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February 12, 2010 Making Connections 2
Objectives
To institutionalize teaching of information literacy in schools and libraries
To enhance the information literacy capabilities of teachers and librarians
To have information literate teachers, librarians and students
February 12, 2010 Making Connections 3
The concept of Information Literacy
• First discussed in the U.S. in 1974 in response to the rapidly increasing amount of information and the complexities of doing search
• Paul Zurkowski, president of Information Industry Association introduced the concept
February 12, 2010 Making Connections 4
http://www.escuela.ca/information_literacy.gif
Information literacy defined…
February 12, 2010 Making Connections 5
To encourage Information Literacy ask the students…
• to summarize or paraphrase what was read• to pin-point the main idea of what was read• to compare/contrast information from two or more sources• to read and evaluate a piece of writing or specific information – do
you agree or disagree?• to write a well researched essay• to find information on the internet• to use library resources• to use a library database• to determine the usefulness of a source• to comment on the validity, the legitimacy, or the relevance of a
source• to find a “scholarly” source• to make connections between readings• to cite sources
-- Dr. Judith Kizzie & Laura Yoo
February 12, 2010 Making Connections 6
“to be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”
- Final Report of American Library Association Presidential Committee on Information Literacy, 1989. p.1.
February 12, 2010 Making Connections 8
Key IL skills
• Recognizing the need for information• Able to find and evaluate information• Can think critically to synthesize and
assimilate information• Can communicate information effectively• Comfortable using the necessary tools and
technologies• Understands and applies ethical principles
February 12, 2010 Making Connections 9
It is all about…
http://sites.google.com/site/bethhueyportfoliosite/_/rsrc/1235585868056/Home/information%20literacy.jpg
February 12, 2010 Making Connections 10
Critical Thinking
• the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information … as a guide to belief and action.(www.criticalthinking.org/aboutCT/definingCT.shtml)
February 12, 2010 Making Connections 11
Be a critical thinker by …
• Being observant
• Learning from experience
• Reflection
• Reasoning
• Communicating
February 12, 2010 Making Connections 12
It includes the ability to…
• set goals• adjust strategies• carry out tasks• distinguish fact from opinion• establish the authority of sources• assess accuracy and relevance of information • detect bias and underlying assumptions
February 12, 2010 Making Connections 13
"Within today's information society, the most important learning outcome for all students is their being able to function as independent lifelong learners. The essential enabler to reaching that goal is information literacy."
Breivik, Patricia. "Information Literacy and Lifelong Learning: The Magical Partnership." International Lifelong Learning Conference, Central Queensland University, 2000. 7 December 2001. <http://lifelonglearning.cqu.edu.au/2000/home.htm>
February 12, 2010 Making Connections 14
Models of Information Literacy
• SCONUL’s Seven (7) Pillars of Information Literacy
• Eisenberg and Berkowitz’s Big 6 Model
• IFLA’s Empowering 8
February 12, 2010 Making Connections 16
The Big 6™ Model
www.wlma.org/.../traincbas/research-models.html
February 12, 2010 Making Connections 17
IFLA’s Empowering 8 Model
• Identify
• Explore
• Select
• Organize
• Create
• Present
• Assess
• Apply
February 12, 2010 Making Connections 18
IL and other literacy
Source: http://blogs.ubc.ca/dean/files/2009/02/bloom1.gif
February 12, 2010 Making Connections 19
Cultural Literacy
• the ability to understand and appreciate the similarities and differences in the customs, values, and beliefs of one’s own culture and the cultures of others
http://arts.brighton.ac.uk/__data/assets/image/0005/5981/Polistina1a.jpg
February 12, 2010 Making Connections 20
Cultural Literacy
“the ability to be informed by beliefs and behaviors that have been shared from one generation to another in an oral or written form. Cultural literacy can create a knowledge and awareness that brings distinct commitment to social justice, responsibility to defend human dignity, and respect for cultures and languages associated with different nations and lifestyles.” - from the American National Council of the Professors of Educational Administration
February 12, 2010 Making Connections 21
Visual literacy
• “to understand and use images, including the ability to think, learn and express oneself in terms of images” [Braden & Hortin, 1982]
