An information literacy teaching model for Vietnam’s schools
| DOI | https://doi.org/10.1108/GKMC-05-2018-0047 |
| Pages | 191-206 |
| Published date | 01 April 2019 |
| Date | 01 April 2019 |
| Author | Huyen Thi Ngo,Alison Jane Pickard,Geoff Walton |
An information literacy teaching
model for Vietnam’s schools
Huyen Thi Ngo
University of Social Sciences and Humanities, Vietnam National University,
Ho Chi Minh City, Vietnam
Alison Jane Pickard
Northumbria University, Newcastle, UK, and
Geoff Walton
Department of Languages, Information and Communications,
Manchester Metropolitan University, Manchester, UK
Abstract
Purpose –This study aims to identify the ways in which information literacy (IL) in-practice initiatives are framed
for Vietnam’s upper secondary students and to suggest an appropriate IL teaching model for schools in the country.
Design/methodology/approach –The research used a qualitative multiple case study approach,
including two phases of data collection. The first phase gathered data from semi-structured student
interviews.The second phase included semi-structured professionalinterviews and an analysis of documents.
Findings –The researchfound that time pressure, teaching method, resourceissues, students’awareness of
IL and support from family are challenges for the development of IL programmes. These factors impinge
upon the developmentof an IL teaching model for Vietnam’s upper secondaryschools.
Research limitations/implications –The focus of this study was limited to two schools to gain the depth
of data needed to provide a holistic picture of the practice of IL teaching in Vietnam’s upper secondary schools.
Practical implications –This study could provide some guidance to the Ministry of Education and
Training in the development of educational policies and initiatives through identifying the possible
contributionsof IL to Vietnam’s education system.
Originality/value –The study provides an understanding of the development of IL in the education
system in transition,from a didactic to a constructivist approach.
Keywords Information literacy, Vietnam, Pedagogy, High school,
Information literacy teaching model, Upper secondary schools
Paper type Research paper
1. Introduction
In the educational environment, schools are striving to prepare students to meet the changes of
the information environment. Despite the important role of information literacy (IL) being widely
acknowledged, there is still a lack of IL programmes implemented in educational institutions
(Shenton et al.,2014). This paper reports on the findings of a qualitative research, which aims to
identify the ways in which IL in-practice initiatives are framed for Vietnam’s upper secondary
students and to suggest an appropriate IL teaching model for schools in the country.
2. Context of the study
The blending of three ideologies, Confucianism, Taoism and Buddhism has contributed to
the development of Vietnam’s society and culture. Theyput the emphasis on the hierarchy
Literacy
teaching model
for Vietnam’s
schools
191
Received22 May 2018
Revised18 December 2018
Accepted21 December 2018
GlobalKnowledge, Memory and
Communication
Vol.68 No. 3, 2019
pp. 191-206
© Emerald Publishing Limited
2514-9342
DOI 10.1108/GKMC-05-2018-0047
The current issue and full text archive of this journal is available on Emerald Insight at:
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of superior-inferior relationships, human suffering and the relationship between humans
and the cosmos. This has created the notable characteristics of passivity, compliance,
submissiveness, acceptance of fate and maintenance of the status quo in Asian countries’
culture and that of Vietnam. This createsthe ideal environment for the ingrained acceptance
of passive learningand the teacher-centred teaching model in Vietnam(Nguyen, 2013).
The Vietnamese believe that learning is the only path for advancement (World Bank
(WB), 2011). Therefore, Vietnamese families invest more in their children’s education.
Additionally, the valueof family is highly appreciated. This has created a lot of pressure for
students. Students have to study as hard as they can to achieve good results in
examinations.
Since 1986, Vietnam conducted a number of economic and political reforms called -
Dổi
mới (Renovation), which allowed the Vietnamese economy to integrate into the globalised
world (WB, 2014). This resulted in a wave of foreign investment into Vietnam. The
transition sets out a requirementthat workers need to be equipped with the right skills (WB,
2014). The Economic and Social Development Strategy and Human Resource Development
Project 2011-2020 indicates that developing human resources to fulfil the requirements of
international integration is Vietnam’sfocus (Prime Minister, 2011). Furthermore, to achieve
the educational objective “Developingcreativity and self-learning; and encouraging lifelong
learning”(Central Committee of the Communist Party of Vietnam, 2013, p. 4), therefore for
this to be realised, there is a need to use a constructivist approachas it promotes a learner-
centred learning environment, learners’independent thinking and active learning (Mayes
and de Freitas, 2013). In recent years, there have been attempts made to replace the
traditional delivery mode of transmission by a constructivist approach. However, studies
point out that a didactic approach remains prevalent in the education system (Nguyen and
Williams, 2016). London (2011) argues that there is a significant gap between educational
policies and practice. This problemcould result from lacking experience and understanding
“Western theories”among teachers(Nguyen and Hall, 2017), their persistent beliefs on “face
saving”(Nguyen, 2015), unequal understanding and insufficient attention from local areas
for education development strategy and insufficient human resources at all levels (Ministry
of Education and Training (MOET), 2014). According to Hamano (2008), teacher education
is necessary in the innovationprocess.
In Vietnam, over the past decade, many schools have applied the full day schooling policy.
They organise extra classes[1] for the remaining half of the day under the agreement of the
students’families to provide additional knowledge in main subjects. At the same time, many
students attend private classes[2] in the afternoon and evening. Dang (2011) found that 32
per cent of primary school students attended private classes, while 46 and 63 per cent of lower
and upper secondary school students attended private classes, respectively. There are several
reasons for the recent spread of private classes, one being social competition. Another reason is
teachers organise private classes to increase their income. Students attend those classes with
the aim of seeking good grades in the formal classes and as a result, private class attendance
causes a range of problems, such as lack of time for alternative activities, undue and unofficial
payment pressure to avoid failing the exam, a decrease in teachers’motivation during the
formal teaching hours and educational inequality (WB, 2014).
The quality of Vietnam’s education system is significantly influenced by the
international movement to promote “Education for All”(EFA) supported by the United
Nations Educational, Scientific and Cultural Organization (UNESCO, 2015). Vietnam
established the National Action Plan for EFA (2003-2015), which concentrates on early
childhood care and education, basiceducation (primary and lower-secondary education) and
non-formal education(continuing education) (MOET, 2014).
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