CILIPS IL Event January 2011 Alison McAllister

1. Information Literacy and CfE: Theory and Practice in North Ayrshire Alison McAllister Systems and Support Officer Information and Culture North Ayrshire Council

13. North Ayrshire’s Information Literacy Toolkit (ILT)

16. Class Visits 16/17 Number of libraries 5791 Number of pupils 50/53 Number of primary schools 253 Number of sessions Supported Study Sessions 2009-10

17. Distribution of Classes Classes attending Class visits 2009-2010 23 P7 28 P6 24 P5 23 P4 29 P3 36 P2 63 P1 Number of classes Age Group of Children

19. Curriculum for Excellence

20. Information Literacy and CfE Develop the four capacities through experiences and outcomes Literacy across learning – responsibility of all Provide learner with opportunities to: Listening and talking for learning Reading for learning Writing for learning

22. Information Literacy and CfE In particular: Reading for learning find, select, sort, summarise and link information from a variety of sources? consider the purpose and main concerns in texts, and understand the differences between fact and opinion? discuss similarities and differences between texts?

23. Information Literacy and CfE In particular: Writing for learning make notes, develop ideas and acknowledge sources in written work? develop and use effective vocabulary? create texts – for example, presentations – which allow learners to persuade/argue/explore ideas?

24. Information Literacy and CfE novels, short stories, plays, poems reference texts the spoken word charts, maps, graphs and timetables advertisements, promotional leaflets comics, newspapers and magazines CVs, letters and emails films, games and TV programmes labels, signs and posters recipes, manuals and instructions reports and reviews text messages, blogs and social networking sites web pages, catalogues and directories

25. Information Literacy Toolkit Fiction Non-Fiction Internet Cross-curricular English Language Worksheets in Microsoft Word and Publisher Teacher Guidance

27. Fiction Enjoyment and Choice Early Level I enjoy exploring and playing with the patterns and sounds of language, and can use what I learn. First Level I regularly select and read, listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain texts and authors Second Level I regularly select and read, listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain texts and authors.

28. Non-Fiction Finding and Using Information Early Level I use signs, books or other texts to find useful or interesting information and I use this to plan, make choices or learn new things. First Level Using what I know about the features of different types of texts, I can find, select, sort and use information for a specific purpose . Second Level Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes .

29. Comments ‘ I learned lots of new things.’ P7, Blacklands PS. ‘ Fun, enjoyable, interesting – it was great!’ P6, Mayfield PS. ‘ I thought the worksheets were fun to do.’ P4, Pennyburn PS. ‘ We all learned from this carefully prepared and clearly delivered course. The children are most enthusiastic to practise what they have learned.’ Teacher, St Mark’s PS.

31. Alice and Personal Reading Records Use technology for learning

32. Alice and Genres

33. ERS Website and Genres

34. Alice and Book Reviews Make reasoned evaluations

35. ILT and Book Reviews

36. ILT and Literature Circles

37. ILT and Author Visits Relate to others

39. Royal Mail Awards 2010 Make reasoned evaluations 0-7 Bookbug Category 8-11 Category

49. ILT and CfE Non-Fiction Reading: Understanding, analysing and evaluating – investigating and/or appreciating non-fiction texts with increasingly complex ideas, structures and specialist vocabulary for different purposes First Level To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text. Second Level To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail

51. Alice and Topics Use technology for learning

53. Keywords Make a game!

54. Graphic Planners/Organisers Apply different kinds of learning

55. Research – Planning and Note Taking

56. Research – Note Taking Reading; Second Level – Finding and Using Information I can make notes, organise them under suitable headings and use them to understand information, develop my thinking, explore problems and create new texts, using my own words as appropriate.

57. Research – Note Taking

58. Research – Note Taking

59. Research – Note Taking

60. Presenting and Bibliographies Writing: Organising and using information - considering texts to help create short and extended texts for different purposes First Level By considering the type of text I am creating, I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others. Second Level By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience.

61. Presenting and Bibliographies Communicate in different ways