CompanyLOGO          Teaching InfoLit to          school age Children                 By Mr. Jude Gorospe          For PAS...
Activity 1        ANSWER 1                                         ANSWER 2    Include name and                           ...
The InformationEnvironment
Information in various materials and forms
Information Environment: Challenges           Information           Overload           Overwhelming Quantity/           Un...
Information Overload           When a person finds it...             hard to understand             make sense of         ...
Information Overload       There are 23,800,000 pagesrelated to the term ‘information overload’.
Information OverloadAnd at the top of the search result    is a page from Wikipedia.
Quantity vs. Quality Info                        (Powis-Dow, 2006)   Overwhelming Quantity        Underwhelming           ...
Quantity vs. Quality Info  SPAMAdvertising  Wikis
Shrinking Half-life of Knowledge                (Kapp, K. M. & McKeaguea, C. , 2002)                  • The time span from...
Shrinking Half-life of Knowledge                         Pluto as a dwarf planet                         (2006)           ...
Shrinking Half-life of Knowledge Bloom’s Taxonomy revised       (1956)               (1994)
Schools’ Management of Challenges          in Information Environment• Textbook/Teacher as source of content?• Discourage ...
Why teach information literacy?• To enable the kids to  – effectively handle information and organize    data into a coher...
Our   School  Childrenand Teens
21st Century Learners                   Kids google everything in their Google Gen              information search        ...
21st Century Learning Divide                (Grassian, E.S. & Kaplowitz, J.R., 2009) Lost in the vast array     ofinformat...
Our school library/ info users                            (Loertscher, D. V. , 2001)                   Advanced:       Ind...
Information Styles                                             (Steinerova, J., 2010)                     Pragmatic Inform...
Why teach information literacy?• To bridge the information literacy divide  among our information users.• To enable the ki...
Students’ Info Needs                                                         (Thomas, 2004)Intervention                   ...
Activity 2• Do the Library Assessment Exercise
AboutInformation    Literacy
Brief History of ILI                • Promoted by Melvil Dewey  Personal                • Individual instruction & ‘Just i...
Brief History of ILIInformation    • Covers info resources beyond the library   Literacy    • Focus: Building Skills in id...
Information Literacy is about…
(AASL, 2007)• Inquiry &                                         • Synthesis     I  Critical                               ...
Rational Approach to Information Literacy                                       (Gorman, 2000)                            ...
The 4 R’s of Library Literacy                                              • Identify and  • Observe                      ...
Technology Literacy                              (Partnership for 21st Century Skills, 2003) Learn to use digital         ...
Present Practices by School LMCs  No InfoLit or Library Instruction Program  ---Library as a warehouse of materials  InfoL...
Approaches to Information Literacy       Instruction (Loertscher, 2000)     Stand-Alone           Course-integrated       ...
Instructional Designs of IL                                  ProcessContent   -Stand alone ILI                  -Integrate...
Effectivity Diagram of InfoLit Instruction                                                 (Loertscher, 2003)             ...
Effectivity Diagram of InfoLit Instruction                                                  (Loertscher, 2003)            ...
IL Instruction    as Stand-        Alone
FINDING INFORMATION          Library                                 InternetLibrary Catalog           Indexes/Abstracts  ...
FINDING INFORMATION          Library                                 InternetLibrary Catalog           Indexes/Abstracts  ...
Stand-Alone IL Instruction    Content-Process CombinationSAMPLE 1:             Teacher orients the             students re...
Stand-Alone IL Instruction    Content-Process CombinationSAMPLE 2:              Teacher describes the                books...
IntegratedInformation    Literacy
How do we integrate LIP to other subjects?                            I            S               N            U         ...
InfoLit Instruction ModelsREACTS Model        Information        Pathways to  (Stripling &    Search Process       Knowled...
IL Process: Super3 Model (Information Literacy Model by Eisenberg & Berkowitz, 1988)               • What am I supposed to...
• Do the Super3 Exercise
Exercise: Understanding the Super3                                 (Eisenberg & Berkowitz, 2011)   DO    1. Views a video ...
