ISSN: 2225-8329
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For the past 25 years, IL instruction has been formally incorporated into the Malaysian curriculum. However, it appears that the implementation of Information Literacy Education (ILE) is developing and progressing more slowly than may be anticipated. Determining the elements influencing the adoption of IL education in Malaysian primary schools, and examining how these aspects are supporting or impeding the process, are the objectives of this qualitative study. The national primary schools representing one of Malaysia's two public school types were the subjects of case studies. For a deeper understanding of the implementation challenges that surfaced during the implementation, school teachers and other significant stakeholders took part in in-depth, semi-structured interviews that were followed by documentary analysis. The examination of the interview transcripts with the teaching staff has revealed a number of elements that both help and impede the implementation of IL instruction. According to interview data, the majority of participants had favourable opinions of IL education. They believed that IL education was significant and had the ability to increase the fun and engagement of teaching and learning activities. The participants did, however, also mention that there were issues with IL implementation; these issues appear to be related to the ecology of the school.
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In-Text Citation: (Ismail et al., 2023)
To Cite this Article: Ismail, S. A., Setiawati, L., & Mustafa, A. (2023). The National Educators’ View on Information Literacy (IL) Implementation. International Journal of Academic Research in Accounting Finance and Management Sciences, 13(2), 903–912.
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