Abstract
There is discussion about the definition of literacy in the ‘Information Age’ and the nature of the experience, skills, knowledge and understanding that teachers will need to develop in continuing professional development. This paper discusses the context of policy and curriculum discussions; critiques an approach to information literacy; outlines the use of a framework of ‘good practice’ in using information technology in the classroom and illustrates the reflection of these ideas in a research project. It proposes that information literacy for teachers is more than competence and capability in information retrieval and presentation, but requires awareness of the ideological, cultural, epistemological and pedagogical practices in which these capabilities are developed. © 1998 IFIP, published by Chapman & Hall Ltd
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Loveless, A., Longman, D. Information literacy: innuendo or insight?. Education and Information Technologies 3, 27–40 (1998). https://doi.org/10.1023/A:1009646204674
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DOI: https://doi.org/10.1023/A:1009646204674