The document summarizes chapters 4, 5, 7, and 9 from a book on information literacy and skills instruction. Chapter 4 outlines a 9-step process for information literacy instruction, including defining tasks, finding and selecting resources, organizing notes, and assessing progress. Chapter 5 discusses constructivist learning theories and the librarian's role in providing structure, opportunities, and feedback to support student learning. Chapter 7 lists 5 strategies for building student information competence, such as giving freedom of expression, making students feel supported, focusing on meaningful activities, relatable lessons, and opportunities for unique demonstration of learning.

1. Information Literary & Information
Skills Instruction
CHAPTERS 4, 5, 7, 9
Katie Dorsey

2. Chapter 4: Alternative Frameworks for Process
Instruction
• Step 1: Defining Tasks- A thinking stage which acknowledges the
importance of understanding the nature of the assignment and the
criteria used to evaluate it.
• Step 2: Considering Sources: Finding the best resources appropriate for
the task and putting them to best use.
• Step 3: Finding Resources: Use knowledge of classification schemes to find
appropriate information sources
• Step 4: Making Selections: Select appropriate resources by taking into
account their scope, suitability, reliability and level
• Step 5: Reading, viewing, listening, & understanding
• Step 6: Making Records: Thinking, understanding, and identifying
elements in selected resources that are important

3. Chapter 4: Alternative Frameworks for Process
Instruction (Cont’d)
• Step 7: Making Sense: Organize notes in a way that aids learning by
interpreting it, reflecting upon it, analyzing it, and synthesizing it
• Step 8: Presenting Work: Use creative ways to show/represent information
• Step 9: Assessing Progress: Evaluate each project or performance by the
teacher, student, and other classmates

4. Chapter 5: Evolving Contexts for
Teaching & Learning
• Constructivists argue that to be effective, learning
activities must not only connect to prior knowledge but
they must have meaning to the learner
• Learning activities involve understanding at a deep level
(Bloom’s Taxonomy)
• A librarian’s main responsibility is to provide structure
and opportunities for learning & support/guidance
(constructivist view)
• A “coaching role” gives the instructor the opportunity to
provide feedback and stimulate student questions

5. Chapter 5: Evolving Contexts for
Teaching & Learning (Cont’d)
• Motivation affects learning: Students who are
motivated enjoy the benefit of higher academic
achievement
• Librarians can foster intrinsic motivation through
strategies that exhibit an attitude based on play

6. Chapter 7: Building Information
Competence
5 Things to help produce competent students
1. Freedom to express themselves creatively and
individually
2. Making the library a place where they feel
supported and encouraged
3. Focusing on meaningful research and
information seeking activities
4. Relatable lessons and participation exercises
5. Opportunities to express what they’ve learned
in unique ways