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Information Literacy With Arabic Translation

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How to teach students to find, use and evaluate information, using the PLUS Information search process.

How to teach students to find, use and evaluate information, using the PLUS Information search process.

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  • 1. Information Literacy – How to teach students to find, use and evaluate information Nerine Chalmers BA, Grad CE, M(TL) Translator – Amal Hamam ‫المعلومات‬ ‫ثقافة‬ ‫وتقييمها‬ ‫المعلومات‬ ‫واستخدام‬ ‫إيجاد‬ ‫كيفية‬ ‫الطالب‬ ‫تعليم‬
  • 2. The Information Landscape of the 21st century The library and librarians have become far far more important — if they can re-image themselves to reflect a new information landscape. David Warlick, 2009
  • 3. ‫القرن‬ ‫معلومات‬ ‫آفاق‬21 ‫أصبح‬‫والصف‬ ‫المعلم‬.........‫أكثر‬‫أهم‬‫االن‬ ‫ية‬‫من‬ ‫قبل‬ ‫ذي‬.‫المكتبة‬‫والمكتبي‬‫ين‬‫أصبح‬‫وا‬‫أ‬ ‫اآلن‬‫كثر‬ ‫أهمية‬--‫استطاع‬ ‫إذا‬‫وا‬‫اآل‬ ‫صورة‬ ‫يعكسوا‬ ‫أن‬‫فاق‬ ‫المعلوماتية‬‫الجديدة‬. ‫وايرلك‬ ‫دايفيد‬2009
  • 4. What is the new information landscape? ‫الجديدة‬ ‫اآلفاق‬ ‫هي‬ ‫ما‬ ‫للمعلومات؟‬ Image from Flickr, licensed under Creative Commons
  • 5. Information Literacy Standards for the Digital Learners of New York 1. Inquire, think critically, and gain knowledge. 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 3. Share knowledge and participate ethically and productively. 4. Develop an appreciation for ideas and information in pursuit of personal growth. Digital learners transfer current knowledge to the use of new information technologies ‫للمتعلمين‬ ‫المعلومات‬ ‫ثقافة‬ ‫معايير‬‫الرقميين‬‫نيويورك‬ ‫في‬ 1.‫المعرفة‬ ‫إكتساب‬ ‫و‬ ‫ناقد‬ ‫بشكل‬ ‫التفكير‬ ، ‫البحث‬ 2‫قرارات‬ ‫واتخاذ‬ ، ‫النتائج‬ ‫إستخالص‬‫مستنيرة‬‫المعارف‬ ‫وتطبيق‬ ،‫الجد‬ ‫للحاالت‬،‫يدة‬ ‫و‬‫اكتساب‬‫جديدة‬ ‫معرفة‬. 3.‫ومثمر‬ ‫فعال‬ ‫بشكل‬ ‫فيها‬ ‫والمشاركة‬ ‫المعرفة‬ ‫تبادل‬. 4. .‫و‬ ‫لألفكار‬ ‫قيمة‬ ‫اعطاء‬‫الشخصي‬ ‫النمو‬ ‫لتحقيق‬ ‫المعلومات‬ ‫الستخدام‬ ‫الحالية‬ ‫المعرفة‬ ‫ينقلون‬ ‫الرقميين‬ ‫المتعلمين‬‫ها‬‫التكنولوجي‬ ‫في‬‫المعلومات‬ ‫ا‬‫ية‬ ‫ال‬‫حديثة‬.
