Information Literacy In The Eyes Of Teachers And Librarians

INFORMATION LITERACY through the eyes of Teachers and Librarians ELVIRA B. LAPUZ [email_address]

Objectives
To institutionalize teaching of information literacy in schools and libraries
To enhance the information literacy capabilities of teachers and librarians
To have information literate teachers, librarians and students

The concept of Information Literacy
First discussed in the U.S. in 1974 in response to the rapidly increasing amount of information and the complexities of doing search
Paul Zurkowski, president of Information Industry Association introduced the concept

http://www.escuela.ca/information_literacy.gif Information literacy defined…

To encourage Information Literacy ask the students…
to summarize or paraphrase what was read
to pin-point the main idea of what was read
to compare/contrast information from two or more sources
to read and evaluate a piece of writing or specific information – do you agree or disagree?
to write a well researched essay
to find information on the internet
to use library resources
to use a library database
to determine the usefulness of a source
to comment on the validity, the legitimacy, or the relevance of a source
to find a “scholarly” source
to make connections between readings
to cite sources
-- Dr. Judith Kizzie & Laura Yoo

“ to be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” - Final Report of American Library Association Presidential Committee on Information Literacy, 1989. p.1.

http://www.library.mmu.ac.uk/bigblue/images/image32.gif

Key IL skills
Recognizing the need for information
Able to find and evaluate information
Can think critically to synthesize and assimilate information
Can communicate information effectively
Comfortable using the necessary tools and technologies
Understands and applies ethical principles

It is all about… http://sites.google.com/site/bethhueyportfoliosite/_/rsrc/1235585868056/Home/information%20literacy.jpg

Critical Thinking
the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information … as a guide to belief and action.
(www.criticalthinking.org/aboutCT/definingCT.shtml)

Be a critical thinker by …
Being observant
Learning from experience
Reflection
Reasoning
Communicating

It includes the ability to…
set goals
adjust strategies
carry out tasks
distinguish fact from opinion
establish the authority of sources
assess accuracy and relevance of information
detect bias and underlying assumptions

"Within today's information society, the most important learning outcome for all students is their being able to function as independent lifelong learners. The essential enabler to reaching that goal is information literacy." Breivik, Patricia. "Information Literacy and Lifelong Learning: The Magical Partnership." International Lifelong Learning Conference, Central Queensland University, 2000. 7 December 2001. <http://lifelonglearning.cqu.edu.au/2000/home.htm>

Models of Information Literacy
SCONUL’s Seven (7) Pillars of Information Literacy
Eisenberg and Berkowitz’s Big 6 Model
IFLA’s Empowering 8

The Big 6 ™ Model www.wlma.org /.../traincbas/research-models.html

IFLA’s Empowering 8 Model
Identify
Explore
Select
Organize
Create
Present
Assess
Apply

IL and other literacy Source: http://blogs.ubc.ca/dean/files/2009/02/bloom1.gif

Cultural Literacy
the ability to understand and appreciate the similarities and differences in the customs, values, and beliefs of one’s own culture and the cultures of others
http://arts.brighton.ac.uk/__data/assets/image/0005/5981/Polistina1a.jpg

Cultural Literacy
“ the ability to be informed by beliefs and behaviors that have been shared from one generation to another in an oral or written form. Cultural literacy can create a knowledge and awareness that brings distinct commitment to social justice, responsibility to defend human dignity, and respect for cultures and languages associated with different nations and lifestyles.”
- from the American National Council of the Professors of Educational Administration

Visual literacy
“ to understand and use images, including the ability to think, learn and express oneself in terms of images” [Braden & Hortin, 1982]
Ability to understand and use visual images in our daily lives

Media literacy
The ability to use various media to access, analyze and produce information for specific outcomes
A media literate person can decode, evaluate, analyze and produce both print and electronic media
Recognize the influence of television, film, radio, recorded music, newspapers, and other media
http://www.glogster.com/media/2/4/41/10/4411002.jpg

Computer literacy
Knowing/understanding how to use a PC
The ability to create and manipulate documents and data via word processing, spreadsheets, databases and other software applications
It is NOT about the ability to write computer programs
http://www.inspirationline.com/images/DogComputer.jpg

