Research study aimed to develop a terminology and a framework for the observation of information literacy which was common and useful to teachers and librarians; later led to the development of the North Ayrshire Information Literacy Toolkit
Originally based in the context of 5-14 and developed within CfE
This was provided by the work of Bloom and Kratwohl (1956) and Nahl (1993). Bloom's work assisted in the data analysis from the educational and cognitive perspective, and his taxonomy of levels of knowledge, comprehension, application, analysis, synthesis and evaluation and Nahl's reinterpretation of Kulthau's six stage model of the information search process from the affective, cognitive and sensorimotor perspective of the information search process (feelings, decisions and actions).
Analysis of classroom observation data using the above framework revealed a number of factors that were crucial to the development of critical attitudes to information and subsequently to the development of the toolkit:
Selection and definition of the task/topic by pupils was important (teacher defined tasks were often inappropriate or not fully enough planned)
There was a concentration of skills in the 'safe' areas such as collection and presentation of data, where little analysis was necessary
The use of deep and surface approaches to teaching the topics and skills also made a difference, as did the promotion of metacognition, where pupils were taught to reflect at every stage and keep a diary of their progress.
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
Develop the four capacities through Literacy experiences and outcomes
I develop and extend my literacy skills when I have opportunities to:
communicate, collaborate and build relationships
reflect on and explain my literacy and thinking skills, using feedback to help me improve and sensitively provide useful feedback for others
engage with and create a wide range of texts in different media, taking advantage of the opportunities offered by ICT
develop my understanding of what is special, vibrant and valuable about my own and other cultures and their languages
explore the richness and diversity of language, how it can affect me, and the wide range of ways in which I and others can be creative
extend and enrich my vocabulary through listening, talking, watching and reading.
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?
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?
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
Information Literacy Toolkit Fiction Non-Fiction Internet Cross-curricular English Language Worksheets in Microsoft Word and Publisher Teacher Guidance
Information Literacy and CfE successful learners Information Literacy
Make informed decisions Work in partnerships Make reasoned evaluations Develop knowledge and understanding of the world
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.
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 .
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.
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
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.
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.
Presenting and Bibliographies Communicate in different ways