Finding, Evaluating, Understanding, and Using Information: Information Literacy in Action
1. Finding, Evaluating, Understanding,
and Using Information:
Information Literacy in Action
Elizabeth Dobler
Emporia State University
Kansas Reading Association Conference
October 5, 2015
4. To be ready for college, workforce training, and life in a
technological society, students need the ability to gather,
comprehend, evaluate, synthesize, and report on information
and ideas, to conduct original research in order to answer
questions or solve problems, and to analyze and create a high
volume and extensive range of print and nonprint texts in media
forms old and new. The need to conduct research and to
produce and consume media is embedded into every aspect of
today’s curriculum.
5. Inquire,
think
cri.cally,
and
gain
knowledge
Draw
conclusions,
make
informed
decisions,
apply
knowledge
to
new
situa.ons,
and
create
new
knowledge.
Share
knowledge
and
par.cipate
ethically
and
produc.vely
as
members
of
our
democra.c
society.
6. Crea.vity
and
Innova.on
Communica.on
and
Collabora.on
Research
and
Informa.on
Fluency
Cri.cal
Thinking,
Problem
Solving,
Decision-‐Making
Digital
Ci.zenship
Technology
Opera.ons
and
Concepts
8. American Library Association, 2000
“Information literacy entails recognizing when
information is needed and having the ability to
locate, evaluate, and use effectively the needed
information.”
9. Determine
the
extent
of
informa.on
needed
Access
the
needed
informa.on
effec.vely
and
efficiently
Evaluate
informa.on
and
its
sources
cri.cally
Incorporate
selected
informa.on
into
one’s
knowledge
base
Use
informa.on
effec.vely
to
accomplish
a
specific
purpose
Understand
the
economic,
legal,
and
social
issues
surrounding
the
use
of
informa.on,
and
access
and
use
informa.on
ethically
and
legally
10. Digital literacy is the ability to
understand information and—
more important—to evaluate
and integrate information in
multiple formats that the
computer can deliver.
Paul Gilster, 1997
16. Self-regulated reading is critical
cognitive flexibility
thinking + physical actions
Is this information what I need?
Where do I want to go next?
Is this the information I need?
Do I have enough information?
What am I going to do with this information?
18. Think in Questions
Ask as many questions as you can.
Do not stop to discuss, judge, or answer
any of the questions.
Write down every question exactly as it
was stated.
Change any statements into questions.
19. Questioning Activity
Step
1:
Brainstorm
10
or
more
ques.ons
about
your
topic
on
3x5
notecards
–
one
ques.on
per
card.
Step
2:
Sort
the
notecards
into
categories.
Step
3:
Create
a
name
that
describes
each
category
that
would
make
a
good
focus
area
(not
too
big
or
too
small).
Step
4:
Choose
your
two
favorite
categories
and
turn
them
into
research
ques.ons
20. Understanding
People of all ages are
surprisingly inefficient at
finding information
using the uniquely
flexible resource of the
Internet.
Eagleton & Dobler, 2007
24. Synthesis
“…sum of information from the text, other relevant texts,
and the reader’s background knowledge, ideas, and
opinions, produced in an original way.”
—Keene, 2008, p. 252
26. Transforming
Teacher: What have you learned about inquiry?
Student: I have learned that if you set your mind to something
that you may learn something that you didn’t know before.
