This document provides an overview of teaching information literacy to school-aged children. It discusses the challenges of the modern information environment, including information overload, the shrinking half-life of knowledge, and the varying information styles and needs of students. The document advocates for teaching information literacy to help students effectively handle information, evaluate sources, and stay up-to-date. It also outlines the history of information literacy instruction and how a balanced program incorporates computer skills, information competence, and knowledge of the library.

1. Company
LOGO
Teaching InfoLit to
school age Children
By Mr. Jude Gorospe
For PASLI workshop August 17, 2012

2. Activity 1
ANSWER 1 ANSWER 2
Include name and Include name and
position of respondent position of respondent
Think of a question
about any information
ANSWER 3 ANSWER 4
Include name and Include name and
position of respondent position of respondent

3. The
Information
Environment

4. Information in various materials and forms

5. Information Environment: Challenges
Information
Overload
Overwhelming Quantity/
Underwhelming Quality of
Information
Half-life of Knowledge

6. Information Overload
When a person finds it...
hard to understand
make sense of
organize immense
number of info
...on a given topic.

7. Information Overload
There are 23,800,000 pages
related to the term ‘information overload’.

8. Information Overload
And at the top of the search result
is a page from Wikipedia.

9. Quantity vs. Quality Info
(Powis-Dow, 2006)
Overwhelming Quantity
Underwhelming
Quality

10. Quantity vs. Quality Info
SPAM
Advertising
Wikis

11. Shrinking Half-life of Knowledge
(Kapp, K. M. & McKeaguea, C. , 2002)
• The time span from
when knowledge is
gained to the time
when it becomes
obsolete is
shortening.
• Knowledge is
expanding and
exploding

12. Shrinking Half-life of Knowledge
Pluto as a dwarf planet
(2006)
Plasma as a state of
matter (2001?)
Kepler
22b:
earth-like
planets
(2011)

13. Shrinking Half-life of Knowledge
Bloom’s Taxonomy revised
(1956) (1994)

14. Schools’ Management of Challenges
in Information Environment
• Textbook/Teacher as source of content?
• Discourage web use?
• Provide less number of technology?
• Pre-select resources?
• Filter web content?
• Information Literacy Instruction

15. Why teach information literacy?
• To enable the kids to
– effectively handle information and organize
data into a coherent form or research
(information overload);
– evaluate authenticity of information materials
and use those information relevant to the
need at hand (quantity vs. quality info);
– Be kept updated with latest validated
information from reliable sources (half-life of
knowledge).

16. Our
School
Children
and Teens

17. 21st Century Learners
Kids google everything in their
Google Gen information search
Kids use the F pattern when
e-Text Readers reading web content.
Kids have access to information
Mobile Learners anywhere 24/7
Kids can present information in
Digital Creators multimedia format.

18. 21st Century Learning Divide
(Grassian, E.S. & Kaplowitz, J.R., 2009)
Lost in the
vast array
of
information
Knows
where to go
and what to
do with
information

19. Our school library/ info users
(Loertscher, D. V. , 2001)
Advanced:
Independent learner, knows where to
go and how to get there, asks advice
to monitor progress
Intermediate:
Self-starting, needs support, has
moments of insight, will take advice,
interested
Beginner:
Lost, can’t find info, needs help
constantly, distracted, uninterested

20. Information Styles
(Steinerova, J., 2010)
Pragmatic Information Analytic
Style Information Style
Searching style Horizontal or surface Vertical or explorative
search search
Value in Quantity and time spent Quality and
Information in info gathering relevance of info
gathered
Motivation in info To come up with fast To understand
search solution contexts of info
Reading Behavior Not extensive Extensive

21. Why teach information literacy?
• To bridge the information literacy divide
among our information users.
• To enable the kids to succeed in the 21st
century environment.

22. Students’ Info Needs
(Thomas, 2004)
Intervention Librarian’s
Area of Students’ Need
level Role
Level 1 No Assistance Organizer
Level 2 Introduction to the library; reference assistance Lecturer
Level 3 Locating and using relevant resources Instructor
Identification and use of relevant resources in
Level 4 Tutor
a sequence
Understanding the process, in the
development of search strategies, in the
Level 5 Counselor
formulation of a focus and determining
relevance of retrieved items

23. Activity 2
• Do the Library Assessment Exercise

24. About
Information
Literacy

25. Brief History of ILI
• Promoted by Melvil Dewey
Personal
• Individual instruction & ‘Just in
Assistance time’ delivery
Bibliographic • Begun to do group instruction
Instruction • Focus : Locating resources
Library/Media • Included AV resources
• Focus: Use of Library/AV
Instruction resources

