6 Steps Library Pd Presentation


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Information Literacy Presentation: PD to teaching staff

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  • 6 Steps Library Pd Presentation

    1. 1. Information Literacy More than locating information
    2. 2. S ome observations… <ul><li>On the whole, students: </li></ul><ul><li>Have poor research skills. </li></ul><ul><li>Are inefficient researchers and users information. </li></ul><ul><li>Undervalue traditional resources – why? </li></ul><ul><li>Think they understand how to use electronic information. </li></ul><ul><li>Have difficulty with planning, organising & staying on track. </li></ul><ul><li>Have difficulty identifying their information needs. </li></ul><ul><li>Do not formulate research questions based on their information needs. </li></ul><ul><li>Have difficulty critically evaluating information resources. </li></ul><ul><li>May not always consider the ethical issues regarding the use of information. </li></ul><ul><li>Have trouble identifying when they have enough or the right information. </li></ul><ul><li>Do not reflect on the research process or their skills as a researcher. </li></ul><ul><li>May not consider how new information relates to their existing body of knowledge </li></ul><ul><li>Do not critically evaluate their work - before and after handing it in. </li></ul>
    3. 3. What does it mean to be Information Literate? <ul><li>The information literate person: </li></ul><ul><li>Frames and clarifies questions based on information needs. </li></ul><ul><li>Identifies potential sources of information. </li></ul><ul><li>Develops successful search strategies. </li></ul><ul><li>Searches for and selects information relevant to a question or task. </li></ul><ul><li>Analyses and interprets information, judges its quality and suitability. </li></ul><ul><li>Organises the information for practical application. </li></ul><ul><li>Is aware of the ethical use of information. </li></ul><ul><li>Integrates new information into an existing body of knowledge. </li></ul><ul><li>Uses information in critical thinking - structures thought and argument as opposed to straightforward information gathering and repetition. </li></ul>
    4. 4. Information Literacy is a Process 6 Steps to better research <ul><li>Step1. Defining the task. The student defines and articulates the need for information. Students spend time clarifying the topic using different methods, participating in class discussions, brainstorming ideas, making connections, reflecting, reading background info, identifying keywords & concepts, establishing a focus, assignment planning, setting timelines, due dates, aware that aspects of the defining process occur at each step. </li></ul><ul><li>“ What do I need to find out?” </li></ul><ul><li>What am I supposed to do? </li></ul><ul><li>What do I already know? </li></ul><ul><li>What are the keywords of the topic? </li></ul><ul><li>How will I present my work? </li></ul>
    5. 5. Information Literacy is a Process 6 Steps to better research <ul><li>Step 2. Locating the information The student identifies a variety of potential sources of information, knows how to use library catalogues, locates books on shelves, uses databases, refers to external organisations, uses indexes, contents pages & sourcing experts. </li></ul><ul><li>“ How will I find the information that I need?” </li></ul><ul><li>Do I know where to go to find information? </li></ul><ul><li>Do I know how to use information tools? </li></ul><ul><li>Who can help me? </li></ul>
    6. 6. Information Literacy is a Process 6 Steps to better research <ul><li>Step 3. </li></ul><ul><li>Selecting the most appropriate resources Reading, skimming and scanning, extracting information, questioning, evaluating resources for scope, language level, currency, bias, differentiates between primary & secondary resources, applies analytical skills, interprets data, makes informed choices. </li></ul><ul><li>Is the information I found trash or treasure? </li></ul><ul><li>Is the information useful? </li></ul><ul><li>What Information do I keep? </li></ul><ul><li>What can I leave out? </li></ul><ul><li>Do I trust my resources? </li></ul>
    7. 7. Information Literacy is a Process 6 Steps to better research <ul><li>Step 4. </li></ul><ul><li>Organising the information Note-taking, dot pointing, summarising, collecting quotes, noting important dates, events, people and places, recording bibliographic details of references, noting difficult words, looking up definitions, referring to research questions, knowing when enough information has been collected, </li></ul><ul><li>staying on track, formulating new ideas. </li></ul><ul><li>Have I found trash or treasure? </li></ul><ul><li>Can I take notes in my own words? </li></ul><ul><li>How will I organise my notes? </li></ul><ul><li>Have I recorded where my information came from? </li></ul><ul><li>How will I know when I have enough information? </li></ul>
