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Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
Information literacy and cfe2010
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Information literacy and cfe2010

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CILIPS IL Event January 2011 …

CILIPS IL Event January 2011
Alison McAllister

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  • 1. Information Literacy and CfE: Theory and Practice in North Ayrshire Alison McAllister Systems and Support Officer Information and Culture North Ayrshire Council
  • 2. Background <ul><li>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 </li></ul><ul><li>Originally based in the context of 5-14 and developed within CfE </li></ul>
  • 3. <ul><li>Research project focussed on students from two perspectives: as learners and as information seekers – a lifelong learning skill </li></ul><ul><li>Two complementary research methods: a theoretical critique of documentation and literature related to the subject; and a practical analysis based on classroom observation </li></ul>
  • 4. <ul><li>Research revealed the following: </li></ul><ul><li>Absence of information and guidance on the teaching and assessment of the skills and strategies that allow students to become critical readers </li></ul><ul><li>Absence of definition of skills </li></ul><ul><li>Absence of a language with which to discuss reading and using information </li></ul>
  • 5. <ul><li>The project aimed to establish what is real for young people as they find and use information </li></ul><ul><li>An ethnographic approach threatened to be undermined by the findings detailed in the previous slide, and a new approach was required. </li></ul>
  • 6. <ul><li>This was provided by the work of Bloom and Kratwohl (1956) and Nahl (1993). Bloom&apos;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&apos;s reinterpretation of Kulthau&apos;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). </li></ul>
  • 7. <ul><li>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: </li></ul><ul><ul><li>Selection and definition of the task/topic by pupils was important (teacher defined tasks were often inappropriate or not fully enough planned) </li></ul></ul>
  • 8. <ul><ul><li>One of the weaknesses of students was the inability to define the problem within a task and to refine the research questions and procedures related to this </li></ul></ul><ul><ul><li>Students applying critical skills often recognised the need to change focus or direction, by which time it was often too late to achieve a new goal </li></ul></ul><ul><ul><li>The synthesis stage of the learning process is crucial - this is where the pupils found that the &apos;hard bits&apos; occurred </li></ul></ul>
  • 9. <ul><ul><li>There was a concentration of skills in the &apos;safe&apos; areas such as collection and presentation of data, where little analysis was necessary </li></ul></ul><ul><ul><li>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. </li></ul></ul>
  • 10. What is Information Literacy? <ul><li>Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner. (CILIP 2004) </li></ul><ul><li>Learn how to identify, locate, evaluate, organise and effectively use information </li></ul><ul><li>(LTS 2005) </li></ul>
  • 11. Why should we care? <ul><li>Information overload </li></ul><ul><li>Changes in technology - changes in teaching </li></ul><ul><li>Time - which is the best source to use e.g. Encyclopaedia vs. Internet </li></ul><ul><li>Internet is still largely unregulated - safety issues </li></ul><ul><li>Information Literacy is a Lifelong Learning skill </li></ul>
  • 12. How can we help primary pupils? <ul><li>Expose to a range of media (including books!) </li></ul><ul><li>Teach good practice when recording sources of information for both books and electronic resources </li></ul><ul><li>Identify keywords for topics </li></ul><ul><li>Critically analyse information e.g. is it current, reputable source etc </li></ul><ul><li>Present in an appropriate way </li></ul>
  • 13. North Ayrshire’s Information Literacy Toolkit (ILT)
  • 14. <ul><li>Launched May 2005 after pilot in 6 primary and two secondary schools </li></ul><ul><li>30 schools have had input from ERS staff over last few years </li></ul><ul><li>Some of these schools still use booklets for topic work </li></ul><ul><li>CPD opportunities to continue to raise awareness to teaching staff </li></ul>North Ayrshire’s Information Literacy Toolkit
  • 15. <ul><li>Supported Study sessions have been replaced with class visits to local library </li></ul><ul><li>Resource packs in Libraries based on Information Literacy Toolkit </li></ul><ul><li>Developing relationship between local library and schools </li></ul><ul><li>Supporting work being carried out in the classroom </li></ul><ul><li>Promotion of library service and reading for pleasure </li></ul>Public Libraries
  • 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
  • 18. Examples of topics researched during a class visit: <ul><li>Victorians </li></ul><ul><li>World War 2 </li></ul><ul><li>Egyptians </li></ul><ul><li>Seashore </li></ul><ul><li>Islands </li></ul><ul><li>Toys and Magnets </li></ul><ul><li>Birds </li></ul><ul><li>Scotland </li></ul><ul><li>Rainforest </li></ul>
  • 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