  • 6. Interaction Printout Final version Presentation Rewriting Transportation of Text Information Literacy Interventions FINDING, ACCESSING AND EVALUATING INFORMATION CONSTRUCTING NEW UNDERSTANDINGS Ross Todd presenting in UK
  • 7. ‫التفاعل‬ ‫ا‬‫ست‬‫خرا‬‫المعلومة‬ ‫ج‬ ‫النهائي‬ ‫النص‬ ‫العرض‬ ‫إعادة‬ ‫الصياغة‬ ‫النص‬ ‫نقل‬ ‫المعلومات‬ ‫ثقافة‬ ‫مداخالت‬ ‫إيجاد‬‫و‬ ‫المعلومات‬‫الوصول‬‫اليها‬‫وتقييم‬‫ها‬ ‫الجديدة‬ ‫المفاهيم‬ ‫بناء‬ ‫تود‬ ‫روس‬ ‫تقديم‬-‫المتحدة‬ ‫المملكة‬
  • 8. These information literacy standards show that the terms find, evaluate and use cover many skills. It is important to look at those, particularly in this digital age where it is so easy to copy and paste from a website, as shown in this video clip. ‫إيجاد‬ ‫أن‬ ‫تبين‬ ‫المعايير‬ ‫هذه‬ ‫المعلومات‬ ‫واستخدام‬ ‫وتقييم‬ ‫المهارات‬ ‫من‬ ‫العديد‬ ‫يغطي‬.‫ومن‬ ‫ن‬ ‫أن‬ ‫المهم‬‫ب‬ ‫عمل‬‫في‬ ‫سيما‬ ‫ال‬ ،‫ها‬ ‫يكون‬ ‫حيث‬ ‫الرقمي‬ ‫العصر‬ ‫هذا‬ ‫من‬ ‫واللصق‬ ‫النسخ‬ ‫السهل‬ ‫من‬ ‫ك‬ ، ‫االنترنت‬ ‫شبكة‬ ‫على‬ ‫موقع‬‫ما‬ ‫الفيديو‬ ‫هذا‬ ‫في‬ ‫مبين‬ ‫هو‬.
  • 9. Provides clear directions Clarifies purpose Breaks down complex tasks into manageable expectations Keeps students on task Offers assessment to clarify expectations Points students towards worthy sources Scaffolding Image from Flickr, licensed under Creative Commons
  • 10. ‫واضحة‬ ‫توجيهات‬ ‫توفر‬ ‫ايضاح‬‫الغرض‬‫منها‬ ‫ت‬‫بسيط‬‫المعقدة‬ ‫المهام‬ ‫السيطرة‬ ‫من‬ ‫نتمكن‬ ‫حتى‬ ‫النتائج‬ ‫في‬ ‫والتحكم‬ ‫المتوقعة‬ ‫الطالب‬ ‫إبقاء‬‫في‬ ‫منهمكين‬ ‫المهمة‬ ‫لتوضيح‬ ‫تقييما‬ ‫وضع‬ ‫التوقعات‬ ‫المصادر‬ ‫إلى‬ ‫الطالب‬ ‫إرشاد‬ ‫الجيدة‬ ‫المقومات‬ Image from Flickr, licensed under Creative Commons
  • 11. Scaffolding Careful planning of assignments set by teachers or librarians: Assignments need to have relevance to students’ lives need to involve the 21st century skills, need to have a built in supportive assessment process The assignment should require transforming the information rather than transporting it. Image from Flickr, licensed under Creative Commons
  • 12. ‫التي‬ ‫للمهام‬ ‫الدقيق‬ ‫التخطيط‬ ‫أمناء‬ ‫أو‬ ‫المعلمين‬ ‫من‬ ‫كل‬ ‫حددها‬ ‫المكتبات‬. ‫المهام‬ ‫تكون‬ ‫أن‬ ‫الضروري‬ ‫من‬ ‫للطالب‬ ‫المناطة‬ ‫لهاعالقةبحياتهم‬. ‫القرن‬ ‫مهارات‬ ‫على‬ ‫تحتوي‬ ‫وأن‬ ‫عشر‬ ‫الحادي‬. ‫بشكل‬ ‫المهام‬ ‫تصحيح‬ ‫يكون‬ ‫أن‬ ‫و‬ ‫دوري‬. ‫بفهم‬ ‫المهام‬ ‫تقوم‬ ‫أن‬ ‫بشرط‬ ‫فهم‬ ‫دون‬ ‫نقلها‬ ‫من‬ ‫بدال‬ ‫المعرفة‬ Image from Flickr, licensed under Creative Commons
  • 13. Scaffolding An Information Search Process Preparation/plannin g Location Use Self-evaluation P L U S ‫مقومات‬ ‫عن‬ ‫البحث‬ ‫عملية‬ ‫ال‬‫معلوم‬‫ات‬ ‫اإلعداد‬/‫التخطيط‬ ‫ا‬‫المعلومة‬ ‫يجاد‬ ‫استخدام‬‫المعلومة‬ ‫الذاتي‬ ‫التقييم‬
  • 14. YOU WANT A NEW OUTFIT. WHAT DO YOU DO? PLUS in your day to day life….
