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Conference Paper: The development of students’ information literacy and IT skills via inquiry PBL and collaborative teaching
Title | The development of students’ information literacy and IT skills via inquiry PBL and collaborative teaching |
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Authors | |
Issue Date | 2009 |
Citation | The 2009 ASIS&T Annual Meeting, Vancouver, B.C., Canada, 6-11 November 2009. In Proceedings of AM'09, 2009 How to Cite? |
Abstract | Recent research has shown that inquiry-based learning and project-based learning (PBL) are better than the traditional didactic approach in promoting various learning outcomes. There is also a large literature on how collaboration among different teachers can enhance student learning. In Hong Kong, inquiry-based learning has been integrated into the General Studies curriculum. This study investigated the effects of an intervention that used a collaborative teaching approach and inquiry project-based learning on the development of primary students' information literacy and information technology skills. Students in a Hong Kong primary school completed two inquiry-based group projects as part of their General Studies curriculum. A collaborative teaching approach involving three teachers with different specialties (Language [Chinese], IT, and General Studies) and a school librarian was taken in guiding students through the two projects. Results indicated the positive impact of collaborative teaching and inquiry PBL on the development of students' information literacy and IT skills. |
Description | Theme of Conference: "Thriving on Diversity: Information Opportunities in a Pluralistic World" |
Persistent Identifier | http://hdl.handle.net/10722/127050 |
DC Field | Value | Language |
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dc.contributor.author | Chu, SKW | en_HK |
dc.contributor.author | Chow, K | en_HK |
dc.contributor.author | Tse, SK | en_HK |
dc.date.accessioned | 2010-10-31T13:03:34Z | - |
dc.date.available | 2010-10-31T13:03:34Z | - |
dc.date.issued | 2009 | en_HK |
dc.identifier.citation | The 2009 ASIS&T Annual Meeting, Vancouver, B.C., Canada, 6-11 November 2009. In Proceedings of AM'09, 2009 | en_HK |
dc.identifier.uri | http://hdl.handle.net/10722/127050 | - |
dc.description | Theme of Conference: "Thriving on Diversity: Information Opportunities in a Pluralistic World" | - |
dc.description.abstract | Recent research has shown that inquiry-based learning and project-based learning (PBL) are better than the traditional didactic approach in promoting various learning outcomes. There is also a large literature on how collaboration among different teachers can enhance student learning. In Hong Kong, inquiry-based learning has been integrated into the General Studies curriculum. This study investigated the effects of an intervention that used a collaborative teaching approach and inquiry project-based learning on the development of primary students' information literacy and information technology skills. Students in a Hong Kong primary school completed two inquiry-based group projects as part of their General Studies curriculum. A collaborative teaching approach involving three teachers with different specialties (Language [Chinese], IT, and General Studies) and a school librarian was taken in guiding students through the two projects. Results indicated the positive impact of collaborative teaching and inquiry PBL on the development of students' information literacy and IT skills. | - |
dc.language | eng | en_HK |
dc.relation.ispartof | Proceedings of the AM'09 | - |
dc.title | The development of students’ information literacy and IT skills via inquiry PBL and collaborative teaching | en_HK |
dc.type | Conference_Paper | en_HK |
dc.identifier.email | Chu, SKW: samchu@hkucc.hku.hk | en_HK |
dc.identifier.email | Chow, K: kenckchow@gmail.com | en_HK |
dc.identifier.email | Tse, SK: sktse@hkucc.hku.hk | - |
dc.identifier.authority | Chu, SKW=rp00897 | en_HK |
dc.identifier.authority | Tse, SK=rp00964 | en_HK |
dc.description.nature | postprint | - |
dc.identifier.hkuros | 173852 | en_HK |
dc.description.other | The 2009 ASIS&T Annual Meeting, Vancouver, B.C., Canada, 6-11 November 2009. In Proceedings of AM'09, 2009 | - |