• Ability to understand and use visual images in our daily lives
February 12, 2010 Making Connections 22
Media literacy• The ability to use various
media to access, analyze and produce information for specific outcomes
• A media literate person can decode, evaluate, analyze and produce both print and electronic media
• Recognize the influence of television, film, radio, recorded music, newspapers, and other media
http://www.glogster.com/media/2/4/41/10/4411002.jpg
February 12, 2010 Making Connections 23
Computer literacy• Knowing/understanding
how to use a PC• The ability to create and
manipulate documents and data via word processing, spreadsheets, databases and other software applications
• It is NOT about the ability to write computer programs http://www.inspirationline.com/images/DogComputer.jpg
February 12, 2010 Making Connections 24
Digital literacy
• The ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers or other digital technology, i.e cellphones
http://farm2.static.flickr.com/1194/1383955080_1cb4b16982.jpg
February 12, 2010 Making Connections 25
Network literacy
• An understanding of the systems by which networked information is generated, managed and made available
http://lonewolflibrarian.files.wordpress.com/2009/05/personal_social_network.jpg
February 12, 2010 Making Connections 26
Information Literacy Standards
• Focus on implementing concepts of IL across the curriculum
• Competency standards that include performance indicators and outcomes based on the acknowledged definition of being information literate, i.e.– ACRL’s Information Literacy Competency
Standards for Higher Education– AASL’s Information Literacy Standards for
Student Learning
February 12, 2010 Making Connections 27
ACRL Competency Standards
• 5 standards
• Performance indicators for each standard
• Outcomes for each indicator
February 12, 2010 Making Connections 28
ACRL Competency Standards
• Standard 1- The information literate student determines the nature and extent of the information needed
• Standard 2 - The information literate student accesses needed information effectively and efficiently
• Standard 3 - The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
February 12, 2010 Making Connections 29
• Standard 4 - The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose
• Standard 5 - The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally
ACRL Competency Standards
February 12, 2010 Making Connections 30
Information Literacy Standards for Student Learning
• AASL (American Association of School Librarians) and AECT (Association of Educational Communications Technology
• Published in Information Power: Building Partnerships for Learning (1988)
• Nine (9) standards categorized under three (3) headings: Information Literacy, Independent Learning, Social Responsibility
February 12, 2010 Making Connections 31
Heading 1 : Information Literacy
1. The student who is information literate accesses information efficiently and effectively
2. The student who is information literate evaluates information critically and competently
3. The student who is information literate uses information accurately and creatively
February 12, 2010 Making Connections 32
Heading 2 : Independent Learning Standards
4. The student who is an independent learner is information literate and pursues information related to personal interests
5. The student who is an independent learner is information literate and appreciates literature and other creative expressions of information
6. The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation
February 12, 2010 Making Connections 33
Heading 3 : Social Responsibility Standards
7. The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society
8. The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology
9. The student who contributes to the learning community and to society is information literate and participates effectively in groups to pursue and generate information
February 12, 2010 Making Connections 34
Information Literacy Instruction (ILI)
• Stand alone courses or classes
• Self-paced tutorials
• Online tutorials
• Workbooks
• Course-related instruction
• Course-integrated instruction
February 12, 2010 Making Connections 38
http://www.western.edu/academics/library/information-literacy-program/instruction/Scientific%20Information%20Cycle.jpg
February 12, 2010 Making Connections 47
Typical modules of instruction that meet ACRL Competency Standards
• Choosing and deciding on a topic• Identification of different types of information sources• Use of Online Catalog (tutorials on how to use OPAC)• How to search databases to find articles• Keyword vs. controlled vocabulary searching• Complex search instructions• Acknowledging and Citing sources properly• Internet search engines (Google NOT!)• Evaluating information sources• What is plagiarism?
