Transcript Teacher-Centered Information Literacy Instruction:

Teacher-Centered Information Literacy
Instruction:
Delivering Web-Based Tools to Practicing
Teachers in Graduate Education
Anne Fields, The Ohio State University
[email protected]
SBC Knowledge Network Explorer 21st Century Literacies
ALA KidsConnect Tools
Who are these teachers?
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Novice and expert
Many enrolled in master’s degree
programs
Some distance ed.
Most on-campus, 4:30 or 7 pm, 1-2/wk
TIRED! No “free” time
But motivated
“Babeling” about information lit
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Information literacy
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OR
Research skills
Critical thinking
Inquiry-based learning
Problem-based learning
OH K-12 L.A. research standard
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Students define and investigate…
issues, topics, and problems.
They locate, select and make use of
relevant information…
Students use an appropriate form to
communicate their findings.
Kindergarten level
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Generate questions for investigation
Gather information from a variety of
sources
Retell important details and findings
Grade 12
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Compile, organize and evaluate info…
Take notes and summarize…
Evaluate the usefulness and credibility
of data and sources
Synthesize information from multiple
sources
Give proper credit for sources
Adjust questions as necessary…
Talk to your teacher-students
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How much ready access to the Web do
you have in your classroom?
How much ready access to the Web do
your students have from home?
Does your school have a full-time, onsite school library media specialist?
Teacher Toolkit
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Modest “gateway” list of Web sites
Basic ERIC descriptor list and ERIC URL
Search engine search string examples
Search process model checklists
Search assessment rubrics
Web evaluation forms
Lesson plans (and pointers to more)
More tools. . .
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Information format checklist
Games and other activities
1-page digests (and links to ERIC
digests)
Online tutorials
Research tips handouts
DON’T WAIT—START AND BUILD
Persuading Faculty
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NCATE standards
INTASC
Information literacy’s relationship to:
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Critical thinking
Problem solving
Active learning
Use your class time.
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Present IL concepts before class.
Students identify relevant grade and
content level standards before class.
In-class active learning.