26. Brief History of ILI
Information • Covers info resources beyond the library
Literacy • Focus: Building Skills in identifying,
locating, evaluating, using information
Instruction
Information • Focus :Extends Info skills applications to
any personal or academic learning
Fluency? situation—B. Stripling
• This is a question of coverage/content
What do we defined further by global issues, trends in
the profession and your vision for
call it now? students

27. Information Literacy is about…

28. (AASL, 2007)
• Inquiry & • Synthesis I
Critical and Making N
Thinking Decisions F
O
Draws R
Inquires, thinks conclusions,
critically,and makes informed M
gains decisions, A
knowledge creates new T
knowledge I
O
N
Shares
Pursues knowledge L
personal and ethically and I
aesthetic growth productively in T
the society
E
• Personal • Democratic R
Growth & and Ethical A
Creativity behavior T
E

29. Rational Approach to Information Literacy
(Gorman, 2000)
A good Information
Computer Skills Literacy Program
combines
the learning of the
three skills.
Information Library Skills
Competence

30. The 4 R’s of Library Literacy
• Identify and
• Observe recognize the
proper librarian and
research skills his/her roles
Roles of
Research
the
Skills
Librarian
Recording
Resources
System
• Use the card • Use references,
catalog, indexes, other books, journals,
OPAC and search newspapers, AV,
engines to locate digital files, etc.
materials

31. Technology Literacy
(Partnership for 21st Century Skills, 2003)
Learn to use digital
communicate and work
collaboratively with
others;
media to:
Gather, evaluate, and
use information;
Conduct research, solve
problems and make
informed decisions.

32. Present Practices by School LMCs
No InfoLit or Library Instruction Program
---Library as a warehouse of materials
InfoLit as a stand-alone subject
--Independent from other subject areas
InfoLit as integrated into other subject
areas.

33. Approaches to Information Literacy
Instruction (Loertscher, 2000)
Stand-Alone Course-integrated
Course Instruction
• Students learn
• All students receive quickly when skill is
the same used right after it is
instruction. taught.
• Instruction is • Students get help
systematic. from two adult
---------------- experts.
• Disconnected to ----------------
what students need • Students are not at
• Students bored; the same skill level.
waste of time • Librarian has to be
more flexible.

34. Instructional Designs of IL
Process
Content -Stand alone ILI -Integrated ILI tends
driven
driven tends to be like this to be like this
-Teacher-centered -Student-centered
-Knowledge based -Skill based
-Passive learning -Active learning
Example:
Example:
Lecturing on the
cataloging system Students identifying
of books info sources for I.P.

35. Effectivity Diagram of InfoLit Instruction
(Loertscher, 2003)
Students know Students are in
how to learn but the best position
Good
are shallow in to learn.
their subject
content.
Students are in Students have
PROCESSING
trouble. mastered content
but they lack
Poor
investigative
skills.
InfoLit
Poor Good
InfoLit CONTENT

36. Effectivity Diagram of InfoLit Instruction
(Loertscher, 2003)
Students know Students are in
how to learn but the best position
Good
are shallow in to learn.
their subject
content.
Students are in Students have
PROCESSING
trouble. mastered content
but they lack
Poor
investigative
skills.
InfoLit
Poor Good
InfoLit CONTENT

37. IL Instruction
as Stand-
Alone

38. FINDING INFORMATION
Library Internet
Library Catalog Indexes/Abstracts Search Engines
Card OPAC Print Indexes Electronic Databases
Catalog
Books & Articles in
other journals, Webpages
materials newspaper,
owned magazines
Evaluate,
select
and use (Loertscher, 2003)
info

39. FINDING INFORMATION
Library Internet
Library Catalog Indexes/Abstracts Search Engines
Card OPAC Print Indexes Electronic Databases
Catalog
Books & Articles in
other journals, Webpages
materials newspaper,
owned magazines
Evaluate,
select
and use
info

40. Stand-Alone IL Instruction
Content-Process Combination
SAMPLE 1:
Teacher orients the
students regarding
sources they can find
in the library.
Students will indicate
the library collection on
the floor plan as they
explore around.

41. Stand-Alone IL Instruction
Content-Process Combination
SAMPLE 2:
Teacher describes the
books found in the
reference section.
Students will extract the
info about birds found in the
following reference books:
dictionary, encyclopedia,
thesaurus.

