This study aims to identify the ways in which information literacy (IL) in-practice initiatives are framed for Vietnam’s upper secondary students and to suggest an appropriate IL teaching model for schools in the country.
The research used a qualitative multiple case study approach, including two phases of data collection. The first phase gathered data from semi-structured student interviews. The second phase included semi-structured professional interviews and an analysis of documents.
The research found that time pressure, teaching method, resource issues, students’ awareness of IL and support from family are challenges for the development of IL programmes. These factors impinge upon the development of an IL teaching model for Vietnam’s upper secondary schools.
The focus of this study was limited to two schools to gain the depth of data needed to provide a holistic picture of the practice of IL teaching in Vietnam’s upper secondary schools.
This study could provide some guidance to the Ministry of Education and Training in the development of educational policies and initiatives through identifying the possible contributions of IL to Vietnam’s education system.
The study provides an understanding of the development of IL in the education system in transition, from a didactic to a constructivist approach.
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