February 12, 2010 Making Connections 48
No more “one shot” IL classes
• Provide for a variety of approaches to delivering IL
• Make use of web-based resources that are accessible 24/7
• Develop free standing IL courses that covers multiple sessions for in-depth exploration and learning
February 12, 2010 Making Connections 50
WEB 2.0• the network as platform
• software as a continually-updated service that gets better the more people use it
• Thrives on the "architecture of participation"
-- [Tim O’Reilly 2006]
February 12, 2010 Making Connections 51
WEB 2.0“The phrase Web 2.0 was created by
O'Reilly Media to refer to a supposed second generation of Internet-based services that let people collaborate and share information online in a new way—such as social networking sites, wikis, communication tools, and folksonomies…” [Wikipedia 2006]
February 12, 2010 Making Connections 53
Web 2.0 tools• Blogs
• RSS feeds
• Wikis
• Podcasts and podcasting
• Social bookmarking
• Social networking
• Tagging
February 12, 2010 Making Connections 54
Blogs
• Short for web log
• an online journal where information (not only text, but also audio, photographs and video) is posted on a regular basis and appears in chronological order
• Way to share one’s thoughts to the world
February 12, 2010 Making Connections 58
RSS feeds
• Stands for Really Simple Syndication
• Provides the glue that links us to the content we want to read
• "feed," "web feed," or "channel," containing either a summary of content from an associated web site or the full text
• often used by bloggers to alert users to new postings
February 12, 2010 Making Connections 59
wikis• type of website that allows collaborative
creating, editing and storage of content by a group of users
• ideal for specific projects and collaborative knowledge sharing, especially if group members are in more than one location
• Wikipedia – most well known wiki; free online encyclopedia
February 12, 2010 Making Connections 63
Podcasts
• Derived from the terms iPod and broadcast
• a collection of digital media files distributed over the Internet, often using syndication feeds, for playback on portable media players and personal computers
February 12, 2010 Making Connections 65
Social bookmarking
• a method for Internet users to store, organize, search, and manage bookmarks of web pages with the help of metadata – [wikipedia]
• Can be both public and private
February 12, 2010 Making Connections 66
Social networks
• metaphor to connote complex sets of relationships between members of social systems at all scales, from interpersonal to international – [wikipedia]
February 12, 2010 Making Connections 67
Library 2.0 in the framework of Web 2.0
• Making use of web 2.0 tools to market and promote library services
• Give emphasis on user control, radical trust, flexibility and user autonomy
• Work on real time and asynchronous communication
• Use social networking sites and multi-media application
February 12, 2010 Making Connections 68
Library 2.0• incorporating aspects of Web 2.0 into the
library’s service delivery models • making the library’s space (virtual and
physical) more interactive, collaborative, and driven by community needs.
• The basic drive is to get people back into the library by making the library relevant to what they want and need in their daily lives [Cohen 2006]
February 12, 2010 Making Connections 69
Library 2.0 is about…
• Creating experiences for users
• Providing a meeting place
• Being human – understanding users and getting closer to the user
• User generated content
• Radical trust
• Community of users and staff
February 12, 2010 Making Connections 70Fichter, Darlene. “Web 2.0, Library 2.0 and Radical Trust: A First Take.” Blog on the Side. <http://library2.usask.ca/~fichter/blog_on_the_side/2006/04/web-2.html>.
