Teaching InfoLit to school age Children By Mr. Jude Gorospe For - - PowerPoint PPT Presentation
Company LOGO Teaching InfoLit to school age Children By Mr. Jude Gorospe For PASLI workshop August 17, 2012 Activity 1 ANSWER 1 ANSWER 2 Include name and Include name and position of respondent position of respondent Think of a question
Company
By Mr. Jude Gorospe For PASLI workshop August 17, 2012
Think of a question about any information ANSWER 1 Include name and position of respondent ANSWER 4 Include name and position of respondent ANSWER 3 Include name and position of respondent ANSWER 2 Include name and position of respondent
When a person finds it... hard to understand make sense of
number of info ...on a given topic.
Underwhelming Quality
(Powis-Dow, 2006)
SPAM Advertising Wikis
(Kapp, K. M. & McKeaguea, C. , 2002)
(1956) (1994)
(information overload);
knowledge).
Kids google everything in their information search
Kids use the F pattern when reading web content.
Kids have access to information anywhere 24/7
(Grassian, E.S. & Kaplowitz, J.R., 2009)
Beginner: Lost, can’t find info, needs help constantly, distracted, uninterested Intermediate: Self-starting, needs support, has moments of insight, will take advice, interested Advanced: Independent learner, knows where to go and how to get there, asks advice to monitor progress
(Loertscher, D. V. , 2001)
Pragmatic Information Style Analytic Information Style Searching style Horizontal or surface search Vertical or explorative search Value in Information Quantity and time spent in info gathering Quality and relevance of info gathered Motivation in info search To come up with fast solution To understand contexts of info Reading Behavior Not extensive Extensive (Steinerova, J., 2010)
Intervention
level Area of Students’ Need Librarian’s Role Level 1 No Assistance Organizer Level 2 Introduction to the library; reference assistance Lecturer Level 3 Locating and using relevant resources Instructor Level 4
Identification and use of relevant resources in a sequence
Tutor Level 5
Understanding the process, in the development of search strategies, in the formulation of a focus and determining relevance of retrieved items
Counselor (Thomas, 2004)
time’ delivery
resources
locating, evaluating, using information
any personal or academic learning situation—B. Stripling
defined further by global issues, trends in the profession and your vision for students
and Ethical behavior
Growth & Creativity
and Making Decisions
Critical Thinking
Inquires, thinks critically,and gains knowledge Draws conclusions, makes informed decisions, creates new knowledge Shares knowledge ethically and productively in the society Pursues personal and aesthetic growth
I N F O R M A T I O N L I T E R A T E
(AASL, 2007)
Computer Skills Library Skills Information Competence
(Gorman, 2000)
newspapers, AV, digital files, etc.
catalog, indexes, OPAC and search engines to locate materials
recognize the librarian and his/her roles
proper research skills
Research Skills Roles of the Librarian Resources Recording System
(Partnership for 21st Century Skills, 2003)
communicate and work collaboratively with
Gather, evaluate, and use information; Conduct research, solve problems and make informed decisions.
the same instruction.
systematic.
what students need
waste of time
Stand-Alone Course Course-integrated Instruction
quickly when skill is used right after it is taught.
from two adult experts.
the same skill level.
more flexible.
tends to be like this
Example: Lecturing on the cataloging system
to be like this
Example: Students identifying info sources for I.P.
Poor Good Students know how to learn but are shallow in their subject content. Students are in the best position to learn. Students are in trouble. Students have mastered content but they lack investigative skills. Poor Good (Loertscher, 2003)
InfoLit CONTENT InfoLit PROCESSING
(Loertscher, 2003) Poor Good Students know how to learn but are shallow in their subject content. Students are in the best position to learn. Students are in trouble. Students have mastered content but they lack investigative skills. Poor Good
InfoLit CONTENT InfoLit PROCESSING
FINDING INFORMATION Library Internet Library Catalog Indexes/Abstracts Search Engines Card Catalog Electronic Databases Print Indexes OPAC Books &
materials
Evaluate, select and use info Webpages Articles in journals, newspaper, magazines (Loertscher, 2003)
FINDING INFORMATION Library Internet Library Catalog Indexes/Abstracts Search Engines Card Catalog Electronic Databases Print Indexes OPAC Books &
materials
Evaluate, select and use info Webpages Articles in journals, newspaper, magazines
Teacher orients the students regarding sources they can find in the library. Students will indicate the library collection on the floor plan as they explore around. SAMPLE 1:
Teacher Librarian
S U B J E C T C O N T E N T
I N F O L I T I N S T R U C T I O N
LIBRARY USE
REACTS Model (Stripling & Patts, 1988) Information Search Process (Kuhlthau, 2003) Pathways to Knowledge (Pappas & Tepe, 1997) I-Search Process (Joyce & Tallman, 1997) Loertscher’s IL Model (2000) Big6/Super3 (Eisenberg & Berkowitz, 1988)
report, perform tasks to deliver learning output
(Information Literacy Model by Eisenberg & Berkowitz, 1988)
(Eisenberg & Berkowitz, 2011)
(Eisenberg & Berkowitz, 2011)
S4: Use of Information
S5: Synthesis S6: Evaluation
Information Literacy Instruction Model by Eisenberg & Berkowitz (1988)
S1: Task Definition
S2: Info-seeking strategies
S3: Location and Access
Information Literacy Instruction Model by Eisenberg & Berkowitz (1988)
Super3 Skills Big6 Skills Learning Activities Plan S1: Task definition Brainstorm; create concept –map; webbing of questions; S2: Info- seeking strategies List down possible sources of information; Distribute tasks among groupmates; S3: Locate and access Search through catalogs, indexes, OPAC, internet, databases; Collate all relevant materials and make a list of them noting their bibliographic information.
