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Information literacy


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Information literacy

  1. 1. Fall 2011<br />Information Literacy: What Is It?<br />Finding a way through the word maze<br />
  2. 2. September 14, 2011<br />Information Literacy<br />2<br />Information Literacy<br />information literacy (IL) <br />Skill in finding the information one needs, including an understanding of how libraries are organized, familiarity with the resources they provide (including information formats and automatedsearch tools), and knowledge of commonly used research techniques.<br />ODLIS<br />
  3. 3. 3<br />What is Information Literacy? <br />
  4. 4. QUILT’s definition<br />4<br />
  5. 5. Why teach information literacy? <br />5<br />21st-Century learners may be tech-savvy, but they still can be overwhelmed:<br />. . . Today’s learners have grown up in a “wired” world. They have constant access to global information resources through computers and mobile devices, and they expect to be able to retrieve information instantly. This bold new generation questions the concept of cognitive authority as mob indexing an Wikipedia permeate the web. Learners are now surrounded by information, whether in print, online, or in sound bites of information.<br />Empowering Learners: Guidelines for School Library Media Programs. Chapter 1: Developing Visions for Learning. IV. The 21st-Century Learner, p. 11.<br />
  6. 6. 6<br />What is information literacy? <br />Information Literacy<br />Information Literacy is a transformational process in which the learner needs to find, understand, evaluate, and use information in various forms to create for personal, social or global purposes.<br />Information Literacy shares a fundamental set of core thinking- and problem-solving meta-skills with other disciplines. Authentic cross-disciplinary problems which include observation and inference, analysis of symbols and models, comparison of perspectives, and assessment of the rhetorical context, engage students in developing mastery information literacy over time.<br />
  7. 7. Another concept<br />7<br />What is Information Competence?<br />information competence is the fusing or the integration of library literacy, computer literacy, media literacy, technological literacy, ethics, critical thinking, and communication skills<br />Information Competence in the CSU. A Report Submitted toCommission on Learning Resources and Instructional TechnologyWork Group on Information CompetenceCLRIT Task 6.1. Susan C. Curzon, ChairDecember 1995<br /> Is<br />
  8. 8. September 14, 2011<br />Information Literacy<br />8<br />Literacy, Competence or Competency?<br />Information literacy <br />also known as information competence or information competency is a set of skills that helps students sift through the mass of information now available to them in order to locate and retrieve what is relevant and reliable for their research needs. <br />Simply put, an information literate student understands how to find, retrieve, analyze, and use information effectively.[1] <br />Teaching Information Literacy at Pasadena City College<br />
  9. 9. September 14, 2011<br />Information Literacy<br />9<br />Adding to the confusion of terms!<br />Several other terms and combinations of terms have been also used by different authors: <br />‘infoliteracy’, ‘informacy’, ‘information empowerment’, ‘information competence’, ‘information competency’, ‘information competencies’, ‘information literacy skills’, ‘information literacy and skills’, ‘skills of information literacy’, ‘information literacy competence’, ‘information literacy competencies’, ‘information competence skills’, ‘information handling skills’, ‘information problem solving’, ‘information problem solving skills’, ‘information fluency’, ‘information mediacy’ and even ‘information mastery’ <br />SirjeVirkus: “Information literacy in Europe: a literature review” Information Research, Vol. 8 No. 4, July 2003<br />Sirje Virkus<br />
  10. 10. September 14, 2011<br />10<br />Now also as Information Literacies<br />Why the plural?<br />The use of the term “information literacies” emphasizes the complexity and multiplicity of skills and strategies involved in finding and using information.<br />Dianne Oberg: “Promoting Information Literacies: A Focus on Inquiry.” 70th IFLA General Conference and Council, 22-27 August 2004, Buenos Aires, Argentina<br />Dr. Dianne Oberg<br />
  11. 11. September 14, 2011<br />Information Literacy<br />11<br />A related term often used outside library media circles<br />Inquiry-based learning<br />We learn best when we are at the center of our own learning. Inquiry-based learning is a learning process through questions generated from the interests, curiosities, and perspectives/experiences of the learner. When investigations grow from our own questions, curiosities, and experiences, learning is an organic and motivating process that is intrinsically enjoyable. <br />
