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The advent of the information diffusion emanating from the information technology of the third millennium along with the revamped concept of literacy and intellectual understanding, and the demand for accountability as one of the prerequisites of modern societies has given birth to a movement resting on the idea that schools should be less concerned with imparting information and requiring the memorization of empirical data. Dealing with the extraordinary challenges of today's informationdoi:10.4304/jltr.3.4.793-800 fatcat:ydhiyhwyvzdqhk2gwt3ku24rjq