How to teach students to find, use and evaluate information, using the PLUS Information search process.

1. Information Literacy –
How to teach students to find, use and
evaluate information
Nerine Chalmers BA, Grad CE, M(TL)
Translator – Amal Hamam
‫المعلومات‬ ‫ثقافة‬
‫وتقييمها‬ ‫المعلومات‬ ‫واستخدام‬ ‫إيجاد‬ ‫كيفية‬ ‫الطالب‬ ‫تعليم‬

2. The Information
Landscape of the 21st
century
The library and librarians have become
far far more important — if they can
re-image themselves to reflect a new
information landscape.
David Warlick, 2009

3. ‫القرن‬ ‫معلومات‬ ‫آفاق‬21
‫أصبح‬‫والصف‬ ‫المعلم‬.........‫أكثر‬‫أهم‬‫االن‬ ‫ية‬‫من‬
‫قبل‬ ‫ذي‬.‫المكتبة‬‫والمكتبي‬‫ين‬‫أصبح‬‫وا‬‫أ‬ ‫اآلن‬‫كثر‬
‫أهمية‬--‫استطاع‬ ‫إذا‬‫وا‬‫اآل‬ ‫صورة‬ ‫يعكسوا‬ ‫أن‬‫فاق‬
‫المعلوماتية‬‫الجديدة‬.
‫وايرلك‬ ‫دايفيد‬2009

4. What is the new
information
landscape?
‫الجديدة‬ ‫اآلفاق‬ ‫هي‬ ‫ما‬
‫للمعلومات؟‬
Image from Flickr, licensed under Creative Commons

5. Information Literacy Standards for the Digital
Learners of New York
1. Inquire, think critically, and gain knowledge.
2. Draw conclusions, make informed decisions, apply knowledge to new
situations, and create new knowledge.
3. Share knowledge and participate ethically and productively.
4. Develop an appreciation for ideas and information in pursuit of personal
growth.
Digital learners transfer current knowledge to the use of new information
technologies
‫للمتعلمين‬ ‫المعلومات‬ ‫ثقافة‬ ‫معايير‬‫الرقميين‬‫نيويورك‬ ‫في‬
1.‫المعرفة‬ ‫إكتساب‬ ‫و‬ ‫ناقد‬ ‫بشكل‬ ‫التفكير‬ ، ‫البحث‬
2‫قرارات‬ ‫واتخاذ‬ ، ‫النتائج‬ ‫إستخالص‬‫مستنيرة‬‫المعارف‬ ‫وتطبيق‬ ،‫الجد‬ ‫للحاالت‬،‫يدة‬
‫و‬‫اكتساب‬‫جديدة‬ ‫معرفة‬.
3.‫ومثمر‬ ‫فعال‬ ‫بشكل‬ ‫فيها‬ ‫والمشاركة‬ ‫المعرفة‬ ‫تبادل‬.
4. .‫و‬ ‫لألفكار‬ ‫قيمة‬ ‫اعطاء‬‫الشخصي‬ ‫النمو‬ ‫لتحقيق‬ ‫المعلومات‬
‫الستخدام‬ ‫الحالية‬ ‫المعرفة‬ ‫ينقلون‬ ‫الرقميين‬ ‫المتعلمين‬‫ها‬‫التكنولوجي‬ ‫في‬‫المعلومات‬ ‫ا‬‫ية‬
‫ال‬‫حديثة‬.

6. Interaction
Printout
Final version
Presentation
Rewriting
Transportation of Text
Information Literacy
Interventions
FINDING, ACCESSING AND EVALUATING INFORMATION
CONSTRUCTING NEW UNDERSTANDINGS
Ross Todd presenting in UK

7. ‫التفاعل‬
‫ا‬‫ست‬‫خرا‬‫المعلومة‬ ‫ج‬
‫النهائي‬ ‫النص‬
‫العرض‬
‫إعادة‬
‫الصياغة‬
‫النص‬ ‫نقل‬
‫المعلومات‬ ‫ثقافة‬ ‫مداخالت‬
‫إيجاد‬‫و‬ ‫المعلومات‬‫الوصول‬‫اليها‬‫وتقييم‬‫ها‬
‫الجديدة‬ ‫المفاهيم‬ ‫بناء‬
‫تود‬ ‫روس‬ ‫تقديم‬-‫المتحدة‬ ‫المملكة‬