  12. 12. September 14, 2011<br />Information Literacy<br />12<br />Project, Problem, and Inquiry-based Learning <br />Explore the Approaches <br />Project-based learning, problem-based learning, and inquiry-based learning all three closely relate to the information processing approach. They all fit well with technology-rich learning environments where the focus is not on the hardware and software, but on the learning experience. <br />Project, Problem, and Inquiry-based Learning<br />
  13. 13. September 14, 2011<br />Information Literacy<br />13<br />Another Related Term<br />Resource-Based Learning<br />Resource-based learning actively involves students, teachers and teacher-librarians in the effective use of a wide range of print, non print and human resources . . . Students who use a wide range of resources in various mediums for learning have the opportunity to approach a theme, issue or topic of study in ways which allow for a range of learning styles and access to the theme or topic via cognitive or affective appeals.More<br />Resource-Based Learning: Approaches<br />
  14. 14. September 14, 2011<br />Information Literacy<br />14<br />Yet another related term<br />Lifelong learning<br />Lifelong learning is the process of acquiring and expanding knowledge, skills, and dispositions throughout your life to foster well-being. It isn't about taking an adult pottery class or reading a nonfiction book occasionally. It's about the decisions you make and the problems you solve in everyday life. From enrolling in an structured, formal education program to considering whether to believe an infomercial's gimmick, lifelong learning takes many forms.<br />
  15. 15. The new emphasis from AASL (as well as others)<br />21st Century Skills<br />September 14, 2011<br />Information Literacy<br />15<br />Rights and permission on the use of the learning standards<br />
  16. 16. September 14, 2011<br />Information Literacy<br />16<br />21st Century Skills<br />
  17. 17. September 14, 2011<br />Information Literacy<br />17<br />AKA<br />21st Century Literacies<br />21st Century Literacies refer to the skills needed to flourish in today's society and in the future. Today discrete disciplines have emerged around information, media, multicultural, and visual literacies. It is the combination of literacies that can better help K-12 students and adult learners address and solve the issues that confront them. <br /><br />This page was last updated July 8, 2002This resource was created orginally for the publication "Managing Information in a Digital Age" by teachers at Seeds University Elementary School, UCLA For more information, contact Sharon Sutton<br />
  18. 18. Partnership for 21st Century Skills<br />18<br />
  19. 19. 19<br />How do we put it all together?<br />Use the school library media center!<br />
  20. 20. September 14, 2011<br />Information Literacy<br />20<br />
  21. 21. 21<br />Keith Curry Lance<br />What Research Tells Us About the Importance of School Libraries<br />At this point . . . there is a clear consensus in the results now [2002] available for eight states*: School libraries are a powerful force in the lives of America's children. The school library is one of the few factors whose contribution to academic achievement has been documented empirically, and it is a contribution that cannot be explained away by other powerful influences on student performance.<br />White House Conference on School Libraries <br />*15 states—see <br />Now, 19 states with Indiana 2007<br />
  22. 22. 22<br />A European view<br />School Library and School Librarianship<br />The stream of information from TV channels, Internet, CD-ROMs, computer programmes etc. is unending. If the students, when they become adult citizens, are not to feel lost and helpless in the face of such rich sources of information, they must learn [to] devise personal strategies for information retrieval while they are still at school. Information Literacy and “strategies for independent learning skill development” are key components of any school library.<br />From a White Paper by Gert Larsen, School Library Advisor, Albertslund, Denmark, p. 7<br />Part of Project GrandSlam - General Research and New Development in School Libraries As Multimedia Learning Centres<br />
  23. 23. September 14, 2011<br />Information Literacy<br />23<br />The Key Concept?<br />Competence and comfort with information and information sources<br />Information literacy is the solution to Data Smog. It allows us to cope by giving us the skills to know when we need information and where to locate it effectively and efficiently. It includes the technological skills needed to use the modern library as a gateway to information. It enables us to analyze and evaluate the information we find, thus giving us confidence in using that information to make a decision or create a product. <br />Introduction to Information Literacy, Association for College and Research Libraries (a division of the American Library Association)<br />
  24. 24. Kentucky’s thinking on 21st century skills<br />September 14, 2011<br />Information Literacy<br />24<br />