The information literacy and continuous professional development practices of teachers at a Jewish Day School

Abstract

PurposeThe purpose of this study is to investigate how in-service teachers within the context of an American Jewish day school perceive, practice and develop Information Literacy (IL) as a sociocultural practice and through Continuing Professional Development (CPD). A research gap exists in relation to empirical studies which examine sociocultural IL practices and the CPD learning experiences of in-service teachers within the professional environment of their work. Two emergent and compatible frameworks for investigating teachers’ IL practices and CPD in context are identified and discussed within that context: the sociocultural approach and the interactive CPD model.Design/methodology/approachThe research adopted an interpretivist phenomenological perspective. Semi-structured in-depth interviews were conducted with six teachers to explore their IL experiences. Questions addressed the participants’ previous background, the working culture of the school, approaches to learning and developing new knowledge, sources and methods of obtaining work-related information, IL practices and the differences between IL and CPD practices.FindingsAlthough teachers value the role of IL in their professional lives and they have confidence in their performance of it, they remain confounded by the IL terminology. Within the teachers’ everyday working environment, the primacy of social and embodied information and the centrality of information sharing demonstrated the social and experiential nature of learning and the significance of contextualisation to IL development. The study found IL, CPD and learning to be inseparable, as they intersected within a single, organic situated learning practice of becoming an expert in context.Originality/valueThis study makes valuable contributions to theory by supplying empirical evidence of sociocultural IL practices, linking the currently disparate scholarships on IL, CPD and learning and providing suggestions for future research. In addition, the study demonstrates alternative avenues for developing teachers’ IL and offers recommendations for supporting their CPD.