Digital literacy
The ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers or other digital technology, i.e cellphones
http://farm2.static.flickr.com/1194/1383955080_1cb4b16982.jpg

Network literacy
An understanding of the systems by which networked information is generated, managed and made available
http://lonewolflibrarian.files.wordpress.com/2009/05/personal_social_network.jpg

Information Literacy Standards
Focus on implementing concepts of IL across the curriculum
Competency standards that include performance indicators and outcomes based on the acknowledged definition of being information literate, i.e.
ACRL’s Information Literacy Competency Standards for Higher Education
AASL’s Information Literacy Standards for Student Learning

ACRL Competency Standards
5 standards
Performance indicators for each standard
Outcomes for each indicator

Standard 1- The information literate student determines the nature and extent of the information needed
Standard 2 - The information literate student accesses needed information effectively and efficiently
Standard 3 - The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.

Standard 4 - The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose
Standard 5 - The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally

Information Literacy Standards for Student Learning
AASL (American Association of School Librarians) and AECT (Association of Educational Communications Technology
Published in Information Power: Building Partnerships for Learning (1988)
Nine (9) standards categorized under three (3) headings: Information Literacy, Independent Learning, Social Responsibility

Heading 1 : Information Literacy
The student who is information literate accesses information efficiently and effectively
The student who is information literate evaluates information critically and competently
The student who is information literate uses information accurately and creatively

Heading 2 : Independent Learning Standards
4. The student who is an independent learner is information literate and pursues information related to personal interests
5. The student who is an independent learner is information literate and appreciates literature and other creative expressions of information
6. The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation

Heading 3 : Social Responsibility Standards
7. The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society
8. The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology
9. The student who contributes to the learning community and to society is information literate and participates effectively in groups to pursue and generate information

Information Literacy Instruction (ILI)
Stand alone courses or classes
Self-paced tutorials
Online tutorials
Workbooks
Course-related instruction
Course-integrated instruction

IL from the Library

beyond

http://www.western.edu/academics/library/information-literacy-program/instruction/Scientific%20Information%20Cycle.jpg

Online tutorials

Guides and how to’s

Guides to citing sources

Toolkit for Teaching

Typical modules of instruction that meet ACRL Competency Standards
Choosing and deciding on a topic
Identification of different types of information sources
Use of Online Catalog (tutorials on how to use OPAC)
How to search databases to find articles
Keyword vs. controlled vocabulary searching
Complex search instructions
Acknowledging and Citing sources properly
Internet search engines (Google NOT!)
Evaluating information sources
What is plagiarism?

No more “one shot” IL classes
Provide for a variety of approaches to delivering IL
Make use of web-based resources that are accessible 24/7
Develop free standing IL courses that covers multiple sessions for in-depth exploration and learning

Confusion!

WEB 2.0
the network as platform
software as a continually-updated service that gets better the more people use it
Thrives on the "architecture of participation"
-- [Tim O’Reilly 2006]

WEB 2.0
“ The phrase Web 2.0 was created by O'Reilly Media to refer to a supposed second generation of Internet-based services that let people collaborate and share information online in a new way—such as social networking sites, wikis, communication tools, and folksonomies…” [Wikipedia 2006]

Web 2.0 tools
Blogs
RSS feeds
Wikis
Podcasts and podcasting
Social bookmarking
Social networking
Tagging

Blogs
Short for web log
an online journal where information (not only text, but also audio, photographs and video) is posted on a regular basis and appears in chronological order
Way to share one’s thoughts to the world

RSS feeds
Stands for R eally S imple S yndication
Provides the glue that links us to the content we want to read
"feed," "web feed," or "channel," containing either a summary of content from an associated web site or the full text
often used by bloggers to alert users to new postings

wikis
type of website that allows collaborative creating, editing and storage of content by a group of users
ideal for specific projects and collaborative knowledge sharing, especially if group members are in more than one location
Wikipedia – most well known wiki; free online encyclopedia

Podcasts
Derived from the terms iPod and broadcast
a collection of digital media files distributed over the Internet, often using syndication feeds, for playback on portable media players and personal computers

Social bookmarking
a method for Internet users to store, organize, search, and manage bookmarks of web pages with the help of metadata – [wikipedia]
Can be both public and private

Social networks
metaphor to connote complex sets of relationships between members of social systems at all scales, from interpersonal to international – [wikipedia]