    8. 8. Information Literacy is a Process 6 Steps to better research <ul><li>Step 5. </li></ul><ul><li>Presenting the ideas Selecting the most appropriate way to communicate the ideas of the assignment, checking assignment guidelines, being aware of purpose of the work – audience, assessment criteria etc. </li></ul><ul><li>How will I make it rock? </li></ul><ul><li>How have I been asked to present my work? </li></ul><ul><li>How will I set out my work? </li></ul><ul><li>Who will I be presenting my work to? </li></ul><ul><li>Am I getting my ideas across? </li></ul>
    9. 9. Information Literacy is a Process 6 Steps to better research <ul><li>Step 6. </li></ul><ul><li>Assessing the final product Checking to ensure that the assignment guidelines have been met, assessment criteria addressed, editing skills, self evaluation and reflecting. </li></ul><ul><li>How will I know if I have done my best? </li></ul><ul><li>Did I answer all the questions? Did I miss anything? </li></ul><ul><li>Does my work make sense? </li></ul><ul><li>Have I checked my spelling? </li></ul><ul><li>Have I completed every step? </li></ul><ul><li>Would I feel proud for anyone to view my work? </li></ul><ul><li>What grade am I expecting to get? </li></ul><ul><li>Do I need to follow up my results with my teacher? </li></ul><ul><li>What did I learn from this? </li></ul>
    10. 10. Strategies for implementing IL <ul><li>Integrated into classroom teaching & the curriculum </li></ul><ul><ul><li>The IL process cannot be divorced form content or product. </li></ul></ul><ul><ul><li>Collaboration, planning, PD support from the library </li></ul></ul><ul><ul><li>Using a common framework (6 steps, common assignment templates) </li></ul></ul><ul><ul><li>Matching the sequence and acquisition of IL skills to curriculum learning outcomes. </li></ul></ul>
    11. 11. Embedding IL into the assignment <ul><li>The assignment : </li></ul><ul><li>Provides opportunities to critically evaluate and analyse information. </li></ul><ul><li>Assists students to verify or refute expert opinion and to build their own arguments. </li></ul><ul><li>Provides the skills for students to become independent seekers of knowledge, and to have greater control over their learning. </li></ul><ul><li>Allows students to experience successful quests for information (less hit and miss) </li></ul><ul><li>Assists with the development of individuals who are information competent , empowered and socially aware of the responsible use of information technologies. </li></ul>
    12. 12. Creating an Assignment Template <ul><li>Provide a choice of presentation options that best support your students’ success. </li></ul><ul><li>Provide topics that encourage thinking. </li></ul><ul><li>Supply some research questions & opportunities for students to create their own. </li></ul><ul><li>Logical steps </li></ul><ul><li>Include identified outcomes that support learning goals. </li></ul><ul><li>Set assessment criteria - a scoring rubric or description of expectations </li></ul><ul><li>A clear planning timeline , dates for drafts & completion date. </li></ul><ul><li>Identify support that may help your students to successfully complete the assignment (library research skills, IL skills, graphic organisers, modelling etc.) </li></ul><ul><li>Identify key skills your students will learn from doing the assignment </li></ul><ul><li>State your expectations –what is acceptable what will not be accepted. </li></ul><ul><li>Bibliography? -provide an example of format. </li></ul><ul><li>Clear penalties for failing to meet basic requirements or deadlines </li></ul><ul><li>Opportunity for self-assessment. </li></ul><ul><li>Observable or measurable IL outcomes </li></ul>
    13. 13. How did the students respond….? <ul><li>I learn’t how to use the school website. </li></ul><ul><li>I learn’t how hard life was for Nelson Mandela. </li></ul><ul><li>That before we start we have to be prepared. </li></ul><ul><li>That there’s a lot more than getting the info. </li></ul><ul><li>I learn’t how to make things easier. </li></ul><ul><li>That time is crucial. </li></ul><ul><li>I learn’t better planning and organising skills. </li></ul><ul><li>I learn’t about thinking clearly about an assignment. </li></ul><ul><li>A lot of the organising I did will help me in my school life. </li></ul><ul><li>The research organiser helped me with note-taking and </li></ul><ul><li>sorting information. </li></ul>
    14. 14. <ul><li>I will use the skills I have learn’t in my other subjects. </li></ul><ul><li>I gave my assignment my best effort. </li></ul><ul><li>The steps I did well in were organising and assessing. </li></ul><ul><li>I need to get my head around defining more. </li></ul><ul><li>I loved my final presentation! </li></ul><ul><li>The research organiser made me get info. from more places than just websites. </li></ul><ul><li>I will use the research organiser in other subjects. </li></ul><ul><li>I thought more about my topic. </li></ul><ul><li>Next time I need to use my class time better and be organised. </li></ul><ul><li>Truly I think its useless, I’ll do it my own way. </li></ul><ul><li>I could manage my time better, but heaps better than last time. </li></ul>