8. These information literacy
standards show that the
terms find, evaluate and use
cover many skills. It is
important to look at those,
particularly in this digital age
where it is so easy to copy
and paste from a website, as
shown in this video clip.
‫إيجاد‬ ‫أن‬ ‫تبين‬ ‫المعايير‬ ‫هذه‬
‫المعلومات‬ ‫واستخدام‬ ‫وتقييم‬
‫المهارات‬ ‫من‬ ‫العديد‬ ‫يغطي‬.‫ومن‬
‫ن‬ ‫أن‬ ‫المهم‬‫ب‬ ‫عمل‬‫في‬ ‫سيما‬ ‫ال‬ ،‫ها‬
‫يكون‬ ‫حيث‬ ‫الرقمي‬ ‫العصر‬ ‫هذا‬
‫من‬ ‫واللصق‬ ‫النسخ‬ ‫السهل‬ ‫من‬
‫ك‬ ، ‫االنترنت‬ ‫شبكة‬ ‫على‬ ‫موقع‬‫ما‬
‫الفيديو‬ ‫هذا‬ ‫في‬ ‫مبين‬ ‫هو‬.

9. Provides clear directions
Clarifies purpose
Breaks down complex tasks
into manageable
expectations
Keeps students on task
Offers assessment to clarify
expectations
Points students towards
worthy sources
Scaffolding
Image from Flickr, licensed under Creative
Commons

10. ‫واضحة‬ ‫توجيهات‬ ‫توفر‬
‫ايضاح‬‫الغرض‬‫منها‬
‫ت‬‫بسيط‬‫المعقدة‬ ‫المهام‬
‫السيطرة‬ ‫من‬ ‫نتمكن‬ ‫حتى‬
‫النتائج‬ ‫في‬ ‫والتحكم‬
‫المتوقعة‬
‫الطالب‬ ‫إبقاء‬‫في‬ ‫منهمكين‬
‫المهمة‬
‫لتوضيح‬ ‫تقييما‬ ‫وضع‬
‫التوقعات‬
‫المصادر‬ ‫إلى‬ ‫الطالب‬ ‫إرشاد‬
‫الجيدة‬
‫المقومات‬
Image from Flickr, licensed under Creative
Commons

11. Scaffolding
Careful planning of
assignments set by
teachers or librarians:
Assignments need to have
relevance to students’ lives
need to involve the 21st
century skills,
need to have a built in
supportive assessment
process
The assignment should
require transforming the
information rather than
transporting it. Image from Flickr, licensed under Creative Commons

12. ‫التي‬ ‫للمهام‬ ‫الدقيق‬ ‫التخطيط‬
‫أمناء‬ ‫أو‬ ‫المعلمين‬ ‫من‬ ‫كل‬ ‫حددها‬
‫المكتبات‬.
‫المهام‬ ‫تكون‬ ‫أن‬ ‫الضروري‬ ‫من‬
‫للطالب‬ ‫المناطة‬
‫لهاعالقةبحياتهم‬.
‫القرن‬ ‫مهارات‬ ‫على‬ ‫تحتوي‬ ‫وأن‬
‫عشر‬ ‫الحادي‬.
‫بشكل‬ ‫المهام‬ ‫تصحيح‬ ‫يكون‬ ‫أن‬ ‫و‬
‫دوري‬.
‫بفهم‬ ‫المهام‬ ‫تقوم‬ ‫أن‬ ‫بشرط‬
‫فهم‬ ‫دون‬ ‫نقلها‬ ‫من‬ ‫بدال‬ ‫المعرفة‬
Image from Flickr, licensed under Creative
Commons

13. Scaffolding
An Information
Search Process
Preparation/plannin
g
Location
Use
Self-evaluation
P
L
U
S ‫مقومات‬
‫عن‬ ‫البحث‬ ‫عملية‬
‫ال‬‫معلوم‬‫ات‬
‫اإلعداد‬/‫التخطيط‬
‫ا‬‫المعلومة‬ ‫يجاد‬
‫استخدام‬‫المعلومة‬
‫الذاتي‬ ‫التقييم‬

