Social Education 59 1, pp. Hootstein How do I motivate these children? How can I get them to pay attention?
Information literacy IL education in Malaysia has been acknowledged by IL implementers and practitioners and claimed to be integrated in the school curriculum. However, it seems that the development and progress of IL education implementation tend to be quite slow. In- depth, semi-structured interviews were conducted with the participants.
The results showed that the participants had positive attitudes towards IL education. They believed that IL education was important and had the potential to make teaching and learning activities more involving and fun. The teachers identified their views and practices depending on other internal and external factors.
Introduction Information Literacy IL education claimed to be embedded in the curriculum . In terms of its implementation, IL education was considered as teaching students about learn how to learn skill. It was expected to be infused in the teaching and learning activities.
The rationale of IL skills particularly, and learning skills wholly, is to assist students to learn independently with the learning that the students have mastered.
The extent of IL education implementation depends upon the IL education implementers such as teachers in the classrooms, library and media teacher LMT in the school resource center and collaborative teaching in classroom, and school head in administrative matters to be made aware of the important of IL education to the students.
The teachers and LMT were expected to continuously give emphasis on IL until the skills were practiced and internalized by the students. At the moment, the extent of IL implementation is not known due to the nature of its implementation, that is, infuses in the teaching and learning process.
Therefore, this study attempted to explore the implementation of IL education among local studies teachers in Malaysian primary schools. Literature Review Various researchers and scholars have attempted to define IL [2, 3, 4, 5]. These definitions can be synthesized according to IL as a skill, a process, a way of learning, and a way of seeing IL based on context.
Teaching IL has taken a variety of forms: The teaching of information and searching skills within the library setting has traditionally served as a classical way of bibliographic instruction. Stand alone approach of teaching IL can be in the form of lectures or seminars or workshops.
According to Breivik , stand alone courses were not always successful to teach IL because the students may opt not to enrol in the IL courses, if they were not made compulsory. This approach can be valuable, if it was done interactively, that is, from talk to demonstration after 15 minutes or so .
Integration approach can be done in the form of course-related and course-integrated. According to Eisenberg and Berkowitz , educators must provide opportunities for students to learn information skills throughout the curriculum.
This can be facilitated with the collaboration of teachers and librarians. Two crucial questions that need to be answered by both approaches adopted to teach IL is, whether a the competence acquired can be applied in a context different from that in which it was learned, and b to what extent the competence was taught in schools.
Goodin [9, cited in 8] examined the transferability of IL skills from high school to college in a study involving two groups of high school students. One group received instruction in library research skills in the context of IL, and the other group not.
The students were given pre- and post-tests on college-level library and information skills.
The participants in the study wrote research papers that were subsequently evaluated by college-level instructors. Goodin found that the students who received library skills instruction scored significantly higher in the post-test than students who did not receive instruction.
She also found that the post-test performance of the first group of students were acceptable for college freshmen This study provided an evidence of the value of IL skills in preparing the high school students for higher learning.
On the other hand, the issue of transferability of IL skills can be answered, if IL was taught to the student. The need to answer the second question, that is, the extent of IL is taught in schools, is crucial in order to see whether IL is given emphasis in teaching and learning process.
In UK, a study by Merchant and Hepworth  found that, although there was evidence that teachers were information literate, this IL skill was not necessarily being passed on the students.
The students did possess skills in locating information, however, were not so skilful at using and evaluating information.
There was also evidence within schools in UK that the teachers themselves took individual initiatives to integrate IL in their school programmes and activities [11, 12].
In Southeast Asia, the development of ILE through school libraries was first examined in by a project team, comprising members from Malaysia, the Philippines and Thailand . According to this report, IL was a term that was difficult to be translated into national languages of the countries surveyed.
At any rate, there was no proper implementation of IL taking place in school libraries in the countries involved.
Among the obstacles to school library development highlighted in the study were: Despite the volume of research on the relative merits of different instructional approaches to information problem solving skills, no study has ever been able to show one method to be superior over another .
Similarly, research on transferability of the IL skills focuses on the student learning, rather than the people who drive the skills. The most important was that the students benefitted from the information literacy instruction, particularly when it was taught in context and across curriculum .
However, without the experience and exposure to the skills, no one could ever benefit from it. Research Methods I employed the methods and procedures of the qualitative research tradition, within an interpretive philosophy.Teaching strategies.
There are may useful teaching strategies to support effective teaching in social sciences. This section contains a variety of graphic organisers; cooperative learning ideas; tools and resources for writing and presenting information; and ideas for oral and visual activities.
Studies identified social processes that explain how group work supports individual learning, such as resolving differing perspectives through argument, explaining one's thinking, observing the strategies of others, and listening to explanations.
Transcript of Effective Strategies for Teaching Social Studies.
Effective Strategies for Teaching Social Studies Multiple Strategies for the Delivery of Content Advance Organizers Interactive Notebooks Higher-order Thinking 10 Themes Culture by Robin Gauvreau focus provides students with a framework for studying local, regional, .
strategies in secondary agricultural education programs. Teachers responding to the questionnaire rated most of the principles of teaching/learning fairly high on the scale. FOR MORE EFFECTIVE TEACHING STRATEGIES.
Today there is a demand for better prepared teachers in our school. We need teachers in our school. We need teacher who are well versed in modern teaching techniques and teacher competencies.
Use our student-centered teaching strategies to strengthen your students’ literacy skills, nurture critical thinking, and create a respectful classroom climate.
You can implement these strategies with any academic content. Gauge students’ understanding and interest in a topic by asking them to.