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Inspired learning in the library: a focus on integrating information literacy into the school curriculum
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The iCentre at Iona Presentation College has, through its integrated information literacy plan created a dynamic program that merges information literacy, study skills and critical and creative ...

The iCentre at Iona Presentation College has, through its integrated information literacy plan created a dynamic program that merges information literacy, study skills and critical and creative thinking into an holistic program that aligns with the new Australian Curriculum. Through the “Inspired Learning at Iona” website this initiative attempts to ensure that every student in the school not only receives ongoing opportunities to master skills and knowledge considered essential for 21st century learners but also develops the cognitive and affective predispositions towards learning, personal development, self efficacy and accountability.

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Inspired learning in the library: a focus on integrating information literacy into the school curriculum Presentation Transcript

  • 1. Iona Presentation College
  • 2. Author / literature promotion Research Skills Service Access to information Literature ICT Help Displays
  • 3. Re-visioning the library for the 21st century The iCentre at Iona Presentation College aims to create a unique program that: merges information skills, critical and creative thinking and ICT skills into an holistic information literacy program and delivery platform; supports all year and learning groups including curriculum support programs; provides opportunities for students to master skills and knowledge considered essential for 21st century learners; develops the cognitive and affective predispositions towards learning, personal development, self-efficacy and accountability (i.e. to become independent learners).
  • 4. Learners and Learning Developing the physical environment Facilitating Access to information Learning for the Future Teachers and Teaching Resourcing the Curriculum
  • 5. Integrated Information Literacy Plan and Program
  • 6. WHY?
  • 7. The Rationale Melbourne Declaration of Educational Goals for Young Australians (MCEETYA) Enabling our Future (Framework for the Future) UNESCO (Lifelong Learning Systems) ISTE (ISTE Standards) ANZIL (ANZ Information Literacy Standards)
  • 8. Statement on Information literacy for all Australians ‘A thriving national and global culture, economy and democracy will be best advanced by people able to recognise the need for information, and identify, locate, access, evaluate and apply the needed information.’ The Australian Library and Information Society (ALIA 2003)
  • 9. Information Literacy Models The Information Process (ASLA & ALIA 1993). Integrated Inquiry (Murdoch 1998). The 5Es model (Bybee 1997). The 4MAT model (McCarthy 2000). The Big Six (Eisenberg, 1999) Pathways to Knowledge (Pappas & Teppe) The Research Cycle (McKenzie)
  • 10. Defining Evaluating Locating The Information Process Presenting Selecting Organising
  • 11. TPACK Key Curriculum Drivers ICT Competency Critical and Creative thinking Learning for the Future Domains The Information Process
  • 12. General Capabilities
  • 13. TPACK
  • 14. Aims of the Integrated Information Literacy Program • Meet the goals of the School Development Plan and Australian Curriculum • Promote information literacy as a College-wide responsibility referenced to the Australian Curriculum (Learners and Learning) • Develop a strategic plan for the implementation of the Integrated Information Literacy Program (Learners and Learning) • Work toward information literacy skills embedded within all curriculum (Learners and Learning, Teachers and Teaching, Access to Information, Resourcing the curriculum)
  • 15. Aims of the Integrated Information Literacy Program (cont) • Establish a framework of identifiable core skills which can be mapped against learning outcomes and objectives • Emphasise the importance of information literacy within the context of problem –based learning and guided inquiry. • Open opportunities for staff and students to develop their skills beyond the structured curriculum (Teachers and Teaching / Learners and Learning) • Provide resources in a range of formats which suit the needs of a diverse learner community (Resourcing the Curriculum)
  • 16. HOW?
  • 17. Developing a rationale Developing a capacity building framework Developing a standard framework for Information Literacy The iCentre as a change agent Collaboration Planning Mentoring Modelling Team teaching Inspired Learning Website
  • 18. Key Planning Stages • Research • Rationale • Implementation Plan (Draft) Integrated Information Literacy Plan Professional Development / Staff Engagement • • • • PD Days x 2 Mentoring Modeling Collaborative Teaching • Research Planners • Information Literacy Maps • Websites Documentation