14. YOU WANT A NEW OUTFIT.
WHAT DO YOU DO?
PLUS in your day to day
life….

15. PLAN
 Decide on
casual/profession
al
 Color/Brand
 Ready made or
tailored?
 Decide on the
money you will
spend on it
• PLAN
• LOCATE
• USE
• SELF EVALUATE

16. LOCATE
 Find out where I
will be able to
shop
 Do they have
what I want?
 Or should I get it
stitched by the
tailor?
 Order it online?
• PLAN
• LOCATE
• USE
• SELF EVALUATE

17. USE
 I go to the shop I
have located
 Buy the outfit
 I try the outfit on
me
• PLAN
• LOCATE
• USE
• SELF EVALUATE

18. SELF EVALUATE
 Do I look good in
this?
 Does it suit my
color?
 Does it fit me
properly
 Is it proper for the
occasion I need to
attend?
• PLAN
• LOCATE
• USE
• SELF EVALUATE

19. FOR A RESEARCH PROJECT THIS
MEANS…..
 Planning and preparing your project
 Locating the sources
 Using the information
 Self-assessment - evaluating the
product and the process

20. P -
Preparation/Planning P
‫والتخطيط‬ ‫اإلعداد‬Brainstorming - What
exactly is my topic
about?
What is it not about?
Identifying an
information need.
Learning to frame
research questions.
Identifying keywords.
Importance of the
‫الذهني‬ ‫العصف‬
‫البحث‬ ‫موضوع‬ ‫ماهو‬‫بالضبط؟‬
‫و‬‫م‬‫الموضوع‬ ‫نطاق‬ ‫خارج‬ ‫اهو‬‫؟‬
‫بتحديد‬ ‫قم‬‫احتياجات‬‫المعلومة‬
‫البحث‬ ‫أسئلة‬ ‫صياغة‬ ‫تعلم‬.
‫على‬ ‫تعرف‬‫المفتاحية‬ ‫الكلمات‬.
‫العنوان‬ ‫أهمية‬

21. L –
Location
The brainstorming
done in the preparation
stage will have yielded
key words and
questions which the
students will use to
search for the
information he needs.
L-‫ا‬‫يجادالمعلومة‬
‫مرحلة‬ ‫في‬ ‫الذهني‬ ‫العصف‬ ‫تم‬
‫اإلعداد‬
‫المفتاحية‬ ‫الكلمات‬ ‫عنه‬ ‫نتج‬
‫سيستخدمها‬ ‫واألسئلةالتي‬
‫المعلومة‬ ‫عن‬ ‫للبحث‬ ‫الطالب‬
‫إليها‬ ‫يحتاج‬ ‫التي‬.
‫سيجدالجواب؟‬ ‫أين‬

22. L –
Location
Print resources,
pre-selected web sites,
search engines, on-
line resources,
reference books, non-
fiction books,
multimedia resources.
L-‫المعلومة‬ ‫ايجاد‬
‫المطبوعة‬ ‫المصادر‬،
‫المختارة‬ ‫الويب‬ ‫مواقع‬،
‫البحث‬ ‫محركات‬،
‫اإللكترونية‬ ‫المصادر‬،
‫المراجع‬ ‫كتب‬،
‫كتب‬،‫علمية‬
‫موارد‬‫المتعدد‬ ‫الوسائط‬‫ة‬

23. L –
Location
Selection skills – what to
look for, and how to
evaluate it. Relevancy,
currency, accuracy,
reliability.
Searching skills
Keeping a resource list;
bibliography
‫االختيار‬ ‫مهارة‬
‫ما‬‫الذي‬‫عن‬ ‫تبحث‬‫ه‬‫،وكيف‬
،‫معلومة‬ ‫من‬ ‫ماوجدت‬ ‫تقيم‬
‫المعلومة‬ ‫هذه‬ ‫دقة‬ ‫هي‬ ‫وما‬
‫وما‬
‫صالحيتها‬ ‫هي‬
Images in the public domain from
WikipediaCommons