Exercise: Understanding the Super3                            (Eisenberg & Berkowitz, 2011)PLAN   5. Realizes that one’s n...
IL Process: Big6 Model Information Literacy Instruction Model by Eisenberg & Berkowitz (1988)                          S2:...
IL Process: Big6 Model Information Literacy Instruction Model by Eisenberg & Berkowitz (1988)S1: TaskDefinition         • ...
S2: Determine the range of          possible sources• Which is the better source of information  for the topic on World Wa...
InfoLit ActivitiesSuper3   Big6         Learning ActivitiesSkills   SkillsPlan     S1: Task     Brainstorm; create concept...
IL Process: Big6 Model Information Literacy Instruction Model by Eisenberg & Berkowitz (1988)S4: Use ofInformation        ...
InfoLit ActivitiesSuper3   Big6        Learning ActivitiesSkills   SkillsDO       S4: Use of Gather all info resources; br...
InfoLit ActivitiesSuper3   Big6 Skills Learning ActivitiesSkillsREVIEW   S5:          Organize notes taken through outlini...
• Do the Big6 exercise
Answers to the Exercise #2 S1     1. Ask relevant questions to narrow the topic for           research.S3/S4   2. Instruct...
Answers to the Exercise #2S3/S6   7. Show the difference between information from popular            magazine articles and...
Levels of Integration                                                        (Marcoux, 2009)                 Librarian and...
Collaboration                                  (Loertscher, 2003)S             Planning Phase:U          Plan goals for th...
Library Interaction Planning Form                     Date : _______________________                     Name of Teacher:_...
Library Interaction Planning FormInclusive Dates & time of LMC Use: _January 18, 2011_____Name of Teacher: Ms. Rose Maniga...
Library Interaction Planning FormInclusive Date & time of LMC Use: August 15-19, 2011/ various time periodsName of Teacher...
Library Interaction Planning FormInclusive Dates & time of LMC Use: _July 12-16, 2011Name of Teacher: Ms. April Toledo    ...
Library Interaction Planning FormInclusive Dates & time of LMC Use: _January 21-25, 2011_____Name of Teacher: Mr. Anton Ov...
Taxonomy of IL Instruction                                                                         (Thomas, 2004)         ...
ReferencesAASL/ American Association of School Librarians (2007). Standards for    the 21st century learner. Retrieved fro...
ReferencesGorman, M. (2000). Our enduring values: librarianship in the 21st century.      Chicago: American Library Associ...
ReferencesLoertscher, D. V. (2000). Taxonomies of the school library media        program, 2nd edition. Salt Lake City, Ut...
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My presentation-for-infolit-workshop1

  1. 1. CompanyLOGO Teaching InfoLit to school age Children By Mr. Jude Gorospe For PASLI workshop August 17, 2012
  2. 2. Activity 1 ANSWER 1 ANSWER 2 Include name and Include name and position of respondent position of respondent Think of a question about any information ANSWER 3 ANSWER 4 Include name and Include name andposition of respondent position of respondent
  3. 3. The InformationEnvironment
  4. 4. Information in various materials and forms
  5. 5. Information Environment: Challenges Information Overload Overwhelming Quantity/ Underwhelming Quality of Information Half-life of Knowledge
  6. 6. Information Overload When a person finds it... hard to understand make sense of organize immense number of info ...on a given topic.
  7. 7. Information Overload There are 23,800,000 pagesrelated to the term ‘information overload’.
  8. 8. Information OverloadAnd at the top of the search result is a page from Wikipedia.