  • 15. PLAN  Decide on casual/profession al  Color/Brand  Ready made or tailored?  Decide on the money you will spend on it • PLAN • LOCATE • USE • SELF EVALUATE
  • 16. LOCATE  Find out where I will be able to shop  Do they have what I want?  Or should I get it stitched by the tailor?  Order it online? • PLAN • LOCATE • USE • SELF EVALUATE
  • 17. USE  I go to the shop I have located  Buy the outfit  I try the outfit on me • PLAN • LOCATE • USE • SELF EVALUATE
  • 18. SELF EVALUATE  Do I look good in this?  Does it suit my color?  Does it fit me properly  Is it proper for the occasion I need to attend? • PLAN • LOCATE • USE • SELF EVALUATE
  • 19. FOR A RESEARCH PROJECT THIS MEANS…..  Planning and preparing your project  Locating the sources  Using the information  Self-assessment - evaluating the product and the process
  • 20. P - Preparation/Planning P ‫والتخطيط‬ ‫اإلعداد‬Brainstorming - What exactly is my topic about? What is it not about? Identifying an information need. Learning to frame research questions. Identifying keywords. Importance of the ‫الذهني‬ ‫العصف‬ ‫البحث‬ ‫موضوع‬ ‫ماهو‬‫بالضبط؟‬ ‫و‬‫م‬‫الموضوع‬ ‫نطاق‬ ‫خارج‬ ‫اهو‬‫؟‬ ‫بتحديد‬ ‫قم‬‫احتياجات‬‫المعلومة‬ ‫البحث‬ ‫أسئلة‬ ‫صياغة‬ ‫تعلم‬. ‫على‬ ‫تعرف‬‫المفتاحية‬ ‫الكلمات‬. ‫العنوان‬ ‫أهمية‬
  • 21. L – Location The brainstorming done in the preparation stage will have yielded key words and questions which the students will use to search for the information he needs. L-‫ا‬‫يجادالمعلومة‬ ‫مرحلة‬ ‫في‬ ‫الذهني‬ ‫العصف‬ ‫تم‬ ‫اإلعداد‬ ‫المفتاحية‬ ‫الكلمات‬ ‫عنه‬ ‫نتج‬ ‫سيستخدمها‬ ‫واألسئلةالتي‬ ‫المعلومة‬ ‫عن‬ ‫للبحث‬ ‫الطالب‬ ‫إليها‬ ‫يحتاج‬ ‫التي‬. ‫سيجدالجواب؟‬ ‫أين‬
  • 22. L – Location Print resources, pre-selected web sites, search engines, on- line resources, reference books, non- fiction books, multimedia resources. L-‫المعلومة‬ ‫ايجاد‬ ‫المطبوعة‬ ‫المصادر‬، ‫المختارة‬ ‫الويب‬ ‫مواقع‬، ‫البحث‬ ‫محركات‬، ‫اإللكترونية‬ ‫المصادر‬، ‫المراجع‬ ‫كتب‬، ‫كتب‬،‫علمية‬ ‫موارد‬‫المتعدد‬ ‫الوسائط‬‫ة‬
  • 23. L – Location Selection skills – what to look for, and how to evaluate it. Relevancy, currency, accuracy, reliability. Searching skills Keeping a resource list; bibliography ‫االختيار‬ ‫مهارة‬ ‫ما‬‫الذي‬‫عن‬ ‫تبحث‬‫ه‬‫،وكيف‬ ،‫معلومة‬ ‫من‬ ‫ماوجدت‬ ‫تقيم‬ ‫المعلومة‬ ‫هذه‬ ‫دقة‬ ‫هي‬ ‫وما‬ ‫وما‬ ‫صالحيتها‬ ‫هي‬ Images in the public domain from WikipediaCommons
