The document outlines the importance of information literacy as a key competency for individuals in today's information-rich society, highlighting the need for collaborative efforts to enhance literacy skills in educational settings. It emphasizes transforming libraries into active learning spaces and offers strategies for developing partnerships and resources to support students' information literacy. The framework presented aims to equip New Zealand students with the abilities to effectively navigate and utilize information in various contexts.

1. A framework for building an
information literate community
SLANZA
Conference
Auckland
July 2017

2. What is Information Literacy?

3. Information Literacy involves the processes,
strategies, skills, competencies,
expertise and ways of thinking which enable
individuals to engage with information to
learn across a range of platforms, transform the
known, and discover the unknown.
Definition

4. ILis an
umbrella
concept
It encapsulates a range of
literacies & skills

5. “To be information literate, a
person must be able to
recognise when information is
needed”
American Library Association

6. Information Literacy
is one of the beacons
of the information society,
illuminatingthe courses
to development, prosperity
& freedom
Alexandria Proclamation on Information Literacy and Lifelong Learning

7. “We are drowning in
information but starvedfor
knowledge.”
John Naisbitt

8. We need to stop thinking of
the library as a
grocery store – a place
to “get stuff”
and start thinking about it as a
kitchen– a place
to “make stuff.”
Joyce Valenza

9. The
Research

10. “The gapbetween secondary
and tertiary education in terms of
literacy and the learning
environment is bigger
than anyone is acknowledging.”
Emerson, Kilpin & Feekery

11. Feekery
Model

12. If the next generations of
New Zealanders are to become
effective citizens
they must be
equipped to engage
with an
ever-changing
information
landscape

13. Information Literacy Spaces
Improving students’ IL competencies & learning across the senior secondary and tertiary sectors
The TeamProfessor Lisa Emerson, Heather Lamond,
Dr Angela Feekery
Senga White, Dr Anne Macaskill,
Catherine Doughty
Dr Anna Greenhow and Ken Kilpin

14. We plan to:
Collaboratively develop a baseline IL study
Develop collaborative teacher/librarian
partnerships
Develop IL progressions and resources
Through
Participatory Action Research
and mixed methods
to embed IL skills throughout secondary
and tertiary programmes

15. Information Literacy Spaces
Improving students’ IL competencies & learning across the senior secondary and tertiary sectors
The 2017 Hui

16. Information Literacy Spaces
Improving students’ IL competencies & learning across the senior secondary and tertiary sectors
Website
Twitter
Facebook
Follow our progress!

17. “The illiterateof the 21st century will not be
those who cannot read and write, but
those who cannot learn, unlearn, and
relearn.”
Alvin Toffler

18. Occupational Invisibility
“Others often do not see depth,
breadth and importance
of what school librarians
contributeto
learningin schools”
Gary Hartzell

19. Make the
invisible

20. Make the
visible

21. Make the
implicit

23. explicit

25. The School Library and Learning
in the Information Landscape
Guidelines for New Zealand Schools

26. Guiding
Principles
National Library Services to Schools &
New Zealand Ministry of Education - 2002
Information Landscape: Guidelines for New Zealand Schools

27. The school library is a
learning environment
central to the development of an
information-literate
school community

28. Develop
information literate
students who are
responsible and
ethical participants
in society

29. Develop competent,
self-directed learners
who are aware of
their information needs
and actively engage in
the world of ideas

30. Develop students
who know how
to locateand
select
relevant
information,

31. And can manage
technologytools to
accessinformation
& communicate
what they’ve learned

32. Develop students who are
flexible,
able to adapt
to change and able to
function both
individually and in
groups

33. When teaching and learning are
visible,
there is a greater
likelihoodof students
achieving higher
John Hattie

34. ERO
Report
2005
Student Learning
in the Information Landscape

35. Working with teachers

36. Collaboration
can be
messy

37. Keys to Success
Plan for it
Be organised
Be positive
Stay curious

38. Approaches

39. One-off lesson

42. One teacher

44. One unit

46. One Department

51. Whole School

55. Lessons

56. The
Research
Cycle

58. The Pizza Research Process

59. Activity Rubric
Same activity with
basic,
intermediate&
advanced skills

60. Google
Searching

61. Three
Strategies
1. Critical Thinking
2. Keywords are key
3. Effective Search tools

62. Be current
and
proactive

63. Templates

68. Guided Inquiry prepares today's learners
for an uncertain future
by providing the education
that enables them to make meaning from
myriad sources of information in a
rapidly evolving world.”
Kuhlthau, Maniotes & Caspari

69. Kuhlthau, Maniotes, and Caspari
Guided Inquiry Design® Framework

70. Ultimately,
information literate
people
are those who have
learnedhow to
learnAmerican Library Association

72. Passionate
librarians
are
infectious!

73. Teachers &librarians
need to
become effective
evaluatorsof
their
own
practice

74. Find
Research
Analyse
Explore
Examine
Compare
Contrast
Understand
Interpret
Investigate
Read
Libraries as
Verbs

76. Ticket out the Door
1.
How valuable will
the information
from this session
be for your own
learning?
1 - 5
2.
Write down
one thing you
learned
today that you
didn’t know before
3.
Write down
one thing you will
do
as a result of today’s
session

77. “You can never
be
over-dressed
or
over-educated.”
Oscar Wilde

78. School Library Manifesto
and Guiding Principles