  9. 9. Quantity vs. Quality Info (Powis-Dow, 2006) Overwhelming Quantity Underwhelming Quality
  10. 10. Quantity vs. Quality Info SPAMAdvertising Wikis
  11. 11. Shrinking Half-life of Knowledge (Kapp, K. M. & McKeaguea, C. , 2002) • The time span from when knowledge is gained to the time when it becomes obsolete is shortening. • Knowledge is expanding and exploding
  12. 12. Shrinking Half-life of Knowledge Pluto as a dwarf planet (2006) Plasma as a state of matter (2001?)Kepler22b:earth-likeplanets(2011)
  13. 13. Shrinking Half-life of Knowledge Bloom’s Taxonomy revised (1956) (1994)
  14. 14. Schools’ Management of Challenges in Information Environment• Textbook/Teacher as source of content?• Discourage web use?• Provide less number of technology?• Pre-select resources?• Filter web content?• Information Literacy Instruction
  15. 15. Why teach information literacy?• To enable the kids to – effectively handle information and organize data into a coherent form or research (information overload); – evaluate authenticity of information materials and use those information relevant to the need at hand (quantity vs. quality info); – Be kept updated with latest validated information from reliable sources (half-life of knowledge).
  16. 16. Our School Childrenand Teens
  17. 17. 21st Century Learners Kids google everything in their Google Gen information search Kids use the F pattern whene-Text Readers reading web content. Kids have access to informationMobile Learners anywhere 24/7 Kids can present information inDigital Creators multimedia format.
  18. 18. 21st Century Learning Divide (Grassian, E.S. & Kaplowitz, J.R., 2009) Lost in the vast array ofinformation Knows where to go and what to do with information
  19. 19. Our school library/ info users (Loertscher, D. V. , 2001) Advanced: Independent learner, knows where to go and how to get there, asks advice to monitor progress Intermediate: Self-starting, needs support, has moments of insight, will take advice, interested Beginner: Lost, can’t find info, needs help constantly, distracted, uninterested
  20. 20. Information Styles (Steinerova, J., 2010) Pragmatic Information Analytic Style Information StyleSearching style Horizontal or surface Vertical or explorative search searchValue in Quantity and time spent Quality andInformation in info gathering relevance of info gatheredMotivation in info To come up with fast To understandsearch solution contexts of infoReading Behavior Not extensive Extensive
  21. 21. Why teach information literacy?• To bridge the information literacy divide among our information users.• To enable the kids to succeed in the 21st century environment.
  22. 22. Students’ Info Needs (Thomas, 2004)Intervention Librarian’s Area of Students’ Needlevel Role Level 1 No Assistance Organizer Level 2 Introduction to the library; reference assistance Lecturer Level 3 Locating and using relevant resources Instructor Identification and use of relevant resources in Level 4 Tutor a sequence Understanding the process, in the development of search strategies, in the Level 5 Counselor formulation of a focus and determining relevance of retrieved items
  23. 23. Activity 2• Do the Library Assessment Exercise
  24. 24. AboutInformation Literacy
  25. 25. Brief History of ILI • Promoted by Melvil Dewey Personal • Individual instruction & ‘Just in Assistance time’ deliveryBibliographic • Begun to do group instruction Instruction • Focus : Locating resourcesLibrary/Media • Included AV resources • Focus: Use of Library/AV Instruction resources
  26. 26. Brief History of ILIInformation • Covers info resources beyond the library Literacy • Focus: Building Skills in identifying, locating, evaluating, using information InstructionInformation • Focus :Extends Info skills applications to any personal or academic learning Fluency? situation—B. Stripling • This is a question of coverage/contentWhat do we defined further by global issues, trends in the profession and your vision forcall it now? students
  27. 27. Information Literacy is about…
  28. 28. (AASL, 2007)• Inquiry & • Synthesis I Critical and Making N Thinking Decisions F O Draws R Inquires, thinks conclusions, critically,and makes informed M gains decisions, A knowledge creates new T knowledge I O N Shares Pursues knowledge L personal and ethically and I aesthetic growth productively in T the society E• Personal • Democratic R Growth & and Ethical A Creativity behavior T E
  29. 29. Rational Approach to Information Literacy (Gorman, 2000) A good Information Computer Skills Literacy Program combines the learning of the three skills. Information Library Skills Competence
  30. 30. The 4 R’s of Library Literacy • Identify and • Observe recognize the proper librarian and research skills his/her roles Roles of Research the Skills Librarian Recording Resources System• Use the card • Use references, catalog, indexes, other books, journals, OPAC and search newspapers, AV, engines to locate digital files, etc. materials
  31. 31. Technology Literacy (Partnership for 21st Century Skills, 2003) Learn to use digital communicate and work collaboratively with others; media to: Gather, evaluate, and use information; Conduct research, solve problems and make informed decisions.