February 12, 2010 Making Connections 71
Library 2.0 tools: blogs
• Help to develop writing skills, encourage creation of communities and reflections
• Can be used in teaching with student contents being collected into the teachers aggregators
• Keeping a blog as a way of recording progress and managing time
• Can be used to build up evidence and gather opinions from peers or instructors
February 12, 2010 Making Connections 72
Library 2.0 tools: RSS feeds• Feeds can allow students and
researchers to subscribe to regular content from news services
• Students can create their own information world
• Instead of looking for specific types of information, the most current information find you
February 12, 2010 Making Connections 73
Library 2.0 tools: wikis
• No preventing its use
• A good starting point for research
• Encourage group work and peer review
• A good way to introduce how easy it is to be posting information on the web
February 12, 2010 Making Connections 75
Library 2.0 tools: podcasts
• Can be used for library instructions, especially for distance learners
• Can be effective in accommodating school performances
• Allows time shifting and can be used in non-conventional learning set-ups
February 12, 2010 Making Connections 76
Library 2.0 tools: social bookmarking
• Can be used as a research tool to help students organize materials they find and bookmark
• Assists in referencing and encourages tagging
• Aids in sharing resources
February 12, 2010 Making Connections 79
Library 2.0 tools: social networking
• Venues for students to explore collaborative research endeavors
• Can be used to organize and present class content
• Tagging can become part of critical thinking, creating links which involves evaluation, categorizing and formulating keywords
February 12, 2010 Making Connections 86
http://pwoessner.com/wp-content/uploads/2008/12/networked-teacher.jpg
Networked teacher
February 12, 2010 Making Connections 87
Web 2.0, Library 2.0 and IL
• Helps in connecting the library with the Net generation
• Provide for new tools to enhance delivery of library service
• This is a world of perpetual Beta – a work in progress, providing the need to do further experiments and explorations
February 12, 2010 Making Connections 88
Information Literacy Program
• More than just teaching how to use the library
• The goal is to develop information competencies and the skills for life long learning
February 12, 2010 Making Connections 89
Why plan for an IL Program?
• There’s just too much information
• IL skills are essential for life-long learning
• Recognize the importance of instructions in the search for and use of information
• Library as the ideal venue for instruction
• Librarians as instructors and mentors
February 12, 2010 Making Connections 90
A comprehensive information literacy plan is a concrete proof of an institutions commitment to educating users of information.
February 12, 2010 Making Connections 91
Learning institution of all kinds should initiate efforts to plan a comprehensive information literacy program for all its constituents.
February 12, 2010 Making Connections 92
IL and management
• Activities should clearly focus on an IL standard or standards
• Seek assistance of experts when designing and formulating a new course
• Be resourceful and creative in promoting the IL program• Work as a team but identify someone to lead the group• Be clear about IL objectives in any type of activity• Always put in mind that the IL program is not the sole
domain of the library
February 12, 2010 Making Connections 93
The development of an Information Literacy program relies on transforming a library based program into a school campus enterprise with wider ownership and engagement, seeking not just buy-in but leadership and engagement beyond the walls of the library
-- Information Literacy Programs : Success and Challenges / Durisin, 2002
February 12, 2010 Making Connections 98
Planning the Plan
• Identify and analyze information needs of the community of learners
• Decide on timelines and schedules
• Decide on who shall write the plan
February 12, 2010 Making Connections 99
Planning to write
• Start with an outline
• Identify audience
• Consult with experts in the fine art of writing
February 12, 2010 Making Connections 100
Write the Plan
• Work on the key point of the plan
• Write the body of the plan in such a way that it will serve as a manual for implementing the IL program
• Adhere to set timetables
February 12, 2010 Making Connections 101
Assessment and evaluation
• to ensure that an IL plan is well implemented, mechanisms should be formulated to determine how well it is meeting its goals and by letting all concerned know how it is doing
• Consider both quantitative and qualitative methods of assessment
• Be open for feedbacks and evaluations
February 12, 2010 Making Connections 102
Market the plan
• Get approval from the approving body
• Provide reports and updates
• Introduce and promote the plan to all members of the community
February 12, 2010 Making Connections 103
Information Literacy Instruction (ILI)
• Stand alone courses or classes
• Self-paced tutorials
• Online tutorials
• Workbooks
• Course-related instruction
• Course-integrated instruction
February 12, 2010 Making Connections 104
No more “one shot” IL classes
• Provide for a variety of approaches to delivering IL
• Make use of web-based resources that are accessible 24/7
• Develop free standing IL courses that covers multiple sessions for in-depth exploration and learning
February 12, 2010 Making Connections 105
Library orientation
• To inform students about the services provided by the library and when, where and how these can be accessed
• The students first meeting with the library staff
• Timing is crucial!
February 12, 2010 Making Connections 106
Typical contents
• Location of the library and operating hours
• Library rules and regulations
• Services offered
• Resources available
• Instructions on how to locate materials
• Borrowing procedures
February 12, 2010 Making Connections 107
Typical modules of instruction that meet ACRL Competency Standards
• Choosing and deciding on a topic• Identification of different types of information sources• Use of Online Catalog (tutorials on how to use OPAC)• How to search databases to find articles• Keyword vs. controlled vocabulary searching• Complex search instructions• Acknowledging and Citing sources properly• Internet search engines (Google NOT!)• Evaluating information sources• What is plagiarism?
