integrates assessment, well research. Results Findings teaching practices, explores models instruction, point two elements instruction: micro level macro task. On confronting information, seen entire interaction with series tasks, described Kuhlthau’s Information Search Process. deep understanding critical thinking skills craft connection between knowledge. task, designed instructional team, shapes inquiry. It context tasks. task relevant, engaging, rigorous sustain interest user whereby fosters self-reflection, self-correction, self-regulation. role evidence, generated research, both levels. each these levels informs search. Conclusion Evidence link called Sources embedded nested culture generate continuously throughout unit, characterized research-based such performance-based synergy 1 article foundation building further