  32. 32. Present Practices by School LMCs No InfoLit or Library Instruction Program ---Library as a warehouse of materials InfoLit as a stand-alone subject --Independent from other subject areas InfoLit as integrated into other subject areas.
  33. 33. Approaches to Information Literacy Instruction (Loertscher, 2000) Stand-Alone Course-integrated Course Instruction • Students learn • All students receive quickly when skill is the same used right after it is instruction. taught. • Instruction is • Students get help systematic. from two adult ---------------- experts. • Disconnected to ---------------- what students need • Students are not at • Students bored; the same skill level. waste of time • Librarian has to be more flexible.
  34. 34. Instructional Designs of IL ProcessContent -Stand alone ILI -Integrated ILI tends driven driven tends to be like this to be like this -Teacher-centered -Student-centered -Knowledge based -Skill based -Passive learning -Active learning Example: Example: Lecturing on the cataloging system Students identifying of books info sources for I.P.
  35. 35. Effectivity Diagram of InfoLit Instruction (Loertscher, 2003) Students know Students are in how to learn but the best position Good are shallow in to learn. their subject content. Students are in Students have PROCESSING trouble. mastered content but they lack Poor investigative skills. InfoLit Poor Good InfoLit CONTENT
  36. 36. Effectivity Diagram of InfoLit Instruction (Loertscher, 2003) Students know Students are in how to learn but the best position Good are shallow in to learn. their subject content. Students are in Students have PROCESSING trouble. mastered content but they lack Poor investigative skills. InfoLit Poor Good InfoLit CONTENT
  37. 37. IL Instruction as Stand- Alone
  38. 38. FINDING INFORMATION Library InternetLibrary Catalog Indexes/Abstracts Search EnginesCard OPAC Print Indexes Electronic DatabasesCatalog Books & Articles in other journals, Webpages materials newspaper, owned magazines Evaluate, select and use (Loertscher, 2003) info
  39. 39. FINDING INFORMATION Library InternetLibrary Catalog Indexes/Abstracts Search EnginesCard OPAC Print Indexes Electronic DatabasesCatalog Books & Articles in other journals, Webpages materials newspaper, owned magazines Evaluate, select and use info
  40. 40. Stand-Alone IL Instruction Content-Process CombinationSAMPLE 1: Teacher orients the students regarding sources they can find in the library. Students will indicate the library collection on the floor plan as they explore around.
  41. 41. Stand-Alone IL Instruction Content-Process CombinationSAMPLE 2: Teacher describes the books found in the reference section. Students will extract the info about birds found in the following reference books: dictionary, encyclopedia, thesaurus.
  42. 42. IntegratedInformation Literacy
  43. 43. How do we integrate LIP to other subjects? I S N U F B O L J I E T C T LIBRARY I USE N C STeacher O T Librarian N R U T C E T N I T O N
  44. 44. InfoLit Instruction ModelsREACTS Model Information Pathways to (Stripling & Search Process Knowledge Patts, 1988) (Kuhlthau, 2003) (Pappas & Tepe, 1997) I-Search Loertscher’s IL Process (Joyce Model (2000) & Tallman, 1997) Big6/Super3 (Eisenberg & Berkowitz, 1988)
  45. 45. IL Process: Super3 Model (Information Literacy Model by Eisenberg & Berkowitz, 1988) • What am I supposed to do? Plan • What will it look like if I do a really good job? • What do I need to find out to do the job? • Students take notes, read, draw a picture, write a Do report, perform tasks to deliver learning output • Did I do what I was supposed to do?Review • Do I feel ok about this? • Should I do something else before I turn it in?
