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dc.contributor.authorCogan, Aviel
dc.contributor.authorMartzoukou, Konstantina
dc.date.accessioned2018-03-29T08:36:15Z
dc.date.available2018-03-29T08:36:15Z
dc.date.issued2018-07-05
dc.identifier.citationCOGAN, A. and MARTZOUKOU, K. 2018. The information literacy and continuous professional development practices of teachers at a Jewish day school. Reference services review [online], 46(4), pages 600-627. Available from: https://doi.org/10.1108/RSR-12-2017-0045en
dc.identifier.issn0090-7324en
dc.identifier.urihttp://hdl.handle.net/10059/2834
dc.description.abstractThis study investigated how in-service teachers within the context of an American Jewish day school perceive, practice and develop Information Literacy (IL), as a sociocultural practice and through Continuing Professional Development (CPD). A research gap exists in relation to empirical studies which examine sociocultural IL practices and the CPD learning experiences of in-service teachers within the professional environment of their work. Two emergent and compatible frameworks for investigating teachers' IL practices and CPD in context are identified and discussed within that context: the sociocultural approach and the interactive Continuing Professional Development (CPD) model. The research adopted an interpretivist phenomenological perspective via interviews with six teachers to explore their IL experiences through semi-structured in-depth interviews. Questions among others, addressed the participants' previous background, the working culture of the school, approaches to learning and developing new knowledge, sources and methods of obtaining work-related information, information literacy practices, and the differences between IL and CPD practices. Although teachers value the role of IL in their professional lives and they have confidence in their performance of it, they remain confounded by the IL terminology. Within the teachers' everyday working environment, the primacy of social and embodied information and the centrality of information sharing demonstrated the social and experiential nature of learning and the significance of contextualisation to IL development. The study found that IL, CPD and learning were found to be inseparable as they intersected within a single, organic situated learning practice of becoming an expert in context. This research makes valuable contributions to theory by supplying empirical evidence of sociocultural IL practices, linking the currently disparate scholarships on IL, CPD and learning, and providing suggestions for future research. In addition, the research demonstrates alternative avenues for developing teachers' IL and offers recommendations for supporting their CPD.en
dc.language.isoengen
dc.publisherEmeralden
dc.rightshttps://creativecommons.org/licenses/by-nc/4.0en
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/*
dc.subjectTeachersen
dc.subjectInformation literacyen
dc.subjectWorkplace learningen
dc.subjectWorkplace trainingen
dc.subjectContinuing educationen
dc.subjectInformation transferen
dc.titleThe information literacy and continuous professional development practices of teachers at a Jewish day school.en
dc.typeJournal articlesen
dc.publisher.urihttps://doi.org/10.1108/RSR-12-2017-0045en
dcterms.dateAccepted2018-03-28en
dcterms.publicationdate2018-11-12
refterms.accessExceptionNAen
refterms.dateDeposit2018-03-29en
refterms.dateEmbargoEnd2018-11-12en
refterms.dateFCA2018-11-12en
refterms.dateFCD2018-03-29en
refterms.dateFreeToDownload2018-11-12en
refterms.dateFreeToRead2018-11-12en
refterms.dateToSearch2018-11-12en
refterms.depositExceptionNAen
refterms.panelDen
refterms.technicalExceptionNAen
refterms.versionAMen
rioxxterms.publicationdate2018-07-05
rioxxterms.typeJournal Article/Reviewen
rioxxterms.versionAMen


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