INFORMATION SKILLS IN A
TECHNOLOGICALLY DISADVANTAGED
ENVIRONMENT

ANNA DITSHEGO
TIISETSONG SECONDARY SCHOOL
THOKOZA – GAU...
BACKGROUND OF THE SCHOOL AND
COMMUNITY:

 The school is situated in a disadvantaged
 community.
 Many learners come inform...
WHEN DOES MY SCHOOL APPLY
INFORMATION SKILLS?

 During investigation/information process:
 In our school we lack IT resour...
WHERE ARE THE INFORMATION SKILLS
APPLIED?

 In our school information sources are in use:
 In the library - Reference mate...
HOW DO WE TEACH INFORMATION SKILLS IN
OUR SCHOOL:

    Grade 8 orientation at the beginning of the year:
-   How to use th...
HOW IS THE INFORMATION RETRIEVED?
BY APPLYING MAINLY THE FOLLOWING SKILLS:
  Location skills:             Selection skills...
HOW IS THE INFORMATION RETRIEVED?
- CONTINUED-
 Location skills in the    Selection skills on the
 library:               ...
HOW ARE THE INFORMATION SKILLS
MASTERED BY LEARNERS?

 We do not have Information Literacy Education
 as one/part of the l...
INTEGRATING INFORMATION SKILLS INTO
THE CURRICULUM:

Advantages                 Disadvantages

 Certain identified        ...
ACCESSING THE INFORMATION IN THE
LIBRARY:

When:

 During their library
 period as a class
 (time- table).
 Lunch time ( d...
TIISETSONG SCHOOL LIBRARY TIME-TABLE
               (2010)
            LIBRARY OPENING HOURS:
      MONDAY – THURSDAY: 08H...
TIISETSONG SCHOOL LIBRARY PICTURES
Information skills in a technologically disadvantaged environment
Information skills in a technologically disadvantaged environment
Information skills in a technologically disadvantaged environment
Information skills in a technologically disadvantaged environment
Information skills in a technologically disadvantaged environment
Information skills in a technologically disadvantaged environment
Information skills in a technologically disadvantaged environment
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Information skills in a technologically disadvantaged environment

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Information literacy is one of the essential learning areas that must be implemented in schools. The functional school library must be a source of information for the school community especially the learners.

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Information skills in a technologically disadvantaged environment

  1. 1. INFORMATION SKILLS IN A TECHNOLOGICALLY DISADVANTAGED ENVIRONMENT ANNA DITSHEGO TIISETSONG SECONDARY SCHOOL THOKOZA – GAUTENG SOUTH AFRICA Diversity Challenge Resilience: School Libraries in Action - The 12th Biennial School Library Association of Queensland, the 39th International Association of School Librarianship Annual Conference, incorporating the 14th International Forum on Research in School Librarianship, Brisbane, QLD Australia, 27 September – 1 October 2010.
  2. 2. BACKGROUND OF THE SCHOOL AND COMMUNITY: The school is situated in a disadvantaged community. Many learners come informal settlements (shacks, hostels). Unemployment is very high. Child-headed families due to HIV/AIDS. The principal realised the importance of information skills hence the support of the library.
  3. 3. WHEN DOES MY SCHOOL APPLY INFORMATION SKILLS? During investigation/information process: In our school we lack IT resources therefore we are mainly using the printed materials. Information skills applied by a teacher when planning an assignment. Applied by a learner when researching for an assignment or doing a voluntary research.
  4. 4. WHERE ARE THE INFORMATION SKILLS APPLIED? In our school information sources are in use: In the library - Reference materials e.g. encyclopedias, directories, yearbooks, dictionaries etc. Non-fiction resources In the classroom – Text books, dictionaries, maps, audiovisual materials borrowed by teachers. At home - Text books, magazines, newspapers etc. if available.
  5. 5. HOW DO WE TEACH INFORMATION SKILLS IN OUR SCHOOL: Grade 8 orientation at the beginning of the year: - How to use the catalogue cabinet ( starting from index drawer) - Reading the shelves ( showing them how the shelves have been arranged and organised). - Showing the difference between fiction, non- fiction and reference shelves. - Teaching them about the importance of the call number and the title on the spine of the book. - The arrangement and organisation of the books on the shelves ( to avoid misplacing books). - Introducing different media formats.
  6. 6. HOW IS THE INFORMATION RETRIEVED? BY APPLYING MAINLY THE FOLLOWING SKILLS: Location skills: Selection skills: Learners are taught how They are also taught how to: to: o Identify the appropriate Select the most information service. appropriate sources o Locate all the available from the various sources by using information sources that retrieval tools e.g. card have been located. catalogue etc. Select relevant o Locate these sources on information in the the shelves. information sources
  7. 7. HOW IS THE INFORMATION RETRIEVED? - CONTINUED- Location skills in the Selection skills on the library: sources: Use of card catalogue Table of contents (not automated library) Indexes Resource files that I Glossaries have compiled over the Guide words/keywords years. Headings and Resource persons in the subheadings community ,e.g. elderly people, community police forum.
  8. 8. HOW ARE THE INFORMATION SKILLS MASTERED BY LEARNERS? We do not have Information Literacy Education as one/part of the learning areas or subjects. We do integrate information skills with curricular information and media use.
  9. 9. INTEGRATING INFORMATION SKILLS INTO THE CURRICULUM: Advantages Disadvantages Certain identified It is often obvious from the assignments that the learners skills will be applied have failed to identify the information skills required for in preparation for a a particular assignment. specific assignment in It is not always possible to a particular school interrupt the investigation process in order to explain and subject. practice the relevant information skill. It is easier to develop Because teachers do not know learners` problem- what information skills have been taught by other teachers solving and critical- or how this was done, learners thinking skills. could be practicing a limited number of skills over and over, at the same level of difficulty.
  10. 10. ACCESSING THE INFORMATION IN THE LIBRARY: When: During their library period as a class (time- table). Lunch time ( during breaks). After school from Monday - Friday.
  11. 11. TIISETSONG SCHOOL LIBRARY TIME-TABLE (2010) LIBRARY OPENING HOURS: MONDAY – THURSDAY: 08H00 – 15H3O FRIDAY: 08H00 – 14H3O 1 2 3 4 SHORT 5 6 7 8 LUNCH 9 10 11 12 BREAK TIME 08H00 08H30 09H00 09H30 10H00 10H15 10H45 11H15 11H45 12H15 13H00 13H30 14H00 14H30 08H30 09H00 09H30 10H00 10H15 10H45 11H15 11H45 12H15 13H00 13H30 14H00 14H30 15H00 MON. 10E Shelv. Shelv. 9E OPEN 12F Shelv. 8E Shelv. OPEN 12A 11A 10H 12E books books books books TUE. 9C 12C Proces 10B OPEN Proces 11B Shelv. 11D OPEN 8D 8C 10A Cleaning books books books WED. 9D Shelv. 10D 11C OPEN Shelv. Shelv. Shelf Shelf OPEN 8B Shelv. Cleaning Cleaning Books books books Read. Read. books THUR. 12B 9A Shelv. Shelv. OPEN 10G Shelv. Shelv. Shelf OPEN Shelv. Proces Proces 10C Books. Books books books Read. books books books FRI. Shelv. 10F Shelv. Shelf OPEN 12D Shelv. Shelf Proces OPEN 8A 9B Cleaning Cleaning books books Read. Books Read. books
  12. 12. TIISETSONG SCHOOL LIBRARY PICTURES
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