42. Integrated
Information
Literacy

43. How do we integrate LIP to other subjects?
I
S N
U F
B O
L
J I
E T
C
T LIBRARY I
USE N
C S
Teacher O T Librarian
N R
U
T C
E T
N I
T O
N

44. InfoLit Instruction Models
REACTS Model Information Pathways to
(Stripling & Search Process Knowledge
Patts, 1988) (Kuhlthau, 2003) (Pappas & Tepe,
1997)
I-Search
Loertscher’s IL
Process (Joyce
Model (2000)
& Tallman, 1997)
Big6/Super3
(Eisenberg &
Berkowitz, 1988)

45. IL Process: Super3 Model
(Information Literacy Model by Eisenberg & Berkowitz, 1988)
• What am I supposed to do?
Plan • What will it look like if I do a really good job?
• What do I need to find out to do the job?
• Students take notes, read, draw a picture, write a
Do report, perform tasks to deliver learning output
• Did I do what I was supposed to do?
Review • Do I feel ok about this?
• Should I do something else before I turn it in?

46. • Do the Super3 Exercise

47. Exercise: Understanding the Super3
(Eisenberg & Berkowitz, 2011)
DO 1. Views a video on whales
REVIEW 2. Looks over a worksheet to make
sure it’s all done
PLAN 3. Chooses a topic for a project
DO 4. Listens to a story

48. Exercise: Understanding the Super3
(Eisenberg & Berkowitz, 2011)
PLAN 5. Realizes that one’s not sure what to
do
PLAN 6. Decides that one needs a book
about bees
DO 7. Goes to the library to use a
computer
DO 8. Uses the MS Paint program to
create an image

49. IL Process: Big6 Model
Information Literacy Instruction Model by Eisenberg & Berkowitz (1988)
S2: Info- S3:
S1: Task
seeking Location
Definition
strategies and Access
S4: Use of
S6: S5: Information
Evaluation Synthesis

50. IL Process: Big6 Model
Information Literacy Instruction Model by Eisenberg & Berkowitz (1988)
S1: Task
Definition • Define the task;
• Identify the information requirement of
the problem;
S2: Info-seeking • Determine the range of possible
strategies
sources;
• Evaluate the possible sources to
determine priorities;
S3: Location
and Access • Locate sources;
• Find information within sources;

51. S2: Determine the range of
possible sources
• Which is the better source of information
for the topic on World War II?
Book or Newspaper

52. InfoLit Activities
Super3 Big6 Learning Activities
Skills Skills
Plan S1: Task Brainstorm; create concept –map;
definition webbing of questions;
S2: Info- List down possible sources of
seeking information; Distribute tasks among
strategies groupmates;
S3: Locate Search through catalogs, indexes, OPAC,
and internet, databases; Collate all relevant
access materials and make a list of them noting
their bibliographic information.

53. IL Process: Big6 Model
Information Literacy Instruction Model by Eisenberg & Berkowitz (1988)
S4: Use of
Information
• Engage with the information in the
source/s;
• Extract information from the sources;
S5: Synthesis • Organize the information from multiple
sources;
• Present information;
S6: Evaluation
• Judge the product (effectiveness);
• Judge the information search process.

54. InfoLit Activities
Super3 Big6 Learning Activities
Skills Skills
DO S4: Use of Gather all info resources; browse or sift
info through them;
Read, view, listen to information from
chosen resources
Scavenger hunting; note-taking;

55. InfoLit Activities
Super3 Big6 Skills Learning Activities
Skills
REVIEW S5: Organize notes taken through outlining,
Synthesis webbing of ideas, essay writing, drafting
the report/research
Make and present the final output:
research paper, video, poster, photo-
essay, creative exhibit, song, persuasive
speech, investigatory project, oral
defense, etc.
S6: Self-evaluation; peer-evaluation;
Evaluation critiquing of work by others (using
rubrics)

56. • Do the Big6 exercise

57. Answers to the Exercise #2
S1 1. Ask relevant questions to narrow the topic for
research.
S3/S4 2. Instruct them on how to read and use the card
catalog.
S3 3. Give them the list of keywords to use for a more
effective info search in the OPAC.
S2 4. Clarify concepts surrounding the problem or issue.
S8 5. Teach them how to design an effective PowerPoint
presentation of their report.
S3 6. Help students identify which are authoritative
sources from the non-authoritative sites in the web.

58. Answers to the Exercise #2
S3/S6 7. Show the difference between information from popular
magazine articles and from scholarly journal articles.
S4 8. Demonstrate how to keep track of resources found
online.
S6 9. Instruct them on note-taking.
S4/S7 10.Assist student in citing sources using the APA citation
style.
S4 11.Lead students to DDC class number of books related to
their topic for research.
S7 12.Instruct students on the advantage of using Google docs
for collaborating on the making of the final output.