  • 24. The Five W’s of Web Site Evaluation WHO? ‫من‬ WHAT? ‫ماذا‬ WHEN? ‫متى‬ WHY? ‫لماذا‬ ©2001-2008 by Kathy Schrock (kathy@kathyschrock.net Image from Flickr, licensed under Creative Commons
  • 25. U – USE How will I use the information I have found? Skills: Reading skills, skimming and scanning, Interactive skills – do I understand what I am reading, how can I relate this to what I know already? Recording skills U-‫االستخدام‬ ‫الت‬ ‫المعلومات‬ ‫سأستخدم‬ ‫كيف‬‫ي‬ ‫عليها؟‬ ‫حصلت‬ ‫المهارات‬: ‫التصفح‬ ،‫القراءة‬ ‫مهارات‬ ‫السريعة‬ ‫والقراءة‬ ‫التفاعلية‬ ‫المهارات‬: ‫كيف‬ ‫ماقرأته؟‬ ‫فهمت‬ ‫هل‬ ‫مع‬ ‫أربطها‬ ‫أن‬ ‫يمكنني‬ ‫السابقة؟‬ ‫معلوماتي‬ ‫التسجيل‬ ‫مهارات‬ ‫التركيب‬ ‫مهارات‬
  • 26. U – USE Writing Presentational skills Creativity Constructing knowledge Collaborating U–‫االستخدام‬ ‫الكتابة‬ ‫العرض‬ ‫مهارات‬ ‫اإلبداع‬ ‫المعرفة‬ ‫بناء‬ ‫التعاون‬
  • 27. S – SELF EVALUATION Have I found the answers to my questions? Were my questions searching? Did I have useful key words? Have I kept a record of the sources I used? Am I happy with the way my work was presented? What new questions have I come up with? S–‫الذات‬ ‫التقييم‬‫ي‬ ‫ألسئلتي‬ ‫إجابات‬ ‫وجدت‬ ‫هل‬‫؟‬ ‫بحثت‬ ‫أين‬‫عن‬‫أسئلتي؟‬ ‫مفتاح‬ ‫كلمات‬ ‫استخدمت‬ ‫هل‬‫ية‬ ‫مفيدة؟‬ ‫المصادر‬ ‫كل‬ ‫سجلت‬ ‫هل‬ ‫المستخدمة؟‬ ‫عرض‬ ‫بطريقة‬ ‫سعيد‬ ‫أنا‬ ‫هل‬ ‫عملي؟‬ ‫التي‬ ‫الجديدة‬ ‫األسئلة‬ ‫ماهي‬ ‫البحث؟‬ ‫من‬ ‫نتجت‬
  • 28. Interaction P U S L TRANSFORMATION Literacy Interventions QUESTIONING, CREATING, COLLABORATING, CONSTRUCTING, ACTION, QUESTIONING, CONSTRUCTING NEW UNDERSTANDINGS
  • 29. Resources Kentucky Virtual Library See handout for many other web resources. ‫مكتبة‬ ‫فيرتوال‬ ‫كنتاكي‬ ‫االطالع‬ ‫أرجو‬ ‫الملخص‬ ‫على‬ ‫من‬ ‫للعديد‬ ‫األخرى‬ ‫المواقع‬ http://www.kyvl.org/html/kids/homebase.html
  • 30. Thank you ‫لكم‬ ‫شكرا‬ Image from Flickr, licensed under Creative Commons
  • 31. Bibliography Eisenberg, M and Berkowitz,R The Big 6 . Viewed 15 April 2009 http://www.big6.com/kids/7-12.htm Herring, J. The PLUS Information Search Process. Viewed 19 April 2009 http://www.ltscotland.org.uk/5to14/specialfocus/informationskills/pl us.asp Konnanath, S. Plus in your every day life. Personal Communication Todd, R. If information literacy is the solution, what is the problem? If information literacy is the problem, what is the solution? CILIP 2007 Warlick, D 2 cents worth Teaching and Learning in the new Information Landscape , viewed 17 April 2009-04-18 http://davidwarlick.com/2cents/

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