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 about any information ANSWER 3 ANSWER 4 Include name and Include name and position of respondent position of respondent
The Information Environment
Information in various materials and forms
Information Environment: Challenges Information Overload Overwhelming Quantity/ Underwhelming Quality of Information Half-life of Knowledge
Information Overload When a person finds it... hard to understand make sense of organize immense number of info ...on a given topic.
Information Overload There are 23,800,000 pages related to the term ‘information overload’.
Information Overload And at the top of the search result is a page from Wikipedia.
Quantity vs. Quality Info (Powis-Dow, 2006) Overwhelming Quantity Underwhelming Quality
Quantity vs. Quality Info SPAM Advertising Wikis
Shrinking Half-life of Knowledge (Kapp, K. M. & McKeaguea, C. , 2002) • The time span from when knowledge is gained to the time when it becomes obsolete is shortening. • Knowledge is expanding and exploding
Shrinking Half-life of Knowledge Pluto as a dwarf planet (2006) Plasma as a state of matter (2001?) Kepler 22b: earth-like planets (2011)
Shrinking Half-life of Knowledge Bloom’s Taxonomy revised (1994) (1956)
Schools’ Management of Challenges in Information Environment • Textbook/Teacher as source of content? • Discourage web use? • Provide less number of technology? • Pre-select resources? • Filter web content? • Information Literacy Instruction
Why teach information literacy? • To enable the kids to – effectively handle information and organize data into a coherent form or research (information overload); – evaluate authenticity of information materials and use those information relevant to the need at hand (quantity vs. quality info); – Be kept updated with latest validated information from reliable sources (half-life of knowledge).
Our School Children and Teens
21 st Century Learners Kids google everything in their Google Gen information search Kids use the F pattern when e-Text Readers reading web content. Kids have access to information Mobile Learners anywhere 24/7 Kids can present information in Digital Creators multimedia format .
21 st Century Learning Divide (Grassian, E.S. & Kaplowitz, J.R., 2009) Lost in the vast array of information Knows where to go and what to do with information
Our school library/ info users (Loertscher, D. V. , 2001) Advanced : Independent learner, knows where to go and how to get there, asks advice to monitor progress Intermediate: Self-starting, needs support, has moments of insight, will take advice, interested Beginner: Lost, can’t find info, needs help constantly, distracted, uninterested
Information Styles (Steinerova, J., 2010) Pragmatic Information Analytic Style Information Style Searching style Horizontal or surface Vertical or explorative search search Value in Quantity and time spent Quality and Information in info gathering relevance of info gathered Motivation in info To come up with fast To understand search solution contexts of info Reading Behavior Not extensive Extensive
Why teach information literacy? • To bridge the information literacy divide among our information users. • To enable the kids to succeed in the 21 st century environment.
Students’ Info Needs (Thomas, 2004) Librarian’s Intervention Area of Students’ Need level Role Level 1 No Assistance Organizer Level 2 Introduction to the library; reference assistance Lecturer Level 3 Locating and using relevant resources Instructor Identification and use of relevant resources in Level 4 Tutor a sequence Understanding the process, in the development of search strategies, in the Level 5 Counselor formulation of a focus and determining relevance of retrieved items
Activity 2 • Do the Library Assessment Exercise
About Information Literacy
Brief History of ILI • Promoted by Melvil Dewey Personal • Individual instruction & ‘Just in Assistance time’ delivery • Begun to do group instruction Bibliographic • Focus : Locating resources Instruction • Included AV resources Library/Media • Focus: Use of Library/AV Instruction resources
Brief History of ILI Information • Covers info resources beyond the library Literacy • Focus: Building Skills in identifying, locating, evaluating, using information Instruction Information • Focus :Extends Info skills applications to any personal or academic learning Fluency? situation — B. Stripling • This is a question of coverage/content What do we defined further by global issues, trends in the profession and your vision for call it now? students
Information Literacy is about…
(AASL, 2007) • Inquiry & • Synthesis I Critical and Making N Thinking Decisions F O Draws R Inquires, thinks conclusions, M critically,and makes informed A gains decisions, knowledge creates new T knowledge I O N Shares L Pursues knowledge personal and ethically and I aesthetic growth productively in T the society E • Personal • Democratic R A Growth & and Ethical T Creativity behavior E
Rational Approach to Information Literacy (Gorman, 2000) A good Information Literacy Program Computer Skills combines the learning of the three skills. Information Library Skills Competence
The 4 R’s of Library Literacy • Identify and • Observe recognize the proper librarian and research skills his/her roles Roles of Research the Skills Librarian Recording Resources System • Use the card • Use references, catalog, indexes, other books, journals, OPAC and search newspapers, AV, engines to locate digital files, etc. materials
Technology Literacy (Partnership for 21 st Century Skills, 2003) Learn to use digital communicate and work collaboratively with media to: others; Gather, evaluate, and use information; Conduct research, solve problems and make informed decisions.
Present Practices by School LMCs No InfoLit or Library Instruction Program ---Library as a warehouse of materials InfoLit as a stand-alone subject --Independent from other subject areas InfoLit as integrated into other subject areas.
Approaches to Information Literacy Instruction (Loertscher, 2000) Stand-Alone Course-integrated Course Instruction • Students learn • quickly when skill is All students receive used right after it is the same instruction. taught. • • Students get help Instruction is systematic. from two adult experts. ---------------- • ---------------- Disconnected to • what students need Students are not at • the same skill level. Students bored; • waste of time Librarian has to be more flexible.
Instructional Designs of IL Process Content -Stand alone ILI -Integrated ILI tends driven driven tends to be like this to be like this -Teacher-centered -Student-centered -Knowledge based -Skill based -Passive learning -Active learning Example: Example: Lecturing on the Students identifying cataloging system info sources for I.P. of books
Effectivity Diagram of InfoLit Instruction (Loertscher, 2003) Students know Students are in how to learn but the best position Poor Good are shallow in to learn. their subject content. Students are in Students have PROCESSING trouble. mastered content but they lack investigative skills. InfoLit Poor Good InfoLit CONTENT
Effectivity Diagram of InfoLit Instruction (Loertscher, 2003) Students know Students are in how to learn but the best position Poor Good are shallow in to learn. their subject content. Students are in Students have PROCESSING trouble. mastered content but they lack investigative skills. InfoLit Poor Good InfoLit CONTENT
IL Instruction as Stand- Alone
FINDING INFORMATION Library Internet Library Catalog Indexes/Abstracts Search Engines OPAC Print Indexes Electronic Databases Card Catalog Books & Articles in other Webpages journals, materials newspaper, owned magazines Evaluate, select (Loertscher, 2003) and use info
FINDING INFORMATION Library Internet Library Catalog Indexes/Abstracts Search Engines OPAC Print Indexes Electronic Databases Card Catalog Books & Articles in other Webpages journals, materials newspaper, owned magazines Evaluate, select and use info
Stand-Alone IL Instruction Content-Process Combination SAMPLE 1: 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.
Stand-Alone IL Instruction Content-Process Combination SAMPLE 2: Teacher describes the books found in the reference section. Students will extract the info about birds found in the following reference books: dictionary, encyclopedia, thesaurus .
Integrated Information Literacy
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