A Follow-Up Study of Inquiry-Based Integrated Information Literacy Curriculum in Junior-High Schools Level

Abstract

The purpose of this study was to follow up the experiences and performance of junior high students who received the elementary inquiry-based integrated information literacy curriculum for six years. Furthermore, how this curriculum was implemented in junior high schools was another focus for this study. A longitudinal research method was used to gather data from 30 subjects for one and half years since 7th to 8th grades. The instruments included information literacy follow-up surveys for students and teachers, interview questions, and feedback from parents. Data was gathered through in-depth interviews, focus group interviews, surveys, and document analysis. The results showed that regardless of prior academic achievements, most students continuously applied the learned information literacy in learning and living of the junior high school level. However, the elementary inquiry-based integrated information literacy curriculum was not practiced well in the junior high schools, in the aspects of library literacy, media literacy, and inquiry learning. They were not deeply integrated into the curricula at the junior high school level.

Keywords

• information literacy
• inquiry learning
• multiple literacies
• followup study
• junior-high school