Project work as a vehicle for information literacy education in disadvantaged schools : an ethnographic field study of grade seven project work in a primary school in Cape Town

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dc.contributor.advisorNassimbeni, Maryen_ZA
dc.contributor.authorHart, Genevieve Claireen_ZA
dc.date.accessioned2015-07-14T08:33:08Z
dc.date.available2015-07-14T08:33:08Z
dc.date.issued1999en_ZA
dc.descriptionBibliography: leaves 216-228.en_ZA
dc.description.abstractThis is a qualitative interpretive case study of project work (independent enquiry learning, also labeled topic work or theme work) in a disadvantaged South African primary school. The underlying problem was to examine the potential role of project work in the teaching of information literacy in "information poor" environments. Information literacy is recognised as a crucial outcome in the documentation of Curriculum 2005, the new South African curriculum now being phased in. An Information Skills Learning Programme has been developed and placed in the Learning Area Language, Literacy and Communication. Moreover, information skills have been a compulsory subject in the Western Cape Education Department's Interim Curriculum since 1995. Both the WCED interim curriculum and Curriculum 2005 stress continuous formative assessment via projects and portfolios. Information skills are inherent in good project work, which, internationally, is seen as the ideal context for the integrated learning of these skills. However, information literacy education internationally assumes access to a wide variety of learning resources, such as school libraries, which cannot be assumed in South African schools. The paucity of research within disadvantaged environments as well as the nature of the construct of information literacy explains the choice of methodology - exploratory ethnographic field study. An ex-House of Representatives primary school, within a historically coloured township on the Cape Flats, Cape Town, which regularly undertakes project work, was chosen. The Grade Seven class was selected as Curriculum 2005 was due to be phased in at that level in 1998. The questions framing the study aimed at finding out how projects were conducted within the school, what resources were used, how teachers managed them, and how information literate teachers were.en_ZA
dc.identifier.apacitationHart, G. C. (1999). <i>Project work as a vehicle for information literacy education in disadvantaged schools : an ethnographic field study of grade seven project work in a primary school in Cape Town</i>. (Thesis). University of Cape Town ,Library and Information Studies Centre (LISC). Retrieved from http://hdl.handle.net/11427/13394en_ZA
dc.identifier.chicagocitationHart, Genevieve Claire. <i>"Project work as a vehicle for information literacy education in disadvantaged schools : an ethnographic field study of grade seven project work in a primary school in Cape Town."</i> Thesis., University of Cape Town ,Library and Information Studies Centre (LISC), 1999. http://hdl.handle.net/11427/13394en_ZA
dc.identifier.citationHart, G. 1999. Project work as a vehicle for information literacy education in disadvantaged schools : an ethnographic field study of grade seven project work in a primary school in Cape Town. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Hart, Genevieve Claire AB - This is a qualitative interpretive case study of project work (independent enquiry learning, also labeled topic work or theme work) in a disadvantaged South African primary school. The underlying problem was to examine the potential role of project work in the teaching of information literacy in "information poor" environments. Information literacy is recognised as a crucial outcome in the documentation of Curriculum 2005, the new South African curriculum now being phased in. An Information Skills Learning Programme has been developed and placed in the Learning Area Language, Literacy and Communication. Moreover, information skills have been a compulsory subject in the Western Cape Education Department's Interim Curriculum since 1995. Both the WCED interim curriculum and Curriculum 2005 stress continuous formative assessment via projects and portfolios. Information skills are inherent in good project work, which, internationally, is seen as the ideal context for the integrated learning of these skills. However, information literacy education internationally assumes access to a wide variety of learning resources, such as school libraries, which cannot be assumed in South African schools. The paucity of research within disadvantaged environments as well as the nature of the construct of information literacy explains the choice of methodology - exploratory ethnographic field study. An ex-House of Representatives primary school, within a historically coloured township on the Cape Flats, Cape Town, which regularly undertakes project work, was chosen. The Grade Seven class was selected as Curriculum 2005 was due to be phased in at that level in 1998. The questions framing the study aimed at finding out how projects were conducted within the school, what resources were used, how teachers managed them, and how information literate teachers were. DA - 1999 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1999 T1 - Project work as a vehicle for information literacy education in disadvantaged schools : an ethnographic field study of grade seven project work in a primary school in Cape Town TI - Project work as a vehicle for information literacy education in disadvantaged schools : an ethnographic field study of grade seven project work in a primary school in Cape Town UR - http://hdl.handle.net/11427/13394 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/13394
dc.identifier.vancouvercitationHart GC. Project work as a vehicle for information literacy education in disadvantaged schools : an ethnographic field study of grade seven project work in a primary school in Cape Town. [Thesis]. University of Cape Town ,Library and Information Studies Centre (LISC), 1999 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/13394en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentLibrary and Information Studies Centre (LISC)en_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherLibrary and Information Studiesen_ZA
dc.titleProject work as a vehicle for information literacy education in disadvantaged schools : an ethnographic field study of grade seven project work in a primary school in Cape Townen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMBiblen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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