  46. 46. • Do the Super3 Exercise
  47. 47. Exercise: Understanding the Super3 (Eisenberg & Berkowitz, 2011) DO 1. Views a video on whalesREVIEW 2. Looks over a worksheet to make sure it’s all done PLAN 3. Chooses a topic for a project DO 4. Listens to a story
  48. 48. Exercise: Understanding the Super3 (Eisenberg & Berkowitz, 2011)PLAN 5. Realizes that one’s not sure what to doPLAN 6. Decides that one needs a book about bees DO 7. Goes to the library to use a computer DO 8. Uses the MS Paint program to create an image
  49. 49. IL Process: Big6 Model Information Literacy Instruction Model by Eisenberg & Berkowitz (1988) S2: Info- S3:S1: Task seeking LocationDefinition strategies and Access S4: Use ofS6: S5: InformationEvaluation Synthesis
  50. 50. IL Process: Big6 Model Information Literacy Instruction Model by Eisenberg & Berkowitz (1988)S1: TaskDefinition • Define the task; • Identify the information requirement of the problem;S2: Info-seeking • Determine the range of possiblestrategies sources; • Evaluate the possible sources to determine priorities;S3: Locationand Access • Locate sources; • Find information within sources;
  51. 51. S2: Determine the range of possible sources• Which is the better source of information for the topic on World War II? Book or Newspaper
  52. 52. InfoLit ActivitiesSuper3 Big6 Learning ActivitiesSkills SkillsPlan S1: Task Brainstorm; create concept –map; definition webbing of questions; S2: Info- List down possible sources of seeking information; Distribute tasks among strategies groupmates; S3: Locate Search through catalogs, indexes, OPAC, and internet, databases; Collate all relevant access materials and make a list of them noting their bibliographic information.
  53. 53. IL Process: Big6 Model Information Literacy Instruction Model by Eisenberg & Berkowitz (1988)S4: Use ofInformation • Engage with the information in the source/s; • Extract information from the sources;S5: Synthesis • Organize the information from multiple sources; • Present information;S6: Evaluation • Judge the product (effectiveness); • Judge the information search process.
  54. 54. InfoLit ActivitiesSuper3 Big6 Learning ActivitiesSkills SkillsDO S4: Use of Gather all info resources; browse or sift info through them; Read, view, listen to information from chosen resources Scavenger hunting; note-taking;
  55. 55. InfoLit ActivitiesSuper3 Big6 Skills Learning ActivitiesSkillsREVIEW S5: Organize notes taken through outlining, Synthesis webbing of ideas, essay writing, drafting the report/research Make and present the final output: research paper, video, poster, photo- essay, creative exhibit, song, persuasive speech, investigatory project, oral defense, etc. S6: Self-evaluation; peer-evaluation; Evaluation critiquing of work by others (using rubrics)
  56. 56. • Do the Big6 exercise
  57. 57. Answers to the Exercise #2 S1 1. Ask relevant questions to narrow the topic for research.S3/S4 2. Instruct them on how to read and use the card catalog. S3 3. Give them the list of keywords to use for a more effective info search in the OPAC.S2 4. Clarify concepts surrounding the problem or issue.S8 5. Teach them how to design an effective PowerPoint presentation of their report.S3 6. Help students identify which are authoritative sources from the non-authoritative sites in the web.
  58. 58. Answers to the Exercise #2S3/S6 7. Show the difference between information from popular magazine articles and from scholarly journal articles. S4 8. Demonstrate how to keep track of resources found online. S6 9. Instruct them on note-taking.S4/S7 10.Assist student in citing sources using the APA citation style. S4 11.Lead students to DDC class number of books related to their topic for research. S7 12.Instruct students on the advantage of using Google docs for collaborating on the making of the final output.
  59. 59. Levels of Integration (Marcoux, 2009) Librarian and subject teacher jointly plans, executes, andCollaboration assesses the library session. Librarian is informed about lesson objectives, required output,Coordination deadlines, and evaluation criteria. Librarian facilitates the use of resources, and teaches how to develop their research. Librarian knows lesson objectives & required output. MinimalCooperation consultation on types of resources available. Students consult the librarian re use of resources and how to do their research. Librarian knows a class reservation in the library but hasConnection no input into the design and timing of it. Students consume library resources for photocopying, readingConsumption assignments, printing,etc.