  • 19. Curriculum Mapping
  • 20. The Information Process in the Australian Curriculum
  • 21. WHO? Principal Library Staff Academic Council Teaching Staff
  • 22. Key Planning Stages • Research • Rationale • Implementation Plan (Draft) Integrated Information Literacy Plan Professional Development / Staff Engagement • PD Days x 2 + follow-up meeting • Mentoring • Modeling • Collaborative Teaching • Research Planners • Information Literacy Maps • Websites Documentation
  • 23. Curriculum Development and Support Service and Resource Provision Curriculum Development Teaching Mentoring Literature Information Skills ICTs Modeling pedagogy and ICTs Helping teachers embed technologies iCentre as change agent Resource provision & advice
  • 24. WHAT?
  • 25. Key Planning Stages • Research • Rationale • Implementation Plan (Draft) Integrated Information Literacy Plan Professional Development / Staff Engagement • • • • PD Days x 2 Mentoring Modeling Collaborative Teaching • Research Planners • Information Literacy Maps • Websites Documentation
  • 26. Information Literacy Map year 7/8
  • 27. Standard Research Proformas and Planners
  • 28. Creating Online Learning Spaces US between the Wars Inspired Learning at Iona ROAD at Iona Sustainability at Iona (Rich learning Task)
  • 29. How are we doing so far?
  • 30. All members of the Iona community: staff, students, parents and tutors have access to a wide range of standardised carefully selected resources including research guidelines, templates, subject-specific guides and resources as well as opportunities to contribute to and provide feedback about the website.
  • 31. Developing an standardised developmental inquiry skills framework…which nurtures self learning, encourages students to ask questions and seek help when needed (self efficacy) ✔ Developing skills in higher order thinking ✔ Developing a range of technology-based skills for enabling students to engage in digital information ✔
  • 32. Resource provision is constantly reviewed and changed to embrace new technologies and resource formats ✔ Working collaboratively with teaching staff to ensure rich guided inquiry opportunities are provided to students ✔ Reading / literature initiatives (ROAD at Iona) are immersed with appropriate technologies ✔
  • 33. Enablers Library personnel ✔ Support of executive ✔ Appropriate library structures are in place ✔ Collaborations with teaching faculty ✔ Advocacy ✔ Web platform that provides a consistent approach / message is robust, current and ubiquitous. ✔
  • 34. Contact Details Leonie McIlvenny leoniem@westnet.com.au www.studyvibe.com.au
  • 35. What is Guided Inquiry? Guided inquiry is a planned, supervised and targeted intervention into developing information literacy and enhancing learning. This approach or methodology to learning provides a means by which teachers are able to tailor learning experiences and opportunities, resources and processes to the needs and abilities of each student according to intended curriculum learning outcomes. http://www.asla.org.au/policy/Guided-inquiry-and-the-curriculum.aspx
  • 36. Guided Inquiry offers an integrated unit of inquiry planned and guided by an instructional team allowing students to gain deeper understandings of subject area curriculum content and information literacy concepts. It combines often overlooked outside resources with materials in the school library. The team guides students toward developing skills and abilities necessary for the workplace and daily living in the rapidly changing information environment of the 21st century. Kuhlthau, Maniotes & Caspari, 2007 and teachers, together
  • 37. Essentially, GI seeks to scaffold students at the points in the information search process where they cannot proceed without difficulty The essence of Guided Inquiry is that it places demands on students’ meta-cognitive capacity and literacy as well as information literacy skills. By Pru Michell and Sue Spence, with grateful acknowlegement to Dr Ross J Todd pp. 5-8. ACCESS, Vol. 23, Issue 4, 2009,
  • 38. Essentials of guided inquiry Strategic Planning informed by curriculum and student needs Collaboration Open Inquiry Reflection Feedback Interventions Deep Learning Information Search Process Evidence-based practice
  • 39. Zone of Intervention The zone of intervention in information seeking may be thought of in a similar way. The zone of intervention is that area in which an information user can do with advice and assistance what he or she cannot do alone or can do only with difficulty. Intervention within this zone enables individuals to progress in the accomplishment of their task. Intervention outside this zone is inefficient and unnecessary, experienced by users as intrusive on the one hand and overwhelming on the other. http://comminfo.rutgers.edu/~kuhlthau/information_search_proc ess.htm