The impact of collaborative information and communication technologies (ICTs) and their integral role in assisting the acquisition of knowledge has lead to a focus in the school community on the role of knowledge management in the learning process. The learners and learning domain develops the concept of information and ICT literacy, focusing on the needs of individual users within the rich context of schools as networked learning communities.
Research into general academic achievement and literacy increasingly reports that the provision of quality school information services is essential for the achievement of learning outcomes (Haycock, 1999; Lance, 1 994; ACER, 1997). National and State curriculum documents are characterised by learning outcomes identified as those required for lifelong learning, and reflecting the development of core competencies, literacy and the value of literature.
Schools operating as strong learning communities are characterised by distributed ICTs and are underpinned by learning models that incorporate information and ICT literacy and recognise that:
- learning is an individual process;
- knowledge and understandings are constructed;
- knowledge transfer is affected by the degree to which people learn with understanding;
- learning is most effective when people actively monitor their learning experiences.
Collaborative teaching and learning teams are recommended for the development of learning experiences that recognise individual learning needs and styles. Within the context of information and ICT literacy, fundamental practices such as resource-based learning, problem-based learning, active learning and authentic assessment encourage students and teachers to recognize themselves as learners utilising a range of literacies and higher order thinking skills. The objective is to integrate appropriate teaching and learning practices and a wide range of information services that will enhance the development of lifelong learners.
The learners and learning domain also recognizses the concept of teachers as consumers of information and research engaged in ongoing professional development.
(Learning for the future: developing information services in schools, Second edition, p. 9 & 10)
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