59. Levels of Integration
(Marcoux, 2009)
Librarian and subject teacher jointly plans, executes, and
Collaboration assesses the library session.
Librarian is informed about lesson objectives, required output,
Coordination deadlines, and evaluation criteria. Librarian facilitates the use
of resources, and teaches how to develop their research.
Librarian knows lesson objectives & required output. Minimal
Cooperation consultation on types of resources available. Students consult
the librarian re use of resources and how to do their research.
Librarian knows a class reservation in the library but has
Connection no input into the design and timing of it.
Students consume library resources for photocopying, reading
Consumption assignments, printing,etc.

60. Collaboration
(Loertscher, 2003)
S Planning Phase:
U
Plan goals for the topic;
B
J Complete preparations for the topic; L
E I
C Implementation Phase: B
T Jointly facilitate the learning activities R
-utilizing technology and LMC A
T resources R
E I
A Assessment Phase: A
C N
Assess student learning and the learning
H
E process
R

61. Library Interaction Planning Form
Date : _______________________
Name of Teacher:__________________ Subject & Year Level: ______________
Check the information skill objective/s: (Adapted from the Big6 Skills)
S1: Define the task/problem S4: Locate Sources S7: Organize the information
S2: identify the information needed S5: Read, listen or view the information in S8: Present the information
the sources
S3: Determine the range of possible S6: Extract relevant info from the sources S9: Judge the product and the research
sources and evaluate them process
Information needed: __________________________________ (leave blank if not required)
Activity Output: __________________________________________
Deadline:____________
---------------------------------------------------------------------------
Student tasks:______________________________________________________
______________________________________________________
______________________________________________________
Teacher tasks: __________________________________________________ B D A
___________________________________________________ B D A
___________________________________________________ B D A
Librarian tasks:___________________________________________________ B D A
___________________________________________________ B D A
___________________________________________________ B D A
Note: Please attach inclusive dates and time periods for the library use and instruction .

62. Library Interaction Planning Form
Inclusive Dates & time of LMC Use: _January 18, 2011_____
Name of Teacher: Ms. Rose Manigan Subject & Grade Level: Reading (Grade 2)
Check the information skill objective/s: (Adapted from the Big6 Skills)
S1: Define the task S4: Locate Sources S7: Organize the info from multiple sources
S2: identify the information requirements S5: Read, listen or view the information in the S8: Present information
sources
S3: Determine the range of possible S6: Extract relevant info from the sources S9: Judge the product and the research
sources and evaluate them process
(Leave blank if not required)
Theme of Info needed: __________________________________
Deadline:____________
Activity Output: __________________________________________
---------------------------------------------------------------------------
Student tasks__________
______________________________________________________
______________________________________________________
Teacher tasks: (B) _______________________________________________ Venue:_______________
(D) _____________________ _________________________Venue:_______________
___________________________________________________Venue:_______________
Librarian tasks: (D) _____________________________________________ _Venue:______________
((D) ______________________________________________Venue:______________
___________________________________________________Venue:______________

63. Library Interaction Planning Form
Inclusive Date & time of LMC Use: August 15-19, 2011/ various time periods
Name of Teacher: Ms. Tina Oli Subject & Year Level: T.H.E. 2
Check the information skill objective/s: (Adopted the Big6 Skills)
S1: Define the task S4: Locate Sources S7: Organize the info from multiple sources
S2: identify the information requirements S5: Read, listen or view the information in the S8: Present information
sources
S3: Determine the range of possible S6: Extract relevant info from the sources S9: Judge the product and the research
sources and evaluate them process
Theme of Info needed: Mediterranean Cuisine_____________ (Leave blank if not required)
Activity Output: Mediterranean Menu Deadline: August 15-19, 2011
---------------------------------------------------------------------------
Student task:.
Teacher tasks:
Librarian tasks:

64. Library Interaction Planning Form
Inclusive Dates & time of LMC Use: _July 12-16, 2011
Name of Teacher: Ms. April Toledo Subject & Grade Level: P.E.-3rd Year
Check the information skill objective/s: (Adopted the Big6 Skills)
S1: Define the task S4: Locate Sources S7: Organize the info from multiple sources
S2: identify the information requirements S5: Read, listen or view the information in the S8: Present information
sources
S3: Determine the range of possible S6: Extract relevant info from the source S9: Judge the product and the research
sources and evaluate them process
(Leave blank if not required)
Theme of Info needed: Health
Activity Output: Estimate their calorie intake online. Deadline: at the end of the period
---------------------------------------------------------------------------
Student tasks: Read about Calories and healthy living
Teacher tasks: (B) Orient students about the objectives and required output from the activity.
(D) Instruct students on accessing the Health links.
Librarian tasks: (B) Organize links to recommended sites on the school website.
(D) Instruct students where they can check the Health books as well as on accessing
the Health links online.