S4: Use of Information
source/s;
S5: Synthesis • Organize the information from multiple
S6: Evaluation • Judge the product (effectiveness);
Information Literacy Instruction Model by Eisenberg & Berkowitz (1988)
Super3 Skills Big6 Skills Learning Activities DO S4: Use of info Gather all info resources; browse or sift through them; Read, view, listen to information from chosen resources Scavenger hunting; note-taking;
Super3 Skills Big6 Skills Learning Activities REVIEW S5: Synthesis Organize notes taken through outlining, webbing of ideas, essay writing, drafting the report/research Make and present the final output: research paper, video, poster, photo- essay, creative exhibit, song, persuasive speech, investigatory project, oral defense, etc. S6:
Evaluation
Self-evaluation; peer-evaluation; critiquing of work by others (using rubrics)
S1 S3/S4 S3 S2 S8 S3
S3/S6 S4 S6 S4 S7 S4/S7
Students consume library resources for photocopying, reading assignments, printing,etc. Librarian knows a class reservation in the library but has no input into the design and timing of it. Librarian knows lesson objectives & required output. Minimal consultation on types of resources available. Students consult the librarian re use of resources and how to do their research. Librarian is informed about lesson objectives, required output, deadlines, and evaluation criteria. Librarian facilitates the use
Librarian and subject teacher jointly plans, executes, and assesses the library session. (Marcoux, 2009)
S U B J E C T T E A C H E R L I B R A R I A N
Planning Phase: Plan goals for the topic; Complete preparations for the topic; Implementation Phase: Jointly facilitate the learning activities
resources Assessment Phase: Assess student learning and the learning process
(Loertscher, 2003)
S1: Define the e task/ k/problem em S4: Locate te Sources es S7: Organ anize the informa mati tion S2: iden enti tify the e informati tion need eded S5: Read, liste ten or view ew the e informati tion in the e sources es S8: Present t the informati ation S3: Deter ermine e the e range of possible e sources es and evaluate te them S6: Extr tract t relev evant t info from the e sources es S9: Judge the product t and the resear arch process
Library Interaction Planning Form
Check k the informati tion
ctive/s: s: (Adapt pted ed from the Big6 Skills) ) Name of Teach cher: r:___ _________ ____________ _________ ___ Subject ct & Year r Leve vel: _____ ________ _________ ___ Inform rmation
________ ____________ ____________ ____________ ___________ _____ (leav ave e blank if not requ quired ed) Ac Activity ty Output: t: ________ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ____ __
Student t tasks: s:__ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ____ _________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ _________ ___ _________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ _________ ___ Teach cher tasks: ks: ______ _________ ____________ ____________ ____________ ____________ ____________ ____________ ________ __ B D A ______ _________ ____________ ____________ ____________ ____________ ____________ ____________ _________ ___ B D A ______ _________ ____________ ____________ ____________ ____________ ____________ ____________ _________ ___ B D A Librarian tasks: s:__ ________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ _______ _ B D A ________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ _______ _ B D A ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ___ _ B D A Deadl dline: e:__ ____ ____ ____ ____ ____ __ Date te : ______ _________ ____________ ___________ _____
Note: e: Please e attach inclusive e dates and time periods
for the library use and instruction
.
S1: Define the task S4: Locate Sources S7: Organize the info from multiple sources S2: identify the information requirements S5: Read, listen or view the information in the sources S8: Present information S3: Determine the range of possible sources and evaluate them S6: Extract relevant info from the sources S9: Judge the product and the research process
Library Interaction Planning Form
Check the information skill objective/s: (Adapted from the Big6 Skills) Name of Teacher: Ms. Rose Manigan Subject & Grade Level: Reading (Grade 2) Theme of Info needed: __________________________________ Activity Output: __________________________________________
Student tasks__________ ______________________________________________________ ______________________________________________________ Teacher tasks: (B) _______________________________________________ Venue:_______________ (D) _____________________ _________________________Venue:_______________ ___________________________________________________Venue:_______________ Librarian tasks: (D) _____________________________________________ _Venue:______________ ((D) ______________________________________________Venue:______________ ___________________________________________________Venue:______________ Deadline:____________ Inclusive Dates & time of LMC Use: _January 18, 2011_____ (Leave blank if not required)
S1: Define the task S4: Locate Sources S7: Organize the info from multiple sources S2: identify the information requirements S5: Read, listen or view the information in the sources S8: Present information S3: Determine the range of possible sources and evaluate them S6: Extract relevant info from the sources S9: Judge the product and the research process
Library Interaction Planning Form
Check the information skill objective/s: (Adopted the Big6 Skills) Name of Teacher: Ms. Tina Oli Subject & Year Level: T.H.E. 2 Theme of Info needed: Mediterranean Cuisine_____________ (Leave blank if not required) Activity Output: Mediterranean Menu
Student task:. Teacher tasks: Librarian tasks: Deadline: August 15-19, 2011 Inclusive Date & time of LMC Use: August 15-19, 2011/ various time periods
S1: Define the task S4: Locate Sources S7: Organize the info from multiple sources S2: identify the information requirements S5: Read, listen or view the information in the sources S8: Present information S3: Determine the range of possible sources and evaluate them S6: Extract relevant info from the source S9: Judge the product and the research process
Library Interaction Planning Form
Check the information skill objective/s: (Adopted the Big6 Skills) Name of Teacher: Ms. April Toledo Subject & Grade Level: P.E.-3rd Year Theme of Info needed: Health Activity Output: Estimate their calorie intake online.
