Creating structured information workshop, Information literacy, Erasmus+ project New Literacy Set, 2015-2017

1. “The New Literacy Set” Project

2. Reciprocal exchange of information, ideas, facts,
opinions, beliefs, feelings and attitudes through
verbal or non verbal means between two people
or within a group of people.
Process by which information is exchanged
between individuals through a common system
of symbol and signs of behaviour.

3. The communication process is divided into
three basic components:
 Sender
 Channel
 Receiver

5. FICTION NON FICTION
IMMAGINATION FACT

6.  It aims to entertain the reader.
 It often tells a story, even if it is a partially
true one like a historical novel.
 It uses descriptive words, including adverbs
and adjectives.
 It uses images or 'word pictures' that help us
to imagine what is being described.

7. “It seemed like just another cold, wet, winter
night in downtown Pelleville. He hiked up
his collar, stepped nearer the kerb and
hailed a cab. "Where to, mister?" asked the
driver.
"The Vegas", was all he replied before the
cab sped away.
In the dry warmth, Spickler slipped his hand
inside his coat and felt for the pistol. He
knew it was there. He knew he'd be okay.”
• There is a character.
• The story is usually told in
the first or third person.
• Descriptive and figurative
language is used.
• Sentences are varied to keep it
interesting.
This is a STORY

8. “If I could have just one more chance
For us to sing, for us to dance.
I'd like to make you feel the same
Instead of thinking it's a game.”
This is a POEM
• It can be about characters, places,
events, emotions, or beliefs.
• Descriptive and figurative language is
often used.
• Many layers of meaning can be
packed into just a few words.
• Rhyme and rhythm can be used.

9. Detective Johnson: And you're telling us that nobody
can vouch for you being at home on that evening...
Wilkins: I told you, I wasn't feeling too clever and I just
wanted to get some kip. Do you let people know when
you're getting some kip, hey? Be serious...
Constable Talbot enters.
Const. Talbot: Sorry, sir. There's something you should
know... outside.
Det. Johnson: (standing) Interview paused at 8.17pm.
Right, let's get this sorted.
Det. Johnson and Const. Talbot leave.
This is a PLAY
• It will be written as a script to be performed by actors.
• Characters' names are listed next to the lines they
should speak.
• It will include stage directions to tell the actors what to
do and how to speak.
• The language can be natural and realistic and
sometimes poetic.
• Sections are usually divided into acts, which may be
divided into scenes.

10.  Creative writing five top tips:
https://www.youtube.com/watch?v=LeYM8TKG
Eyc
 How to write descriptively:
https://www.youtube.com/watch?v=RSoRzTtw
gP4

11.  information texts
 recount texts
 instruction texts
 explanation texts
 persuasion texts
 argument texts

12. Information texts do just what their name
suggests - they inform you.
•It provides clear information about a
subject.
•It is usually written in the present tense.
•It is normally written in the third person.
•It organises and links information clearly,
often using subheadings, short
paragraphs, diagrams, photographs,
maps, etc.

13. Recount texts are about things that have
happened
My favourite shop was Mrs Deakin's, the newsagent
and sweet shop. I'd skip there every Saturday
morning with the three penny bit that dad gave me.
• It is written about something that happened.
• It may use a descriptive, story-like style although
it is factual.
• It is written in the past tense.

14. Sponge cake
Ingredients
100g/4oz butter
100g/4oz sugar
100g/4oz self-raising flour
2 eggs
a little water
First, place the sugar and butter in a
mixing bowl.Use a wooden spoon or
electric mixer to beat them together
until the mixture is smooth and light.
Add the eggs and carefully beat them
into the sugar and butter mixture...
•It instructs the reader, giving clear guidance about how to
do something.
•It will be ordered.
•It can use bullet points, pictures and diagrams, to make the
information clear.
•It will use imperative verbs (bossy verbs), which tell you
what to do - for example "make","add" and "stick!".

15. Explanation texts have a lot in common with information texts. They explain things
in more detail. Many textbooks and reference books are explanation texts.
Choose which option you want
and press the corresponding
button. You will then be
presented with a further list of
options. These will enable you to
configure your computer's
memory in the most efficient way.
• It explains a subject and helps you to
understand it more.
• It uses the present tense.
• It's impersonal.
• It may use diagrams, pictures, maps
and photographs.

