The document discusses information literacy and how it is the defining paradigm of modern education. It defines information literacy as knowing how to learn by finding, evaluating, and applying information. The document outlines different types of literacies like basic literacy, library literacy, media literacy, and computer/visual literacy. It explains how views of education have changed with a focus on students as lifelong learners and problem solvers. Modern education emphasizes integrating information literacy skills across subjects to prepare students for an information-rich world.

1. The Defining Paradigm of Modern Education
BY:
LIEZL T. MOJICO
BEED – 4B

2. INFORMATION LITERACY
 is knowing how to learn
 it is knowing how to find
information, evaluate it,
and use it wisely and
effectively
 we have to know how to
learn to b lifelong learners
 is the defining paradigm of
modern education

3. • Information Literacy is defined as
the ability to know when there is a
need for information, and to be able
to identify, locate, evaluate, and
effectively use that information for
the issue or problem at hand.
NATIONAL FORUM ON
INFORMATION LITERACY
( 1989 )
• Information Literacy encompasses
knowledge of one’s information
concerns and needs, and the ability
to identify, locate, evaluate,
organize and effectively create, use
and communicate information to
address issues or problems at hand.
NCLIS - National Commission
on Libraries and Information
Science
UNESCO ( United Nations
Educational, Scientific and
Cultural Organization).

4. HOLLY BARTON
Clarifies the different literacies such as;
 Basic Literacy
 Library Literacy
Media Literacy
Technology Literacy
Visual literacy

5. INFORMATION
LITERACY
A tool for empowerment: Information
literacy, The Defining paradigm of
modern education

6. BASIC LITERACY
> Includes the skills of reading, writing, speaking,
listening, counting, perceiving and drawing.
> Every one of these skills should be taught and
reinforced by every teacher, in every subject,
and with gradually increasing levels of
sophistication, in every grade K through 12.
> In our day , a person lacking any of these skills cannot
truly be considered “ literate”.

7. LIBRARY LITERACY
> Is too important to be left to chance.
> Every student needs to understand the difference
between fiction and non- fiction.
> Every student needs to know how to effectively use the
reference books and periodicals.
> Student need to understand the Dewey Decimal
System as a useful, logical system of hierarchical
organization and recognize its similarities to
other such systems.
> Students should use indexes and the library catalog so
often it that becomes a subconscious skill.

8. MEDIA LITERACY
> Includes an understanding of the many different types
of media and the purposes for which they can be
used.
> Students should be taught the difference between fact
and opinion, and be able to distinguish between
information, entertainment , and persuasion.
> They should learn that all information has a source and
that knowing the source and its biases is an
important part of understanding any information.

9. COMPUTER LITERACY
> Every student should be thoroughly grounded in both
the ethics and etiquette of technology use.
> Most importantly, every student should have frequent
opportunities to use technological tools to
create his/ her own information artifacts– in print, on
the screen, and online.

10. VISUAL LITERACY
> Is the link between Media Literacy and Technology
Literacy.
> Media images and sound are end products created
using the tools of digital technology.
“ Visual Literacy means the skills and learning needed
to view visual and audio/ visual materials skeptically,

11. INDICATORS OF INFORMATION LITERACY:
The Information- literate student can:
Recognize the
needs for
information
Identify and locate
information
sources
Access
information
contained in those
sources
Evaluate the
quality of
information
obtained
Organized the
information
Use the
information
effectively
( Doyle , 1992 )

12. CHANGINGVIEWSOF EDUCATION
(THOMPSONAND HENLEY, 2000)
> Research in brain development, multiple
intelligences, and learning styles has caused
us to rethink how students should be taught.
> The increasing amount and ever-changing
amount of
information being discovered
has caused us to re- think what
we want students to learn.

13. These changes have profound effects on the life of the
learners and need to be addressed accordingly.
LEARNING
• Learning is now perceived as a process, not a
product; people do not quit learning when they
leave school, but remain lifelong learners
CURRICULUM
• Now objectives are flexible, taking individual and
cultural differences into account.
• Current events, local resources, and students’
interests are also taken into account as curriculum
objectives are adjusted to make learning more
relevant.

14. CLASSROOM
• The classroom is viewed as an environment
where active learning takes place.
• Overhead projectors, television monitors, VCRs,
and computer are standard equipment in the
classroom.
• Classroom environment is conducive to learning
and encourages students to become self- reliant,
and responsible their own learning.
INFORMATION
• Educators today realize that students need to be
actively involved in seeking information and
using it in some way as they create their own
unique concepts of knowledge based on previous
understandings and experiences.

15. STUDENTS
• Students today are viewed as information
seekers, information users, decision makers,
and problem solvers.
TEACHERS
• Now teachers are facilitators of the learning
process and are constantly learning as they
work collaboratively with other teachers,
library media specialist, community members,
and even with overseas teachers via the
internet.

16. ASSESMENT
• Now projects of all sorts are the rule.
• Authentic assessments are intended to gauge
what students learn by measuring how well they
use the information such as portfolios,
presentations and written reports.
LIBRARIES
AND
LIBRARIANS
• Library media centers are designed to provide
not only efficient storage but also equal access to
information and the convenient retrieval of it.
• Library media specialists now work cooperatively
with teachers to plan units that integrate
information literacy skills into subject- area
curricula.

17. METHODS
OF
TEACHING
• The identification of information
literacy skills needed for lifelong
learning and thinking promotes a
change in what is taught.
• Brain- based research that shows
how students learn and the
abundance of information in all
formats dictates a change in how
teachers teach.

18. CHANGING PARADIGMS
Lecture/ listen Actively engaged
Individual effort Group effort
Subjects Integration
Facts Problem- centered
Sage on the stage Guide on the side
Spoken/ written All resources
RRR (24 hours) Authentic/ Portfolio
Insular programs Community collaboration

19. EDUCATIONAL IMPLICATIONS
 The best hope for citizens to understand and
function effectively in this data- intensive world is
a comprehensive, hands- on, universal education
in Information Literacy concepts and skills
through schools.
 This course of study can and should be
integrated with the traditional school subjects
areas, but it should also be considered as a
separate core discipline specially for a purposes of
goal setting, curriculum design and evaluation.

20.  This means shifting some of the responsibility of
gaining knowledge from the teacher to the student
and allowing students to develop questions,
strategies to search the answers, and formulate
conclusions.
 Teachers of all subjects must blend their traditional
fact- based approach with an emphasis on learner-based
inquiry and the scientific inquiry process (
Lenox 1993 ).
 Schools swill need to integrate information literacy
skills across the curriculum in all subject areas
beginning in the earliest grades.