A curriculum framework for implementing information technology in school education to foster information literacy Siu Cheung Kong * Department of Mathematics, Science, Social Sciences and Technology, The Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong Received 29 January 2007; received in revised form 23 March 2007; accepted 22 April 2007 Abstract A literature review of the development of the information technology (IT) curriculum in recent decades in Hong Kong reveals that the aim of the curriculum has shifted from Computer Studies to the development of information literacy (IL). Based on a survey of all schools in Hong Kong and in response to the demand for IL in society, a curriculum framework is proposed that fosters the IL of students. The curriculum framework is based on the rationale of significant learning and designed on the principles of providing authenticity and creating reflection. It consists of three parts: a core IT curriculum; use of knowledge about IT and information processing across curricula; and a school culture that fosters IL. Four issues that are critical for the successful implementation of the proposed curriculum framework are discussed: school-based implementation models; the provision of service learning activities; support from parents; and reduction of the digital divide between students. Ó 2007 Elsevier Ltd. All rights reserved. Keywords: Curriculum framework; Information literacy; Information technology; School education; Significant learning; Service learning 1. Introduction The exponential growth of knowledge and the emergence of economic globalisation since the end of the twentieth century reveal that citizens all over the world must possess the ability to process information with a global perspective (American Library Association Presidential Committee on Information Literacy, 1989; Candy, 2002; O’Sullivan, 2002; Rader, 2003; World Summit on the Information Society, 2003). With the increasing popularity of digital culture, citizens in the twenty-first century must master information and com- munication technology skills to cope with challenges in every aspect of daily life in the information society (Johnson, 2003; Martin, 2003). This article aims to discuss a curriculum framework in school education that fosters information literacy (IL) in the information society. 0360-1315/$ - see front matter Ó 2007 Elsevier Ltd. All rights reserved. doi:10.1016/j.compedu.2007.04.005 * Tel.: +852 29487646; fax: +852 29487726. E-mail address: sckong@ied.edu.hk. Available online at www.sciencedirect.com Computers & Education 51 (2008) 129–141 www.elsevier.com/locate/compedu