65. Library Interaction Planning Form
Inclusive Dates & time of LMC Use: _January 21-25, 2011_____
Name of Teacher: Mr. Anton Overio Subject & Grade Level: Biology -2nd Year
Check the information skill objective/s: (Adopted the Big6 Skills)
S1: Define the task S4: Locate Sources S7: Organize the info from multiple sources
S2: identify the information requirements S5: Read, listen or view the information in the S8: Present information
sources
S3: Determine the range of possible S6: Extract relevant info from the sources S9: Judge the product and the research
sources and evaluate them process
Theme of Info needed: Designing an effective PowerPoint Presentation (Leave blank if not required)
Activity Output: PowerPoint presentation of group I.P. Deadline: January 31, 2011
---------------------------------------------------------------------------
Student tasks: Listen and take note of important tips in designing an effective PowerPoint presentation
Teacher tasks: (B) Introduce the librarian to the class and the intention of the activity.-- Classroom
(D) Maintain discipline inside the classroom.
Librarian tasks: (D) Share tips on Proper PowerPoint design and use– Classroom.

66. Taxonomy of IL Instruction
(Thomas, 2004)
• Develops & manages collections
• Creates policies for a self-service facility
Organizer • Central work is managerial and clerical
• Provides an overview of library resources services and policies.
• Gives orientation and group tours
Lecturer
• Provides lessons on reference sources and types of resources related to needs
arising from classroom activities
Instructor
• Presents info resources in ways that show the relationships among different kinds of
resources and recommends a sequence for their use. Librarian plans the lesson and
Tutor actively teaches.
• Actively participates in the students’ information search and research activities
providing cognitive, behavioral and emotional support to them.
Counselor

67. References
AASL/ American Association of School Librarians (2007). Standards for
the 21st century learner. Retrieved from:
http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/
learningstandards/AASL_LearningStandards.pdf
Esienberg, M.B. & Berkowitz, R.E. (2011) The Big6 workshop
handbook—4th ed. Santa Barbara, California: ABC-CLIO, LLC.
Eisenberg, M. B., Lowe, C. A., & Spitzer, K. L. (2004). Information
literacy: essential skills for the information age--2nd ed. Westport,
Connecticut: Libraries Unlimited.
Grassian, E.S. & Kaplowitz, J.R. (2009). Information literacy instruction.
New York: Neal-Schuman Publishers, Inc.

68. References
Gorman, M. (2000). Our enduring values: librarianship in the 21st century.
Chicago: American Library Association.
Iannuzzi, P., Mangrum II, C. T., & Strichart, S. S. (1999). Teaching
Information Literacy Skills. Boston: Allyn and Bacon.
Information Fluency (2012). 21st century information fluency. Retrieved
from: http://21cif.com/
Kapp, K.M. & McKeaguea, C. (2002). Blended learning for compliance
training success. Retrieved from:
http://www.astd.org/NR/rdonlyres/456DB5F7-
D0FE-49B8-AE38-78167D308C7B/0/blendedlearning.pdf
Loertscher, D. V. (2001). Reinventing your school's library in the age of
technology. Salt Lake City, Utah: Hi Willow.

69. References
Loertscher, D. V. (2000). Taxonomies of the school library media
program, 2nd edition. Salt Lake City, Utah: Hi Willow.
Marcoux, B. L. (2009). Levels of collaboration: where does your work fit
in? In K. Fontichiaro (ed.), 21st century learning in school libraries
(pp. 214-217). Santa Barbara, California: Libraries Unlimited.
Powis-Dow, D. W. (2006). Reconciling push vs. pull technologies.
Retrieved November 3, 2011, from
http://www.insitepro.com/powis1.htm
Steinerova,J. (2010). Ecological dimensions of information literacy.
Proceedings of the Seventh International Conference on
Conceptions of Library and Information Science—"Unity in diversity"
— Part 2. Retrieved from: http://informationr.net/ir/15-
4/colis719.html
Thomas, N. (2004). Information literacy and information skills
Instruction: applying research to practice in the school library media
center--2nd ed. Westport, Connecticut: Libraries Unlimited.