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dc.contributor.authorParisi-Moreno, Verónica
dc.contributor.authorLlonch Molina, Nayra
dc.contributor.authorSelfa Sastre, Moisés
dc.date.accessioned2021-05-20T07:20:23Z
dc.date.issued2021
dc.identifier.issn1741-4350
dc.identifier.urihttp://hdl.handle.net/10459.1/71296
dc.description.abstractInstruction with primary sources promotes learner engagement and behavioural objectives. The school museum is a suitable resource for information literacy instruction in early childhood education. In this paper, we question conventional information literacy instruction. Drawing on a review of the scientific literature on information literacy and a review of educational policies, we argue that instructional innovation is needed in reading instruction in early childhood education. Based on the use of primary sources, we propose the interdisciplinary approach of the school museum as an alternative to the school library. This inquiry has implications for teacher effectiveness, student centred learning, reading motivation, and the school‐community relationship. Finally, we give some recommendations concerning school museum implementation and further research on the topic of school museums.ca_ES
dc.description.sponsorshipSecretariat for Universities and Research of the Ministry of Business and Knowledge of the Government of Catalonia.ca_ES
dc.language.isoengca_ES
dc.publisherWileyca_ES
dc.relation.isformatofReproducció del document publicat a https://doi.org/10.1111/lit.12238ca_ES
dc.relation.ispartofLiteracy, 2021, vol. 55, núm. 2, p. 83-90ca_ES
dc.rights(c) Wiley, 2020ca_ES
dc.subjectInformation literacyca_ES
dc.subjectInstructionca_ES
dc.subjectEarly childhood educationca_ES
dc.subjectSchool museumca_ES
dc.subjectLearner engagementca_ES
dc.subjectPrimary sourcesca_ES
dc.titleInformation literacy instruction in early childhood education: the school museumca_ES
dc.typeinfo:eu-repo/semantics/articleca_ES
dc.identifier.idgrec030757
dc.type.versioninfo:eu-repo/semantics/acceptedVersionca_ES
dc.rights.accessRightsinfo:eu-repo/semantics/embargoedAccessca_ES
dc.identifier.doihttps://doi.org/10.1111/lit.12238
dc.date.embargoEndDate2022-12-22


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