Argument-Driven Inquiry in the Information Literacy Instruction in Taiwan

  • Lin Ching Chen
  • Yaw-Huei Chen
Conference paper
Part of the Communications in Computer and Information Science book series (CCIS, volume 552)


The purpose of this study was to investigate the effects of argument-driven inquiry information literacy (IL) instruction on fifth-graders’ argumentative learning, and teachers’ opinions on the instruction. The research site was a fifth-grade classroom of 30 students in Taiwan and lasted seventeen weeks. IL instruction was taught a period of time per week by a teacher librarian, who collaborated with a classroom teacher. An inquiry project was used in the IL and Chinese courses. The Argument Test was used for the pretest and posttest. Research data was collected from interviews, participant observations, tests, and document analysis. Results showed that argument-driven inquiry was an effective project for cultivating these students’ argument skills; their overall argument performance improved significantly, though some challenges remained. Both the teacher librarian and classroom teacher suggested that we systematically design argument-driven inquiry projects in IL curriculum, to progressively improve students’ argumentative reasoning.


Argumentative skills Argument-driven inquiry Information literacy instruction Big6 model 


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Copyright information

© Springer International Publishing Switzerland 2015

Open Access This chapter is distributed under the terms of the Creative Commons Attribution Noncommercial License, which permits any noncommercial use, distribution, and reproduction in any medium, provided the original author(s) and source are credited.

Authors and Affiliations

  1. 1.Department of E-Learning Design and ManagementNational Chiayi UniversityMingsuinTaiwan
  2. 2.Department of Computer Science and Information EngineeringNational Chiayi UniversityChiayi CityTaiwan

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