In-service teacher training - Essay Example

Such an analysis, based on four key texts, will re-assess the concept of information literacy in Angola, a developing African country. 1. Introduction Discussions over information literacy in the 21st century are very different from those in the 1980s. The report released on January 10, 1989 by the Presidential Committee on Information Literacy raised some important issues, namely “the Importance of Information Literacy to Individuals, Business, and Citizenship” and “Opportunities to Develop Information Literacy” [3].

In the same report, some characteristics of a new type of school were described: an “Information Age School” [3]. The recommendations from this document mirrored the optimism of such a committee, regarding the fundamental and revolutionary role of information literacy and the challenges this new reality presented to scholars, practitioners, and leaders. The question raised is how scholars, practitioners and leaders perceive the issue of information literacy in developed countries; whether in a national or a global framework. 2. Author’s Perspective Diane Zabel highlights the constraints of an attempt to integrate information literacy as a “mandated credit instruction” [4], based on the difficult current financial situation of many American students.

In the article “Reaction to "Information Literacy and Higher Education" [4], this author is skeptical about the decision of integrating information literacy into the curriculum, especially involving librarians: It is naive to believe that it is easy to add a required course to the curriculum (…). The approval of new courses, majors, minors, and changes in the number of credits required for graduation is a rigorous process. Curricular changes must be justified, requiring the completion of a detailed proposal explaining how a change meets educational objectives and strengthens existing programs [4].

On the other hand, Lauer and Yodanis, in the article “The International Social Survey Programme (ISSP) : A Tool for Teaching with an International Perspective” [2], explain the advantages scholars have in adopting a less Westernized perspective and developing a global view of the teaching and learning process. Although the three documents share the recognition that information literacy has brought changes to the process of teaching and learning, these authors do not have a consensual stance on the range of application of this new tool and how this reality can be optimized.

Zabel raises several constraints in the inclusion of information literacy in the curriculum, whereas Lauer and Yodanis suggest the “enhancing of global literacy through teaching” [2]. In the 2009 message to students, the dean of the School of Advanced Studies at the University of Phoenix explained the meaning of the scholar - practitioner - leader model. Jeremy Moreland stated: Viewed operationally, the model represents a paradigm for incorporating lifelong learning (scholarship), social and workplace contribution (practice), and the ability to exert positive influence (leadership) in our learners' academic, professional and personal lives.

This means that important theory and research may support professionals in the effective implementation of their work. Consequently, more pragmatic and efficient ways of organizing, monitoring and evaluating public and private