1. THE ROAD TO INFORMATION LITERACY:
PRIMARY SCHOOL CHILDREN AND THEIR
INFORMATION SEEKING BEHAVIOUR.

2. SCOPE OF THE STUDY
 The purpose of this research study
 Aim ‐ To investigate the cognitive and affective
characteristics of Key Stage 2 (KS2) children in
the context of their information seeking
behaviour.
 To develop a framework and set of guidelines for
developing and promoting Information Seeking
Strategies (ISS) in KS2 children

3. OBJECTIVES
 Establish the current ICT outcomes required
from the e‐learning strategy as outlined by
relevant government bodies
 Establish the role of ISS in the government, LEA
and school policies

4.  Identify and evaluate the current methods for
teaching ISS to KS2 children
 Identify whether there were gaps in the
children’s knowledge and understanding of
information retrieval and use
 Establish the level of teaching of ISS for KS2
children

5. BACKGROUND
 The Macro environment – Every Child Matters
“to protect children and ensure each child fulfils
their potential”.
 The Micro environment
 The research participants
 The local environment
 Time in the field

6. METHODOLOGICAL
APPROACH
 The Methodological approach to the study
 Interpretivist ethnography and grounded theory
Why this approach was taken
 Gathering data in the natural setting
 Developing a rich picture
 Iterative analysis provided conceptual bridges

7. LITERATURE
 The iterative process of analysing themes meant
it was necessary to keep returning to the
literature. For example, the theme of uncertainty
was identified – this lead to self‐efficacy
 Investigating learning theory led to an
examination of Kolb’s (1984) experiential cycle as
well as Vygotsky’s (1978) Zone of Proximal
development

8. EMERGING THEMES
 Uncertainty
 Self‐efficacy
 Motivation
 Choice
 Need
 Want

9. THE ROAD TO
INFORMATION LITERACY

10. AT THE BEGINNING
 TDIN – Teacher Defined Information Need
 WALT and WILF
 Differentiating
 Scaffolding
 Learning styles – Kolb (1984) and Vygotsky
(1978)
 Information Seeking ‐ Berkowitz and Eisenberg
(1987)

11. UNCERTAINTY
“Uncertainty is the critical link between information
and decision‐making” (Shannon and Weaver,
1949, p.224)
“uncertainty may have both affective and cognitive
dimensions”. (Wilson et al, 2002, p.713)
Tactics adopted by the year 3 children
Tactics adopted by the year 4/5 children

12. SELF-EFFICACY
“children's self‐perceptions of their capabilities have
an important effect on their subsequent
achievements” (Schunk, 1981, p. 104)

13. MOTIVATION AND
CHOICE
freedom of choice can be an important
motivator by itself”. (Malone, 1981, p.365).
When the children were offered choices within their
lessons they were generally more engaged with
the lesson

14. NEED AND WANT
 Needing information to fulfil and academic
obligation
 Wanting information to satisfy a personal
interest

15. FINDINGS

16. ZONE OF OPTIMAL
LEARNING

17. FOUR GUIDELINES
1. As far as is possible, children should be
encouraged to define their own information
need.
2. Information seeking skills and strategies should
be embedded within topics
3. Children need to be taught to develop their
critical thinking skills
4. Understanding should be demonstrated
contextually

18. THANK YOU
 Any Questions?

19. REFERENCES
 Kolb, David. A (1984) Experiential learning :
experience as the source of learning and
development. London, Prentice‐Hall.
 Vygotsky, L.S. (1978) Mind in Society: The
development of higher Psychological Process.
Cambridge. Cambridge University Press.