Library 2.0 in the framework of Web 2.0
Making use of web 2.0 tools to market and promote library services
Give emphasis on user control, radical trust, flexibility and user autonomy
Work on real time and asynchronous communication
Use social networking sites and multi-media application

Library 2.0
incorporating aspects of Web 2.0 into the library’s service delivery models
making the library’s space (virtual and physical) more interactive, collaborative, and driven by community needs.
The basic drive is to get people back into the library by making the library relevant to what they want and need in their daily lives [Cohen 2006]

Library 2.0 is about…
Creating experiences for users
Providing a meeting place
Being human – understanding users and getting closer to the user
User generated content
Radical trust
Community of users and staff

Fichter, Darlene. “Web 2.0, Library 2.0 and Radical Trust: A First Take.” Blog on the Side. <http://library2.usask.ca/~fichter/blog_on_the_side/2006/04/web-2.html>.

Library 2.0 tools: blogs
Help to develop writing skills, encourage creation of communities and reflections
Can be used in teaching with student contents being collected into the teachers aggregators
Keeping a blog as a way of recording progress and managing time
Can be used to build up evidence and gather opinions from peers or instructors

Library 2.0 tools: RSS feeds
Feeds can allow students and researchers to subscribe to regular content from news services
Students can create their own information world
Instead of looking for specific types of information, the most current information find you

Library 2.0 tools: wikis
No preventing its use
A good starting point for research
Encourage group work and peer review
A good way to introduce how easy it is to be posting information on the web

Library 2.0 tools: podcasts
Can be used for library instructions, especially for distance learners
Can be effective in accommodating school performances
Allows time shifting and can be used in non-conventional learning set-ups

Library 2.0 tools: social bookmarking
Can be used as a research tool to help students organize materials they find and bookmark
Assists in referencing and encourages tagging
Aids in sharing resources

Sharing/organizing in LibraryThing

“ bookmarks” in del.icio.us

Library 2.0 tools: social networking
Venues for students to explore collaborative research endeavors
Can be used to organize and present class content
Tagging can become part of critical thinking, creating links which involves evaluation, categorizing and formulating keywords

Library News on Flickr

Library Instruction on YouTube

http://pwoessner.com/wp-content/uploads/2008/12/networked-teacher.jpg Networked teacher

Web 2.0, Library 2.0 and IL
Helps in connecting the library with the Net generation
Provide for new tools to enhance delivery of library service
This is a world of perpetual Beta – a work in progress, providing the need to do further experiments and explorations

Information Literacy Program
More than just teaching how to use the library
The goal is to develop information competencies and the skills for life long learning

Why plan for an IL Program?
There’s just too much information
IL skills are essential for life-long learning
Recognize the importance of instructions in the search for and use of information
Library as the ideal venue for instruction
Librarians as instructors and mentors

A comprehensive information literacy plan is a concrete proof of an institutions commitment to educating users of information.

Learning institution of all kinds should initiate efforts to plan a comprehensive information literacy program for all its constituents.

IL and management
Activities should clearly focus on an IL standard or standards
Seek assistance of experts when designing and formulating a new course
Be resourceful and creative in promoting the IL program
Work as a team but identify someone to lead the group
Be clear about IL objectives in any type of activity
Always put in mind that the IL program is not the sole domain of the library

The development of an Information Literacy program relies on transforming a library based program into a school campus enterprise with wider ownership and engagement, seeking not just buy-in but leadership and engagement beyond the walls of the library -- Information Literacy Programs : Success and Challenges / Durisin, 2002

Planning the Plan
Identify and analyze information needs of the community of learners
Decide on timelines and schedules
Decide on who shall write the plan

Planning to write
Start with an outline
Identify audience
Consult with experts in the fine art of writing

Write the Plan
Work on the key point of the plan
Write the body of the plan in such a way that it will serve as a manual for implementing the IL program
Adhere to set timetables

Assessment and evaluation
to ensure that an IL plan is well implemented, mechanisms should be formulated to determine how well it is meeting its goals and by letting all concerned know how it is doing
Consider both quantitative and qualitative methods of assessment
Be open for feedbacks and evaluations

Market the plan
Get approval from the approving body
Provide reports and updates
Introduce and promote the plan to all members of the community

Information Literacy Instruction (ILI)
Stand alone courses or classes
Self-paced tutorials
Online tutorials
Workbooks
Course-related instruction
Course-integrated instruction

No more “one shot” IL classes
Provide for a variety of approaches to delivering IL
Make use of web-based resources that are accessible 24/7
Develop free standing IL courses that covers multiple sessions for in-depth exploration and learning

Library orientation
To inform students about the services provided by the library and when, where and how these can be accessed
The students first meeting with the library staff
Timing is crucial!