24. The Five W’s of
Web Site Evaluation
WHO? ‫من‬
WHAT? ‫ماذا‬
WHEN? ‫متى‬
WHY? ‫لماذا‬
©2001-2008 by Kathy Schrock (kathy@kathyschrock.net
Image from Flickr, licensed under Creative
Commons

25. U – USE
How will I use the
information I have found?
Skills:
Reading skills, skimming
and scanning,
Interactive skills – do I
understand what I am
reading, how can I relate
this to what I know
already?
Recording skills
U-‫االستخدام‬
‫الت‬ ‫المعلومات‬ ‫سأستخدم‬ ‫كيف‬‫ي‬
‫عليها؟‬ ‫حصلت‬
‫المهارات‬:
‫التصفح‬ ،‫القراءة‬ ‫مهارات‬
‫السريعة‬ ‫والقراءة‬
‫التفاعلية‬ ‫المهارات‬:
‫كيف‬ ‫ماقرأته؟‬ ‫فهمت‬ ‫هل‬
‫مع‬ ‫أربطها‬ ‫أن‬ ‫يمكنني‬
‫السابقة؟‬ ‫معلوماتي‬
‫التسجيل‬ ‫مهارات‬
‫التركيب‬ ‫مهارات‬

26. U – USE
Writing
Presentational skills
Creativity
Constructing knowledge
Collaborating
U–‫االستخدام‬
‫الكتابة‬
‫العرض‬ ‫مهارات‬
‫اإلبداع‬
‫المعرفة‬ ‫بناء‬
‫التعاون‬

27. S – SELF
EVALUATION
Have I found the answers
to my questions?
Were my questions
searching?
Did I have useful key words?
Have I kept a record of the
sources I used?
Am I happy with the way my
work was presented?
What new questions have I
come up with?
S–‫الذات‬ ‫التقييم‬‫ي‬
‫ألسئلتي‬ ‫إجابات‬ ‫وجدت‬ ‫هل‬‫؟‬
‫بحثت‬ ‫أين‬‫عن‬‫أسئلتي؟‬
‫مفتاح‬ ‫كلمات‬ ‫استخدمت‬ ‫هل‬‫ية‬
‫مفيدة؟‬
‫المصادر‬ ‫كل‬ ‫سجلت‬ ‫هل‬
‫المستخدمة؟‬
‫عرض‬ ‫بطريقة‬ ‫سعيد‬ ‫أنا‬ ‫هل‬
‫عملي؟‬
‫التي‬ ‫الجديدة‬ ‫األسئلة‬ ‫ماهي‬
‫البحث؟‬ ‫من‬ ‫نتجت‬

28. Interaction
P
U S
L
TRANSFORMATION
Literacy
Interventions
QUESTIONING, CREATING, COLLABORATING,
CONSTRUCTING, ACTION, QUESTIONING,
CONSTRUCTING NEW UNDERSTANDINGS

29. Resources
Kentucky
Virtual Library
See handout
for many other
web resources.
‫مكتبة‬
‫فيرتوال‬ ‫كنتاكي‬
‫االطالع‬ ‫أرجو‬
‫الملخص‬ ‫على‬
‫من‬ ‫للعديد‬
‫األخرى‬ ‫المواقع‬
http://www.kyvl.org/html/kids/homebase.html

30. Thank you ‫لكم‬ ‫شكرا‬
Image from Flickr, licensed under Creative Commons

31. Bibliography
Eisenberg, M and Berkowitz,R The Big 6 . Viewed 15 April 2009
http://www.big6.com/kids/7-12.htm
Herring, J. The PLUS Information Search Process. Viewed 19
April 2009
http://www.ltscotland.org.uk/5to14/specialfocus/informationskills/pl
us.asp
Konnanath, S. Plus in your every day life. Personal Communication
Todd, R. If information literacy is the solution, what is the
problem?
If information literacy is the problem, what is the
solution? CILIP 2007
Warlick, D 2 cents worth Teaching and Learning in the new
Information Landscape , viewed 17 April 2009-04-18
http://davidwarlick.com/2cents/