  60. 60. Collaboration (Loertscher, 2003)S Planning Phase:U Plan goals for the topic;BJ Complete preparations for the topic; LE IC Implementation Phase: BT Jointly facilitate the learning activities R -utilizing technology and LMC AT resources RE IA Assessment Phase: AC N Assess student learning and the learningHE processR
  61. 61. Library Interaction Planning Form Date : _______________________ Name of Teacher:__________________ Subject & Year Level: ______________ Check the information skill objective/s: (Adapted from the Big6 Skills) S1: Define the task/problem S4: Locate Sources S7: Organize the information S2: identify the information needed S5: Read, listen or view the information in S8: Present the information the sources S3: Determine the range of possible S6: Extract relevant info from the sources S9: Judge the product and the research sources and evaluate them process Information needed: __________________________________ (leave blank if not required) Activity Output: __________________________________________ Deadline:____________ --------------------------------------------------------------------------- Student tasks:______________________________________________________ ______________________________________________________ ______________________________________________________ Teacher tasks: __________________________________________________ B D A ___________________________________________________ B D A ___________________________________________________ B D A Librarian tasks:___________________________________________________ B D A ___________________________________________________ B D A ___________________________________________________ B D ANote: Please attach inclusive dates and time periods for the library use and instruction .
  62. 62. Library Interaction Planning FormInclusive Dates & time of LMC Use: _January 18, 2011_____Name of Teacher: Ms. Rose Manigan Subject & Grade Level: Reading (Grade 2)Check the information skill objective/s: (Adapted from the Big6 Skills) S1: Define the task S4: Locate Sources S7: Organize the info from multiple sources S2: identify the information requirements S5: Read, listen or view the information in the S8: Present information sources S3: Determine the range of possible S6: Extract relevant info from the sources S9: Judge the product and the research sources and evaluate them process(Leave blank if not required) Theme of Info needed: __________________________________ Deadline:____________Activity Output: __________________________________________ ---------------------------------------------------------------------------Student tasks__________ ______________________________________________________ ______________________________________________________Teacher tasks: (B) _______________________________________________ Venue:_______________ (D) _____________________ _________________________Venue:_______________ ___________________________________________________Venue:_______________Librarian tasks: (D) _____________________________________________ _Venue:______________ ((D) ______________________________________________Venue:______________ ___________________________________________________Venue:______________
  63. 63. Library Interaction Planning FormInclusive Date & time of LMC Use: August 15-19, 2011/ various time periodsName of Teacher: Ms. Tina Oli Subject & Year Level: T.H.E. 2Check the information skill objective/s: (Adopted the Big6 Skills) S1: Define the task S4: Locate Sources S7: Organize the info from multiple sources S2: identify the information requirements S5: Read, listen or view the information in the S8: Present information sources S3: Determine the range of possible S6: Extract relevant info from the sources S9: Judge the product and the research sources and evaluate them processTheme of Info needed: Mediterranean Cuisine_____________ (Leave blank if not required)Activity Output: Mediterranean Menu Deadline: August 15-19, 2011 ---------------------------------------------------------------------------Student task:.Teacher tasks:Librarian tasks:
  64. 64. Library Interaction Planning FormInclusive Dates & time of LMC Use: _July 12-16, 2011Name of Teacher: Ms. April Toledo Subject & Grade Level: P.E.-3rd YearCheck the information skill objective/s: (Adopted the Big6 Skills) S1: Define the task S4: Locate Sources S7: Organize the info from multiple sources S2: identify the information requirements S5: Read, listen or view the information in the S8: Present information sources S3: Determine the range of possible S6: Extract relevant info from the source S9: Judge the product and the research sources and evaluate them process(Leave blank if not required)Theme of Info needed: HealthActivity Output: Estimate their calorie intake online. Deadline: at the end of the period ---------------------------------------------------------------------------Student tasks: Read about Calories and healthy livingTeacher tasks: (B) Orient students about the objectives and required output from the activity. (D) Instruct students on accessing the Health links.Librarian tasks: (B) Organize links to recommended sites on the school website. (D) Instruct students where they can check the Health books as well as on accessing the Health links online.
