英文摘要 |
This study, which Primarily based on literature analysis, includes three parts. The first part reviews the definitions of 'information literacy' and 'information literate' and historical perspectives along the years. The second part explores the teaching concepts and strategies used in designing student-centered curriculum. Finally, the study illustrates some successful information literacy courses and programs that are designed by teachers and librarians in three different learning methods: self-directed, resource-based, or process-oriented. The study aims to bring some ideas for teachers and librarians to design their courses and activities on information literacy education in the future. |