Typical contents
Location of the library and operating hours
Library rules and regulations
Services offered
Resources available
Instructions on how to locate materials
Borrowing procedures

Typical modules of instruction that meet ACRL Competency Standards
Choosing and deciding on a topic
Identification of different types of information sources
Use of Online Catalog (tutorials on how to use OPAC)
How to search databases to find articles
Keyword vs. controlled vocabulary searching
Complex search instructions
Acknowledging and Citing sources properly
Internet search engines (Google NOT!)
Evaluating information sources
What is plagiarism?

Preparing to teach
Plan your teaching session
Formulate your learning outcomes
Items in your Lesson Plan
Course title
Details of the session
Required pre-session preparations
Instructors notes

Plan your teaching session
Effective planning = successful teaching
Allow enough time
Think about how much students can learn; don’t make session too content heavy
Be creative and innovative!

Formulate your learning outcomes
Clear and precise statements of what the learner will know or be able to do after attending the session
Task based or generic
Three parts: task, standards and conditions

Think about your learners
Existing knowledge
Skill levels
Motivation
Learning preferences
Support needed
Be flexible!

Teaching aids
Print and online teaching resources
Flip charts and whiteboards
Music
Powerpoint presentations
Handouts
Video

Presentations using Powerpoint ™
Limit information to key points only
Limit the number of lines
Use keywords and short sentences
Use normal sentence case and readable fonts
Avoid abbreviations and acronyms
Do not apologize for any slide. Redo if needed
Do spell check and proof read
Use clip art and pictures to enhance content
Include video clips to make it more interesting

Handouts
Useful as memory aids
Encourages good note taking practice
Allow students to recap on key points during a presentation
May take the form of information sheets, worksheets, workbook or evaluation sheets

When preparing handouts
Use readable fonts, at least 12pt Arial or Times New Roman
Use bold texts for headings
Avoid excessive use of capitalization, underlining and italicization
Leave space between texts
Use good paper
Keep an electronic copy for distribution, if requested

Presentation techniques
Be confident!
Be clear and coherent
Engage your audience
Be aware of the time
Be yourself
Enjoy yourself!

Evaluate teaching
Reflective practice
Feedback from students
Feedbacks from peers

think about instruction…
ILI is integrated across the curriculum and provides opportunities for instructions outside the classroom
The library as an instructional center on campus and serves as the hub for campus-wide efforts of helping students acquire information skills

Librarians concerned with IL
Thoroughly aware of the needs of the Net Generation
Gives 2.0 tools a try to connect to this generation
Explains how information is created and communicated and help students develop a sense of context when using information
Encourages critical thinking
The “Blended Librarian”
Librarian 2.0? 

Bear in mind…
Information Literacy is more than just a set of skills
Information Literacy teachings should be integrated in the school curriculum
Information Literacy is essential to student success

References:
Eisenberg, Michael (2004). Information Literacy : Essential Skills for the Information Age. Westport, Conn. Libraries Unimited.
Grafstein, Ann. Information literacy and technology : an examination of some issues. Portal : Libraries and the Academy vol. 7, no. 1 (2007), pp. 51-64
Information literacy meets Library 2.0. (2008). Godwin, Peter and Jo Parker. London : Facet Publishing.
Martin, A., and Rader, H. (2002). Information and IT Literacy : enabling learning in the 21 st century. London : Facet.
Taylor, J. (2006). Information Literacy and the School Media Center. Wesport, Connecticut : Libraries Unlimited.
UNESCO Information for All Programme. Understanding information literacy : a primer. Paris : UNESCO, 2007.

ELVIRA B. LAPUZ University of the Philippines [email_address]

Information Literacy In The Eyes Of Teachers And Librarians

by Quezon City Librarians Association, Inc.

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