Critical thinking and cognitive transfer: Implications for the development of online information literacy tutorials

Abstract

The definitions of information literacy make it clear that it is concerned with higher-order thinking skills. This article surveys the literature on critical thinking and extrapolates pedagogical requirements for fostering the development and use of higher-order thinking skills. It then considers these requirements in relation to the development of computer-assisted instructional tools, such as Web-based information literacy tutorials. Needs for further collaboration are discussed.