February 12, 2010 Making Connections 108
Preparing to teach
• Plan your teaching session
• Formulate your learning outcomes
• Items in your Lesson Plan– Course title– Details of the session– Required pre-session preparations– Instructors notes
February 12, 2010 Making Connections 109
Plan your teaching session
• Effective planning = successful teaching– Allow enough time– Think about how much students can learn;
don’t make session too content heavy– Be creative and innovative!
February 12, 2010 Making Connections 110
Formulate your learning outcomes
• Clear and precise statements of what the learner will know or be able to do after attending the session
• Task based or generic• Three parts: task, standards and conditions
February 12, 2010 Making Connections 111
Think about your learners
• Existing knowledge
• Skill levels
• Motivation
• Learning preferences
• Support needed
• Be flexible!
February 12, 2010 Making Connections 112
Teaching aids
• Print and online teaching resources
• Flip charts and whiteboards
• Music
• Powerpoint presentations
• Handouts
• Video
February 12, 2010 Making Connections 113
Presentations using Powerpoint™
• Limit information to key points only• Limit the number of lines• Use keywords and short sentences• Use normal sentence case and readable fonts• Avoid abbreviations and acronyms• Do not apologize for any slide. Redo if needed• Do spell check and proof read• Use clip art and pictures to enhance content• Include video clips to make it more interesting
February 12, 2010 Making Connections 114
Handouts
• Useful as memory aids
• Encourages good note taking practice
• Allow students to recap on key points during a presentation
• May take the form of information sheets, worksheets, workbook or evaluation sheets
February 12, 2010 Making Connections 115
When preparing handouts• Use readable fonts, at least 12pt Arial or Times
New Roman• Use bold texts for headings• Avoid excessive use of capitalization,
underlining and italicization• Leave space between texts• Use good paper • Keep an electronic copy for distribution, if
requested
February 12, 2010 Making Connections 116
Presentation techniques
• Be confident!
• Be clear and coherent
• Engage your audience
• Be aware of the time
• Be yourself
• Enjoy yourself!
February 12, 2010 Making Connections 117
Evaluate teaching
• Reflective practice
• Feedback from students
• Feedbacks from peers
February 12, 2010 Making Connections 118
think about instruction…
- ILI is integrated across the curriculum and provides opportunities for instructions outside the classroom
- The library as an instructional center on campus and serves as the hub for campus-wide efforts of helping students acquire information skills
February 12, 2010 Making Connections 119
Librarians concerned with IL
• Thoroughly aware of the needs of the Net Generation
• Gives 2.0 tools a try to connect to this generation
• Explains how information is created and communicated and help students develop a sense of context when using information
• Encourages critical thinking • The “Blended Librarian”• Librarian 2.0?
February 12, 2010 Making Connections 120
Bear in mind…
• Information Literacy is more than just a set of skills
• Information Literacy teachings should be integrated in the school curriculum
• Information Literacy is essential to student success
February 12, 2010 Making Connections 121
References:
Eisenberg, Michael (2004). Information Literacy : Essential Skills for the Information Age. Westport, Conn. Libraries Unimited.
Grafstein, Ann. Information literacy and technology : an examination of some issues. Portal : Libraries and the Academy vol. 7, no. 1 (2007), pp. 51-64
Information literacy meets Library 2.0. (2008). Godwin, Peter and Jo Parker. London : Facet Publishing.
Martin, A., and Rader, H. (2002). Information and IT Literacy : enabling learning in the 21st century. London : Facet.
Taylor, J. (2006). Information Literacy and the School Media Center. Wesport, Connecticut : Libraries Unlimited.
UNESCO Information for All Programme. Understanding information literacy : a primer. Paris : UNESCO, 2007.
February 12, 2010 Making Connections 122
ELVIRA B. LAPUZUniversity of the Philippines