lecture presented by Elvira B. Lapuz at PAARL’s Seminar /Parallel Session-workshop on Library and Web 2011 (Holy Angel University, Angeles City, Pampanga, 19-20 August 2010)

1. InfoLit Promises & Tools: Vehicles
for A hi
f Achieved Authentic L
d A th nti Learning f
nin for
All Ages
ELVIRA B. LAPUZ
eblapuz@gmail.com

2. InfoLit Promises & Tools: Vehicles for Achieved Authentic
Learning for All Ages
InfoLit skills, when translated to learning, become a basis for
individual’s lifelong learning. Here, specifically, the librarian’s
expertise is desired and acknowledge not only because she has
permanent access to resources, online or not, but her art and
discipline can assist persons to become more self-directed. This
sub-theme will allow the expert to present her portfolios and
modules to assist participants to bring their own all ages clients to
all-ages
where they should be- achieved authentic learning. The session
expert will facilitate this activity and engage librarians to create a
short-term or a three-year plan for example comprehensive Plan
plan, example,
for Information Literacy 2011-13.

3. “to be information literate, a
person must be able to recognize
b bl
when information is needed and
have the ability to locate,
evaluate, and use effectively the
needed information.”
--Final Report of American Library Association
Presidential Committee on Information Literacy, 1989. p.1.

4. K y
Key skills
• Recognizing the need for information
• Able to find and evaluate information
• Can think critically to synthesize and
assimilate information
• Can communicate information effectively
• Comfortable using the necessary tools and
technologies
• Understands and applies ethical principles
in the use of information

5. ACRL’s Information Literacy Competency Standards f
f y p y for
Higher Education state:
“Information literacy forms
the basis for lifelong learning”

6. Life lon Learning
long Learnin
All learning activities undertaken
l i ti iti d t k
throughout life on an ongoing basis in
a variety of formal and informal
settings, with the aim of improving
knowledge, skills,
knowledge skills understanding and
competence, within a personal, civic,
p y
social and/or employment-related
perspective. -- (NIACE, 2003)

7. “if y are not
f you
learning, you ar
arn ng, are
probably dead”
dead

8. 3 components of Lifelong
L felong
Learning
1. h
1 the cognitive ability of an individual to
i i bili f i di id l
recognize her/his own learning needs;
2. the b h i
2 th behavioral aspect (
l t (curiosity,
i it
initiation, motivation, predisposition, etc.)
of what a person will do once s/he
recognizes their learning needs; and
3. person s information seeking
3 a person’s information-seeking skills to
address the learning need.
-- Hojat et al. (2003)

9. Why plan for an IL Program?
• There’s just too much information
• IL skills are essential for life-long learning
g g
• Recognize the importance of instructions in
the search for and use of information
• Library as the ideal venue for instruction
• Librarians as instructors and mentors
ib i i d

10. A comprehensive Information
Literacy Plan is a concrete
proof of an institutions
commitment to educating users
it t t d ti
of information
information.

11. Learning i tit ti of all
L i institution f ll
kinds should initiate
efforts to plan a
p
comprehensive information
literacy program for all its
lit f ll it
constituents.
constituents

12. Library orientation
• To inform students about the
f d b h
services provided by the library and
when, where and how these can be
h h dh h b
accessed
• The students first meeting with the
library staff
y
• Timing is crucial!

13. Typical contents
• Location of the library and
operating hours
• Library rules and regulations
• Services offered
• Resources available
• Instructions on how to locate
ate a s
materials
• Borrowing procedures

14. Typical modules of instruction that
meet ACRL Competency Standards
C S d d
• Choosing and deciding on a topic
• Identification f different types of i f
Id tifi ti of diff tt f information sources
ti
• Use of Online Catalog (tutorials on how to use OPAC)
• How to search databases to find articles
• Keyword vs. controlled vocabulary searching
• Complex search instructions
• Acknowledging and Citing sources properly
• Internet search engines (Google NOT!)
• Evaluating information sources
• What is plagiarism?

15. Preparing to teach
• Plan your teaching session
y g
• Formulate your learning outcomes
• Items in your Lesson Plan
– Course title
– Details of the session
– Required pre-session preparations
– Instructors notes
I t t t

16. Plan your teaching
y g
session
• Effective planning = successful
g
teaching
– Allow enough time
– Think about how much students can
learn; don’t make session too content
heavy
– Be creative and innovative!

17. Formulate your learning
learn ng
outcomes
• Cl
Clear and precise statements of what
d f h
the learner will know or be able to do
after attending the session
f d h
• Task based or generic
g
• Three parts: task, standards and
cond t ons
conditions

18. Think about your
y
learners
• Existing knowledge
E k l d
• Skill levels
• Motivation
• Learning preferences
• Support needed
• Be flexible!
B fl ibl !

19. Teaching aids
• Print and online teaching resources
P d l h
• Flip charts and whiteboards
p
• Music
• Powerpoint presentations
• Handouts
• Video
Vid

20. Presentations using Powerpoint
g p
• Limit information to key points only
• Limit the number of lines
• Use keywords and short sentences
• Use normal sentence case and readable fonts
• Avoid abbreviations and acronyms
d bb d
• Do not apologize for any slide. Redo if needed
• Do
D spell check and proof read
ll h k d f d
• Use clip art and pictures to enhance content
• Include id
I l d video clips to make i more
li k it
interesting

21. Handouts
• Useful as memory aids
• Encourages good note taking practice
• All
Allow students to recap on key points
t d t t k i t
during a presentation
• May take the form of information
sheets, worksheets, workbook or
evaluation sheets

22. When preparing handouts
• Use readable fonts, at least 12pt Arial or Times
New Roman
• Use bold texts for headings
• Avoid excessive use of capitalization underlining
capitalization,
and italicization
• Leave space between texts
p
• Use good paper
• Keep an electronic copy for distribution, if
p py ,
requested

23. Presentation techniques
• Be
B confident!
fd !
• Be clear and coherent
• Engage your audience
• Be aware of the time
• Be yourself
• Enjoy
E j yourself!lf!

24. Activity
• Presenting an Information Literacy Proposal
• Suggested Headings
– Course Title/Instructor/Venue
– Introduction
– Definitions
– Objectives of IL and Learning Outcomes
– IL teaching strategies
hi i
– Assessment
– Implementation
– Summary of recommendations

25. “The illiterate of the 21st
century will not be those
who cannot read and
write, but those who
cannot learn, unlearn and
tl l d
relearn
relearn” – Alvin Toffler

26. References:
• Burkhardt, J.M. and MacDonald, M.C. and Rathemacher, A.J. (2005). Creating a
kh d d ld d h h ( )
Comprehensive Information Literacy Plan. New York : Neal-Schuman Publishers.
• Characteristics of Programs of Information Literacy that Illustrate Best Practices: A
Guideline. (at http://www.ala.org/ala/acrl/acrlstandards/characteristics.cfm
accessed 01 August 2010)
• Gaunt, Jessica, et al. (2007). Handbook for Information Literacy Teaching. England :
Cardiff University
• Hojat, M., Nasca, T.J., Erdmann, J.B., Frisby, A.J., Veloski, J.J. and Gonnella, J.S.
(2003), An
(2003) “An operational measure of physician lifelong learning: its development
development,
components and preliminary psychometric data”, Medical Teacher, Vol. 25 No. 4,
pp. 433-7.
• Loo, Alfred and Chung, C.W. (2006). A Model for Information Literacy Course
Development: A Liberal Arts University Perspective Library Review 55 (3/4):249-
Perspective. (3/4):249
258