Indigenous Knowledge and the Role of Information Literacy Education.

In a previous paper the authors argued that effective information literacy education (ILE) must consider the indigenous cultural context of a country and tailor programmes according to this context. In this paper the discussion is carried further, with Laos as a case study of how culture and indigenous knowledge affect planning for ILE that is culturally and contextually appropriate. Based on interviews with 14 teachers in four Lao schools, the authors conclude that Hofstede's cultural dimensions are a valid means of understanding local cultural norms, and that these norms clearly affect how information literacy programmes should be planned and delivered. The authors also conclude that anyone involved in developing or promoting culturally and contextually appropriate ILE programmes should call upon the teachers' own indigenous knowledge of the local educational context and their own ways of incorporating indigenous knowledge from their community as a teaching resource. Finally, suggestions are offered regarding how culturally sensitive ILE can contribute to global understanding by incorporating learning contexts that demonstrate the value of various forms of indigenous knowledge, such as the knowledge and experience of community elders or local ethnic groups and cultures. [ABSTRACT FROM AUTHOR]