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Developing an evaluative framework for information literacy interventions
Author(s)
Häberle, Nikky
Date Issued
2001
Type
Thesis
Publisher
Cape Technikon
Abstract
This study presents a theoretical evaluative framework for information literacy initiatives.
The evaluative framework is based on a holistic behavioural taxonomic approach
incorporating affective, cognitive, and physical domains.
In this study the behavioural taxonomic approach was applied to the evaluation of a
historical information literacy initiative, the IFYE (Integrated First Year Experience),
developed by the Cape T echnikon in 1997, South Africa. The motivating factor behind the
evaluation was to determine whether it would be suitable as an implementable initiative at
other institutions in the Western Cape. This coincided with the aims of Infolit, who had
invited institutions of Higher Education to submit pilot projects on information literacy in
a drive to promote information literacy throughout the Western Cape. Although the IFYE
initiative may not have realised its full potential, information literacy has drawn continued
interest and other initiatives have since been developed.
Application of two eXlsttng taxonomles, demonstrated distinct limitations in their
application and a new taxonomy was developed within the South African educational
context. The new taxonomy was applied to the theoretical evaluation of an innovative elearning
information literacy initiative developed by the Cape Technikon in 2000, which
has been accepted by Infolit for wider implementation throughout the Western Cape. The
final section of the study presents recommendations based on the evaluation of the elearning
initiative, information literacy initiatives in general, and structural changes to
the developed taxonomy. Areas for further research are also discussed.
The evaluative framework is based on a holistic behavioural taxonomic approach
incorporating affective, cognitive, and physical domains.
In this study the behavioural taxonomic approach was applied to the evaluation of a
historical information literacy initiative, the IFYE (Integrated First Year Experience),
developed by the Cape T echnikon in 1997, South Africa. The motivating factor behind the
evaluation was to determine whether it would be suitable as an implementable initiative at
other institutions in the Western Cape. This coincided with the aims of Infolit, who had
invited institutions of Higher Education to submit pilot projects on information literacy in
a drive to promote information literacy throughout the Western Cape. Although the IFYE
initiative may not have realised its full potential, information literacy has drawn continued
interest and other initiatives have since been developed.
Application of two eXlsttng taxonomles, demonstrated distinct limitations in their
application and a new taxonomy was developed within the South African educational
context. The new taxonomy was applied to the theoretical evaluation of an innovative elearning
information literacy initiative developed by the Cape Technikon in 2000, which
has been accepted by Infolit for wider implementation throughout the Western Cape. The
final section of the study presents recommendations based on the evaluation of the elearning
initiative, information literacy initiatives in general, and structural changes to
the developed taxonomy. Areas for further research are also discussed.
Additional information
Thesis (MTech(Education)--Cape Technikon, Cape Town, 2001
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