Theoretical Approach to Enhance Information Literacy and Lifelong Learning Through Montessori Methodology

Abstract

Abstract This work is a theoretical proposal to apply the strongest points from the Montessori methodology to improve information literacy through lifelong learning. Since lifelong learning includes cognition and skills, information literacy permits the solving of problems as well as effectively communicating and interacting with the environment. This means having abilities and skills that through adequate training permit the acquisition of new knowledge or improving knowledge on any topic, within a formal or informal environment. It also could permit seeking, managing, and comparing information. However, there are some questions that arise with older individuals. Since lifelong learning usually takes place in informal environments, getting resources to learn may be a difficult task. Learning difficulties also involve information abstraction, text comprehension, and technological barriers. Consequently, lifelong learning and information literacy are likely to be affected. The question comes up as to which pedagogical methodology may fit better for lifelong learning and the acquisition of better information literacy skills. Task breakdown, guided repetition, and ordering activities from simple to complex are essential keys in the Montessori methodology, which help not only older people but also children to enhance information literacy as well as assist with lifelong learning.