Krongkaew Kingsawat (firstname.lastname@example.org)
Kanyarat Kwiecien (email@example.com)
Kulthida Tuamsuk (firstname.lastname@example.org)
Khon Kaen University, Thailand
Background. Information literacy is one of the expected learning outcomes of elementary education in Thailand. However, there is no information literacy course in the elementary education curriculum, and information literacy instruction is left largely to individual teachers. A virtual learning environment is proposed for integrating information literacy instruction in course teaching.
Objective. This study sought to identify components and factors that enable the integration of information literacy instruction at the elementary level using a virtual learning environment.
Method. Questionnaires were sent to a sample of elementary school teachers in Thailand. The data were analysed using exploratory and confirmatory factor analysis.
Results. The results indicated eleven components and seven factors relevant to the integration of information literacy instruction in elementary education using a virtual learning environment. The components include expected learning outcomes, learning objectives, content management, teaching methods, learning activities, learning interactions, learning resources, and learning assessment. The factors include administrators, teachers, librarians, learners, relationship between teacher and students, and technological qualities. The results of this study will be used in the development of a model for integrating information literacy instruction in course teaching using a virtual learning environment.
Cite: Kingsawat, K., Kwiecien, K., & Tuamsuk, K. (2015). Components and factors in integrating information literacy instruction in elementary education using a virtual learning environment. LIBRES, 25(1), 50-77.