Student tasks: Read about Calories and healthy living Teacher tasks: (B) Orient students about the objectives and required output from the activity. (D) Instruct students on accessing the Health links. Librarian tasks: (B) Organize links to recommended sites on the school website. (D) Instruct students where they can check the Health books as well as on accessing the Health links online. Deadline: at the end of the period Inclusive Dates & time of LMC Use: _July 12-16, 2011 (Leave blank if not required)
S1: Define the task S4: Locate Sources S7: Organize the info from multiple sources S2: identify the information requirements S5: Read, listen or view the information in the sources S8: Present information S3: Determine the range of possible sources and evaluate them S6: Extract relevant info from the sources S9: Judge the product and the research process
Library Interaction Planning Form
Check the information skill objective/s: (Adopted the Big6 Skills) Name of Teacher: Mr. Anton Overio Subject & Grade Level: Biology -2nd Year Theme of Info needed: Designing an effective PowerPoint Presentation Activity Output: PowerPoint presentation of group I.P.
Student tasks: Listen and take note of important tips in designing an effective PowerPoint presentation Teacher tasks: (B) Introduce the librarian to the class and the intention of the activity.-- Classroom (D) Maintain discipline inside the classroom. Librarian tasks: (D) Share tips on Proper PowerPoint design and use– Classroom. Deadline: January 31, 2011 Inclusive Dates & time of LMC Use: _January 21-25, 2011_____ (Leave blank if not required)
Organizer
Lecturer
Instructor
arising from classroom activities
Tutor
resources and recommends a sequence for their use. Librarian plans the lesson and actively teaches.
Counselor
providing cognitive, behavioral and emotional support to them.
(Thomas, 2004)
AASL/ American Association of School Librarians (2007). Standards for the 21st century learner. Retrieved from: http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/ learningstandards/AASL_LearningStandards.pdf Esienberg, M.B. & Berkowitz, R.E. (2011) The Big6 workshop handbook—4th ed. Santa Barbara, California: ABC-CLIO, LLC. Eisenberg, M. B., Lowe, C. A., & Spitzer, K. L. (2004). Information literacy: essential skills for the information age--2nd ed. Westport, Connecticut: Libraries Unlimited. Grassian, E.S. & Kaplowitz, J.R. (2009). Information literacy instruction. New York: Neal-Schuman Publishers, Inc.
Gorman, M. (2000). Our enduring values: librarianship in the 21st century. Chicago: American Library Association. Iannuzzi, P., Mangrum II, C. T., & Strichart, S. S. (1999). Teaching Information Literacy Skills. Boston: Allyn and Bacon. Information Fluency (2012). 21st century information fluency. Retrieved from: http://21cif.com/ Kapp, K.M. & McKeaguea, C. (2002). Blended learning for compliance training success. Retrieved from: http://www.astd.org/NR/rdonlyres/456DB5F7- D0FE-49B8-AE38-78167D308C7B/0/blendedlearning.pdf Loertscher, D. V. (2001). Reinventing your school's library in the age of
Loertscher, D. V. (2000). Taxonomies of the school library media program, 2nd edition. Salt Lake City, Utah: Hi Willow. Marcoux, B. L. (2009). Levels of collaboration: where does your work fit in? In K. Fontichiaro (ed.), 21st century learning in school libraries (pp. 214-217). Santa Barbara, California: Libraries Unlimited. Powis-Dow, D. W. (2006). Reconciling push vs. pull technologies. Retrieved November 3, 2011, from http://www.insitepro.com/powis1.htm Steinerova,J. (2010). Ecological dimensions of information literacy. Proceedings of the Seventh International Conference on Conceptions of Library and Information Science—"Unity in diversity" — Part 2. Retrieved from: http://informationr.net/ir/15- 4/colis719.html Thomas, N. (2004). Information literacy and information skills Instruction: applying research to practice in the school library media center--2nd ed. Westport, Connecticut: Libraries Unlimited.