The development and validation of an information literacy model for Hong Kong students: key issues in the professional development of teachers for capacity building

Abstract

An information literacy (IL) framework has been proposed for Hong Kong students to adapt to the emergence of the knowledge‐based society, digital culture and globalisation. The aims of the study reported herein were to validate the proposed IL model and collect the views of practitioners and representative stakeholders on the possibility of its successful implementation. The findings of a survey, focus group discussions and in‐depth interviews indicate that the aims and scope of the IL model were recognised as being relevant. Three key issues of professional development in the IL education—the realisation of capacity building, obtaining the consensus and support of school principals and teachers, and allowing practitioners the flexibility to organise their own development—were identified from amongst the concerns of practitioners and representative stakeholders. Nine modules for teacher professional development are proposed here to address these issues.