Pre-Service Teacher’s Intellectual Virtues and Online Information Literacy

Authors

  • Nattapon MEEKAEW Khon Kaen University

DOI:

https://doi.org/10.24231/wisdom.v21i1.658

Keywords:

critical thinking, information literacy, intellectual virtues, online, pre-service teachers

Abstract

Intellectual virtues and online information literacy are critical issues in education. This has a significant impact on the development of pre-service teachers’ learning skills, as they will play an important role in transferring knowledge to students in the future. This article investigates the relationship between intellectual virtues and information literacy among pre-service teachers on an online platform. To collect qualitative data, in-depth interviews and focus group discussions were used. Thirty pre-service teachers from three universities in northeastern Thailand served as key informants. The philosophical analysis was used to analyze the data, along with phenomenological analysis. The results looked into the intellectual virtues that pre-service teachers needed to improve their learning skills. Curiosity played a role in encouraging pre-service teachers to improve their critical thinking skills when dealing with online information. Furthermore, intellectual thoroughness and intellectual attentiveness were helpful for pre-service teachers to improve information literacy skills. Improving pre-service teachers’ information literacy through various instructional approaches was beneficial in allowing them to make rational choices when accessing online information. The article suggests higher education institutes providing more instructional practices to pre-service teachers to boost their critical thinking skills and information literacy on an online platform.

Downloads

Download data is not yet available.

Author Biography

Nattapon MEEKAEW, Khon Kaen University

PhD, Dr. of Philosophy in Sociology, Lecturer of the Department of Social Studies at Khon Kaen University, Khon Kaen, Thailand. His areas of interest include educational philosophy, digital citizenship, sociology of education, and rural development. Meekaew is the author of 10 scientific articles. Recent publications: “Effects of Training on Creative Social Studies Instructional Innovation for Border Patrol Police Teachers in Remote Northeastern Schools”, “Rural Reconstructuring and Democratization in the Northeast of Thailand”, “Factors Influencing Livelihood Security among the Fishing Migrant Households at Places of Origin in Thailand”.

References

Addison, C., & Meyers, E. (2013). Perspectives on information literacy: A framework for conceptual understanding. Information Research: An International Electronic Journal, 18(3), paper C27. Retrieved from http://InformationR.net/ir/18-3/colis/paperC27.html

Allen, M. (2008). Promoting critical thinking skills in online information literacy instruction using a constructivist approach. College & Undergraduate Libraries, 15(1-2), 21-38.

Baehr, J. (2015). Cultivating good minds: A philosophical & practical guide to educating for intellectual virtues. Retrieved from http://intellectualvirtues.org/why-should-we-educate-for-intellectual-virtues-2/

Bloom, B. S. (1956). Taxonomy of educational objectives, Handbook I: The cognitive domain. New York: David McKay Co Inc.

Borko, H. (1968). Information science: What is it? American Documentation, 19(1), 3-5.

Brailas, A. (2021). Digital storytelling and the narrative turn in psychology: Creating spaces for collective empowerment. Global Journal of Community Psychology Practice, 12(4), 1-19.

Bruce, C. S. (1995). Information literacy: A framework for higher education. The Australian Library Journal, 44(3), 158-170.

Budd, J. M. (1995). An epistemological foundation for library and information science. The Library Quarterly, 65(3), 295-318.

Carr, N. (2011). The shallows: What the internet is doing to our brain. New York: W.W. Norton & Company.

Catts, R., & Lau, J. (2008). Towards information literacy indicators. Paris: UNESCO.

Fallis, D. (2000). Veritistic social epistemology and information science. Social Epistemology, 14(4), 305-316.

Fallis, D. (2002). Introduction: Social epistemology and information science. Social Epistemology, 16(1), 1-4.

Fallis, D. (2008). Toward an epistemology of Wikipedia. Journal of the American Society for Information science and Technology, 59(10), 1662-1674.

Fernandez-Ramos, A. (2019). Online information literacy instruction in Mexican university libraries: The librariansí point of view. The Journal of Academic Librarianship, 45(3), 242-251.

Floridi, L. (2002). On defining library and information science as applied philosophy of information. Social Epistemology, 16(1), 37-49.

Froehlich, T. J. (1989). The foundations of information science in social epistemology. Proceedings of the Twenty-Second Annual Hawaii International Conference on System Sciences, 4, 306-314.

Fuchs, C. (2007). Internet and society: Social theory in the information age. London: Routledge.

Greenfield, S. (2014). Mind change: How digital technologies are leaving their mark on our brains. London: Rider Books.

Hanson, J. S., & Howe, K. (2011). The potential for deliberative democratic civic education. Democracy and Education, 19(2), 1-9.