  65. 65. Library Interaction Planning FormInclusive Dates & time of LMC Use: _January 21-25, 2011_____Name of Teacher: Mr. Anton Overio Subject & Grade Level: Biology -2nd YearCheck the information skill objective/s: (Adopted the Big6 Skills) S1: Define the task S4: Locate Sources S7: Organize the info from multiple sources S2: identify the information requirements S5: Read, listen or view the information in the S8: Present information sources S3: Determine the range of possible S6: Extract relevant info from the sources S9: Judge the product and the research sources and evaluate them processTheme of Info needed: Designing an effective PowerPoint Presentation (Leave blank if not required)Activity Output: PowerPoint presentation of group I.P. Deadline: January 31, 2011 ---------------------------------------------------------------------------Student tasks: Listen and take note of important tips in designing an effective PowerPoint presentationTeacher tasks: (B) Introduce the librarian to the class and the intention of the activity.-- Classroom (D) Maintain discipline inside the classroom.Librarian tasks: (D) Share tips on Proper PowerPoint design and use– Classroom.
  66. 66. Taxonomy of IL Instruction (Thomas, 2004) • Develops & manages collections • Creates policies for a self-service facilityOrganizer • Central work is managerial and clerical • Provides an overview of library resources services and policies. • Gives orientation and group toursLecturer • Provides lessons on reference sources and types of resources related to needs arising from classroom activitiesInstructor • Presents info resources in ways that show the relationships among different kinds of resources and recommends a sequence for their use. Librarian plans the lesson and Tutor actively teaches. • Actively participates in the students’ information search and research activities providing cognitive, behavioral and emotional support to them.Counselor
  67. 67. ReferencesAASL/ American Association of School Librarians (2007). Standards for the 21st century learner. Retrieved from: http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/ learningstandards/AASL_LearningStandards.pdfEsienberg, M.B. & Berkowitz, R.E. (2011) The Big6 workshop handbook—4th ed. Santa Barbara, California: ABC-CLIO, LLC.Eisenberg, M. B., Lowe, C. A., & Spitzer, K. L. (2004). Information literacy: essential skills for the information age--2nd ed. Westport, Connecticut: Libraries Unlimited.Grassian, E.S. & Kaplowitz, J.R. (2009). Information literacy instruction. New York: Neal-Schuman Publishers, Inc.
  68. 68. ReferencesGorman, M. (2000). Our enduring values: librarianship in the 21st century. Chicago: American Library Association.Iannuzzi, P., Mangrum II, C. T., & Strichart, S. S. (1999). Teaching Information Literacy Skills. Boston: Allyn and Bacon.Information Fluency (2012). 21st century information fluency. Retrieved from: http://21cif.com/Kapp, K.M. & McKeaguea, C. (2002). Blended learning for compliance training success. Retrieved from: http://www.astd.org/NR/rdonlyres/456DB5F7- D0FE-49B8-AE38-78167D308C7B/0/blendedlearning.pdfLoertscher, D. V. (2001). Reinventing your schools library in the age of technology. Salt Lake City, Utah: Hi Willow.
  69. 69. ReferencesLoertscher, D. V. (2000). Taxonomies of the school library media program, 2nd edition. Salt Lake City, Utah: Hi Willow.Marcoux, B. L. (2009). Levels of collaboration: where does your work fit in? In K. Fontichiaro (ed.), 21st century learning in school libraries (pp. 214-217). Santa Barbara, California: Libraries Unlimited.Powis-Dow, D. W. (2006). Reconciling push vs. pull technologies. Retrieved November 3, 2011, from http://www.insitepro.com/powis1.htmSteinerova,J. (2010). Ecological dimensions of information literacy. Proceedings of the Seventh International Conference on Conceptions of Library and Information Science—"Unity in diversity" — Part 2. Retrieved from: http://informationr.net/ir/15- 4/colis719.htmlThomas, N. (2004). Information literacy and information skills Instruction: applying research to practice in the school library media center--2nd ed. Westport, Connecticut: Libraries Unlimited.

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