16. Persuasive texts try to persuade you to do something
- like buy something or give money to charity.
Magazine articles and newspaper reports may try to
persuade you to agree with them.
Dear friend,
Are you tired of the daily grind? Sick of
working all hours of the day for little
reward? Tired of never having enough
money to really enjoy yourself?
Well, now there's a way out...
•It tries to convince you to do or agree with
something.
•It contains a mix of fact and opinion.
•It may use repetition, "soundbites" and
persuasive or emotive language.
•It often seems to speak directly to the reader.

17. Argument texts should be balanced and fair, and give all
sides of an argument before coming to a conclusion.
Many farmers, and even conservationists,
however, have always argued that the fox is
a pest, which attacks livestock and must be
controlled.
• It discusses an issue, considering all points of
view.
• It often uses a formal and impersonal style to
seem balanced.
• It uses connectives to connect points, for
example "however", "but", "similarly"

18. 1) Papers should not exceed 7000 words
(including footnotes and Works Cited) and should
follow the latest MLA Handbook. Papers should
be submitted in double-spaced format (two hard
copies and a disk) to the editors of the issue at the
following addresses:
Tina Krontiris, School of English, Aristotle
University, 541 24 Thessaloniki, Greece, and
Jyotsna G. Singh, Department of English,
Michigan State University, East Lansing, MI
48824-1036.

19. 2) Most artists are very nervous of scientific analysis. They
feel it destroys something about the human aspect of
creativity. […] Some fear that too much analysis will only
break the spell. Likewise, most scientists see the creative
arts as an entirely subjective development that long ago left
science to tread the long road to objective truth alone.
Whole books have been written about this bifurcation, but
here I want to talk about some interesting points of contact
between art and science that are facilitated by the growth in
our understanding of complex organization and pattern. I
believe that the sciences of complexity have a lot to learn
from the creative arts. The arts display some of the most
intricate known examples of organised complexity. Likewise,
the creative arts may have something to learn from an
appreciation of what complexity is and how it comes about.

20. 3) Yes, I have returned to this arcaded city,
unwisely, it may be. I rented a place in one of the
little alleyways hard by the Duomo, I shall not say
which one, for reasons that are not entirely clear to
me, although I confess I worry intermittently
about the possibility of a visit from the police. It is
not much, my bolt-hole, a couple of rooms,
lowceilinged,
dank; the windows are so narrow and
dirty I have to keep a table lamp burning all day
for fear of falling over something in the half dark.

21. 4) The geography of the Aran Islands is very
simple, yet it may need a word to itself. There are
three islands: Aranmor, the north island, about
nine miles long; Inishmaan, the middle island,
[…] nearly round in form; and the south island,
Inishere − in Irish, east island, − like the middle
island but slightly smaller. They lie about thirty
miles from Galway, up the centre of the bay, but
they are not far from the cliffs of County Clare, on
the south, or the corner of Connemara on the
north.

22. 5) Acanthus
A thistle-like plant (common to the warm
Mediterranean region) whose narrow and
pointed-lobed leaves, when stylized, form
the characteristic decoration of the
Corinthian and Composite Orders of
columns.

23. 6) President George W. Bush has told us that the
question of whether to withdraw from Iraq is one
that his successors will have to deal with − not
him. I don’t think so. Bush is not going to have
that luxury of passing Iraq along. You see, the
insurgency in Iraq is in its “last throes” − just like
Dick Cheney said. Unfortunately, it’s being
replaced by anarchy in many neighbourhoods − not
democracy. And I don’t believe the American
people will put up with two and half more years of
babysitting anarchy instead of midwifing
democracy.

24. 7) The dancers were trickling away on to the touchlines of
the long-floor. The walls were decorated with scenes from
the remoter past, portrayed in what no doubt an advanced
style, so that in the one nearest Dixon, for example, some
lack of perspective or similar commodity made a phalanx
of dwarf infantrymen seem to be falling from the skies
upon their much larger barbarian adversaries who, unaware
of this danger overhead, gazed threateningly into the empty
middle distance. Lowering his eyes from these memorials,
he caught sight of Michie talking and laughing with his
girl. She had the kind of water-gipsy face that affected him
uncomfortably.

26.  http://www.bbc.co.uk/bitesize/ks3/english/r
eading/text_types/activity/