Finding Knowledge on the Internet: Implications for the Knowledge-Driven Curriculum

Autor/in	McEneaney, Elizabeth H.
Titel	Finding Knowledge on the Internet: Implications for the Knowledge-Driven Curriculum
Quelle	In: Journal of Curriculum Studies, 47 (2015) 6, S.802-819 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2015.1089941
Schlagwörter	Internet; Curriculum Development; Knowledge Management; Online Searching; Information Literacy; Information Seeking; Search Engines + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Wissensmanagement; Online-Recherche; Informationskompetenz; Informationserschließung; Suchmaschine
Abstract	This article offers a critique of Michael Young's perspective on the Internet as it relates to the knowledge-driven curriculum he supports. I argue that the Internet is a site of both theoretical knowledge and everyday concepts which challenges the differentiation of knowledge that premises much of Young's writing. Google searches from the perspective of a student and teacher show that theoretical knowledge with vertical links to subject and disciplinary communities as well as coherence built through links between concepts is fairly readily accessed on the Internet. The importance of information literacy for students, the critical need to curate content on the web, as well as the implications for the curriculum of framing "knowing" as encompassing "being familiar" and "comprehending" are highlighted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01