Abstract
Abstract Given the importance of focus on globalized curriculum, this study presents a review of the literature on issues related to the nature of learning contents and curriculum, especially the development of curriculum based on the research process - inquiry-based learning - in terms of information literacy. Some hypotheses were formulated to explain the lack of studies on this topic, such as the level of development of information literacy programs, pedagogical training of librarians, and educational institutions' perceptions of the importance of information literacy. Recommendations for further research on the topic were made. It was concluded that inquiry-based learning allow better integration of information literacy content providing more meaningful learning by encouraging reflection, student protagonism, and learning how to learn among others.
Highlights
Informational Literacy (IL) can be understood as the teaching-learning process needed to develop competences in order to seek for and use information effectively and efficiently (Gasque, 2012)
The informational literacy contents are organized according to the educational institution context, The most traditional curriculum development is teaching-learning concepts, and human, structural and based on the concept that knowledge is divided into financial resources among others
The IL content can purpose of education is different from that of science, be organized into two different ways in these two types and it is important to consider globalized of curriculum
Summary
Informational Literacy (IL) can be understood as the teaching-learning process needed to develop competences in order to seek for and use information effectively and efficiently (Gasque, 2012). Harada and Yoshina (2004); Another type includes the integrated curriculum Hmelo-Silver et al (2007); Chu et al (2011); McKinney organized around a theme, which allow teachers of (2013), among others, argue that there is evidence different disciplines to teach the same subject unifying pointing to the effectiveness of pedagogical approaches concepts, according to the literature or textbooks of each based on projects for the improvement of learning 254 branch of study. In this curriculum model, the themes outcomes. The themes outcomes. should be taught combined with one or more IL contents, for example: “public health information search procedures”
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