  • 21. Information Literacy and CfE <ul><li>Develop the four capacities through Literacy experiences and outcomes </li></ul><ul><li>I develop and extend my literacy skills when I have opportunities to: </li></ul><ul><li>communicate, collaborate and build relationships </li></ul><ul><li>reflect on and explain my literacy and thinking skills, using feedback to help me improve and sensitively provide useful feedback for others </li></ul><ul><li>engage with and create a wide range of texts in different media, taking advantage of the opportunities offered by ICT </li></ul><ul><li>develop my understanding of what is special, vibrant and valuable about my own and other cultures and their languages </li></ul><ul><li>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 </li></ul><ul><li>extend and enrich my vocabulary through listening, talking, watching and reading. </li></ul>
  • 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
  • 26. Information Literacy and CfE successful learners Information Literacy <ul><ul><li>effective contributors </li></ul></ul><ul><ul><li>responsible citizens </li></ul></ul><ul><ul><li>confident individuals </li></ul></ul>Make informed decisions Work in partnerships Make reasoned evaluations Develop knowledge and understanding of the world
  • 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.
  • 30. ILT and CfE <ul><li>Fiction </li></ul><ul><li>Use Alice (library computer) – ICT in action to find reading records and genres </li></ul><ul><li>Book Reviews </li></ul><ul><li>Literature circles </li></ul><ul><li>Author visits – biographical task </li></ul><ul><li>Royal Mail Awards </li></ul><ul><li>Rich Task e.g. class novel on Titanic (use non-fiction too) </li></ul>
  • 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
  • 38. Royal Mail Awards Make reasoned evaluations <ul><li>Most successful children’s book award in UK, 0-7 Bookbug and 8-11 categories </li></ul><ul><li>North Ayrshire Schools cast 36% of the total vote in 2009 awards </li></ul><ul><li>14 primary schools signed up for 2010 – so far </li></ul><ul><li>Vote before 28 th January 2011 </li></ul><ul><li>ERS staff write materials in exchange for resources </li></ul><ul><li>Sign-up on the Scottish Book Trust website </li></ul>
  • 39. Royal Mail Awards 2010 Make reasoned evaluations 0-7 Bookbug Category 8-11 Category
  • 40. Rich Task e.g. Titanic <ul><li>Fiction worksheets </li></ul><ul><li>Event from book </li></ul>Develop knowledge and understanding of the world
  • 41. Rich Task e.g. Titanic <ul><li>Fiction worksheets </li></ul><ul><li>Character study </li></ul>Understand different beliefs and cultures
  • 42. Rich Task e.g. Titanic <ul><li>Non-fiction worksheets </li></ul><ul><li>Planning process </li></ul>Work in partnership and in teams
  • 43. Rich Task e.g. Titanic <ul><li>Non-fiction worksheets </li></ul><ul><li>Refining planning and verification </li></ul>Make reasoned evaluations
  • 44. Rich Task e.g. Titanic <ul><li>Internet worksheets </li></ul><ul><li>Evaluating websites </li></ul>Make reasoned evaluations
  • 45. Rich Task e.g. Titanic <ul><li>Internet worksheets </li></ul><ul><li>Google – 19,600,00 websites </li></ul>Make reasoned evaluations
  • 46. Rich Task e.g. Titanic <ul><li>Internet worksheets </li></ul><ul><li>ERS Website – 9 websites </li></ul>Make reasoned evaluations
  • 47. Rich Task e.g. Titanic <ul><li>Internet worksheets </li></ul><ul><li>Deciphering Websites </li></ul>Make reasoned evaluations
  • 48. Rich Task e.g. Titanic <ul><li>Non-fiction worksheets </li></ul><ul><li>Making an information booklet </li></ul>Work in partnership and in teams
  • 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
  • 50. ILT and CfE <ul><li>Non-Fiction Books </li></ul><ul><li>Use Alice computer – ICT in action to find different topics </li></ul><ul><li>Keywords </li></ul><ul><li>Graphic Organisers </li></ul><ul><li>Planning and Note taking </li></ul><ul><li>Presenting and Bibliographies </li></ul><ul><li>Topics </li></ul>
  • 51. Alice and Topics Use technology for learning
  • 52. Alice and Non-Fiction Books <ul><li>Using the Alice system to locate a book, pupils to become familiar with the parts of a non-fiction book: </li></ul><ul><li>Classification Number </li></ul><ul><li>Title </li></ul><ul><li>Contents </li></ul><ul><li>Chapters </li></ul><ul><li>Index </li></ul>
  • 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
  • 62. ILT and Glow <ul><li>Education Resource Service Group – Information Literacy Tab – upload some worksheets and online activities soon! </li></ul>
  • 63. Feedback from recent CPD <ul><li>Roald Dahl - P4/5 </li></ul><ul><li>Used Alice computer to locate books </li></ul><ul><li>Character and setting worksheets </li></ul><ul><li>Teacher comment: </li></ul><ul><li>“ Fits into lots of things.” </li></ul><ul><li>“ Advantage of ready-made worksheets”. </li></ul>
  • 64. Feedback from recent CPD <ul><li>Comparing France and Scotland - P6 </li></ul><ul><li>Adapted planning worksheets </li></ul><ul><li>Adapted website evaluation worksheets </li></ul><ul><li>Used bibliography and Reference worksheets </li></ul><ul><li>Teacher comment: </li></ul><ul><li>“ We&apos;ve used the suggestions in the Toolkit on how to improve pupils research skills - and their reading skills, skim and scan”. </li></ul><ul><li>“ I also used the interactive pages on the LTS information literacy website ages 9-11.” </li></ul>
  • 65. Useful Websites <ul><li>L&amp;TS website http://www.ltscotland.org.uk/informationliteracy/index.asp </li></ul><ul><li>Caledonian University </li></ul><ul><li>http:// www.caledonian.ac.uk/ils/framework.html </li></ul><ul><li>The Big Six </li></ul><ul><li>http://www.big6.com/ </li></ul>
  • 66. Thank you <ul><li>If you are interested in using the Toolkit in your library, please get in touch: [email_address] or 01294 212716 </li></ul>

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