Harkins, M. J., Rodrigues, D. B., & Orlov, S. (2011). ëWhere to start?í: Considerations for faculty and librarians in delivering information literacy instruction for graduate students. Practical academic librarianship: The international journal of the sla academic division, 1(1), 28-50.

Heersmink, R. (2016). The internet, cognitive enhancement, and the values of cognition. Minds and Machines, 26(4), 389-407.

Heersmink, R. (2018). A virtue epistemology of the internet: Search engines, intellectual virtues and education. Social Epistemology, 32(1), 1-12.

Johnston, B., & Webber, S. (2003). Information literacy in higher education: A review and case study. Studies in Higher Education, 28(3), 335-352.

Kulab, P. (2020). Approaches to tackle the spread of fake news, misinformation, and disinformation online: Knowledge and lessons from overseas. Journal Information, 24(4), 7-24.

Landemore, H. (2012). Democratic reason. Princeton: Princeton University Press.

Lenox, M. F., & Walker, M. L. (1993). Information literacy in the educational process. The Educational Forum, 57(3), 312-324.

Lynch, M. P. (2016). The internet of us: Knowing more and understanding less in the age of big data. New York, NY: Norton.

Min, J. B., & Wong, J. K. (2018). Epistemic approaches to deliberative democracy. Philosophy Compass, 13(6), 1-13.

Moeller, S., Joseph, A., Lau, J., & Carbo, T. (2011). Towards media and information literacy indicators. Paris: UNESCO.

Riggs, W. D. (2015). Open-mindedness, insight, and understanding. In Baehr, J. (Ed.), Intellectual virtues and education (pp. 18-37). London: Routledge.

Sample, A. (2020). Historical development of definitions of information literacy: A literature review of selected resources. The Journal of Academic Librarianship, 46(2), 102-116.

Santos, L. F. (2017). The role of critical thinking in science education. Online Submission, 8(20), 160-173.

Snow, N. E. (2018). Intellectual humility. In Battaly, H. (Ed.), The Routledge Handbook of Virtue Epistemology (pp.178-195). London: Routledge.

Swanson, T. (2006). Information literacy, personal epistemology, and knowledge construction: Potential and possibilities. College & Undergraduate Libraries, 13(3), 93-112.

Tatum, W. B. (2021). Scholarly conversations, intellectual virtues, and virtue information literacy. Library Philosophy and Practice (e-journal), 4981. Retrieved from https://digitalcommons.unl.edu/libphilprac/4981

Tollefsen, D. (2009). WIKIPEDIA and the epistemology of testimony. Episteme, 6(1), 8-24.

Tuamsuk, K. (2013). Information literacy instruction in Thai higher education. Procedia-Social and Behavioral Sciences, 73, 145-150.

Tuamsuk, K., & Subramaniam, M. (2017). The current state and influential factors in the development of digital literacy in Thailandís higher education. Information and Learning Sciences, 118(5/6), 235-251.

Varlejs, J., & Stec, E. (2014). Factors affecting studentsí information literacy as they transition from high school to college. American Association of School Librarians.

Watson, L. (2015). Why should we educate for inquisitiveness?. In J. Baehr (Ed.), Intellectual virtues and education (pp. 38-53). London: Routledge.

Watson, L. (2018a). Curiosity and inquisitiveness. In Battaly, H. (Ed.), The Rutledge handbook of virtue epistemology (pp. 155-166). London: Routledge.

Watson, L. (2018b). Educating for good questioning: A tool for intellectual virtues education. Acta Analytica, 33(3), 353-370.

Webber, S., & Johnston, B. (2000). Conceptions of information literacy: New perspectives and implications. Journal of Information Science, 26(6), 381-397.

Welsh, T., & Wright, M. (2010). Information literacy in the digital age: An evidence-based approach. Oxford: Chandos Publishing.

Westerwick, A. (2013). Effects of sponsorship, web site design, and Google ranking on the credibility of online information. Journal of Computer-Mediated Communication, 18, 194-211.

Williams, M. H., & Evans, J. J. (2008). Factors in information literacy education. Journal of Political Science Education, 4(1), 116-130.

Wongkitrungruang, W. (2018). Khu mue ponlameung digital (Guideline of digital citizenship, in Thai). Bangkok: Digital Economy Promotion Agency.

Zagzebski, L. (1996). Virtues of the Mind: An inquiry into the nature of virtue and the ethical foundations of knowledge. Cambridge: Cambridge University Press.

Zhu, S., Wu, D., Shi, Y. H., & Yu, L. Q. (2017). International comparative study on studentsí information literacy assessment and enlightenments. China Educational Technology, 368(9), 25-32.

Downloads

Published

2022-03-28

How to Cite

MEEKAEW, N. (2022). Pre-Service Teacher’s Intellectual Virtues and Online Information Literacy. WISDOM, 21(1), 75–85. https://doi.org/10.24231/wisdom.v21i1.658

Issue

Section

Articles