A contextual framework for primary education: fostering information literacy in Pakistan
| Date | 01 April 2019 |
| DOI | https://doi.org/10.1108/GKMC-06-2018-0060 |
| Published date | 01 April 2019 |
| Pages | 164-176 |
| Author | Syeda Hina Batool,Sheila Webber |
| Subject Matter | Library & information science,Information behaviour & retrieval,Information in society,Information literacy,Library & information services |
A contextual framework for
primary education: fostering
information literacy in Pakistan
Syeda Hina Batool
Department of Information Management, University of the Punjab,
Lahore, Pakistan, and
Sheila Webber
University of Sheffield, Sheffield, UK
Abstract
Purpose –This study aims to contribute theoretically in the information literacy (IL) literature by
presenting process-based framework at the primary education level. This study also investigated school
children’sinformation-related tasks, their favored informationsources and IL skills.
Design/methodology/approach –The study utilizedqualitative research approach and multiple nested
sequentialcase study design to explore the phenomenon.
Findings –The majority of children from public, private trust and unregistered schools were unable to
present, organize, use and understand main ideas of given information. However, the elite economic class
school children had good IL skills with few exceptions. Based on research findings, a process-based IL
frameworkhas been proposed at the primary education level.
Research limitations/implications –The present study proposed a process-based IL framework
which has practicalimplications for parents, librarians, teachers and policymakers.
Originality/value –The paper is based on doctoral research which is of significance to information
professionalsand educators.
Keywords Pakistan, Information literacy, Developing countries, Framework, Primary schools,
Information literacy skills,
Paper type Research paper
Background
Since the mid-twentieth century, two pillars of society, technology and information, have
developed with fast pace and directly affected humans both positively and negatively.
Information is available 24/7, can be accessible through more channels and is available in
variant and more refined formats. However, the problem is its abundance; users need more
advanced organizing and interpreting information skills. The challenge is to differentiate
between essential and irrelevant information. Therefore, information literacy (IL) skills are
declared as twenty-first-century skills (Varga and Egervári, 2014;American Association of
School Libraries, 2007).
The enormous growth of informationover the past 30-40 years has made it impossible to
prepare students without learning ILskills (Heider, 2009). Information competencies play a
key role in lifelong learningand achieving initial steps in the attainment of educational goals
(Lau, 2006). Primary education level is the basic level from which educationists and
librarians should start the journey of IL learning to develop them into IL literate citizens.
Smart IL learners know from where to find and how to find relevantinformation timely.
GKMC
68,3
164
Received30 June 2018
Revised20 November 2018
Accepted22 November 2018
GlobalKnowledge, Memory and
Communication
Vol.68 No. 3, 2019
pp. 164-176
© Emerald Publishing Limited
2514-9342
DOI 10.1108/GKMC-06-2018-0060
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