Transcript K-12 Information Literacy in the Digital Age

K-12 Information Literacy
in the Digital Age
An Infopeople Workshop
Fall 2003
Cynthia MacDonald
([email protected])
Rob Darrow ([email protected])
Agenda
What is Information Literacy in the Digital Age?
Information Literacy Stages
Best Practices, Collaboration and Resources
California Content Standards Connection
Your Information Literacy Plan
Information Trends
“65% of children, ages 2-17 go on the
Internet several times a week.”
The Corporation for Public Broadcasting Internet Study (April
2003)
“The amount of information available in
the world doubles every two years.”
David Thornburg, Educational Futurist, CUE 1997.
It is estimated that the amount of
information in the world will double every
72 hours by 2010.
What is Information Literacy?
Information literacy is the ability to
identify an information need, to
locate, evaluate, use, and
communicate information in
response to that need.
Information Literacy is a Process
Must be internalized
Integrated throughout the curriculum
Reinforced throughout the learning community
“… leads to independent, ethical, lifelong learners who
achieve personal satisfaction and who contribute to
society as a whole.”
• Information Power: Building Partnerships for Learning, 1998.
How is Information Literacy
Different in the Digital Age?
Expanding accessibility to information
Worldwide institutions
Variety of formats
Library services
Moving online
Students must possess skills to locate and
use the “best” information
Print and digital
A shared vision of an information literate
society for the 21st century:
Collaboration is Key
Successful collaborations better serve
our students and are critical to our
current and future success.
Collaborations among school and public
libraries lead to an information literate
society.
The National Information Literacy
Standards for Student Learning
Developed in 1996
Joint committee of AASL and AECT
Book: Information Power: Building
Partnerships for Learning, 1998.
• http://www.ala.org/aasl/ip_nine.html
Nine standards
Should be integrated into K-12 curriculum
Information Literacy Models
Many models over the past 20 years
What models have you used?
Stages are logical and similar
Define the Information Need
Locate and Evaluate Information
Use the Information
Synthesize the Information
Assess the Process and the Product
Resource List
Insert your disk
Exercise 1
Similarities Among Models of Information
Literacy
Information literacy Plan of
Action and Collaboration
(handout)
Complete the first row, “Information Literacy
Model Application”
Break
Our broad
Information Literacy Stages
1. Define the Information Need
2. Locate and Evaluate Information
3. Use the Information
4. Synthesize the Information
5. Assess the Process and the
Product
Info Lit Scenario
Stage
1
Define the Information Need
Identifying and developing ideas
Determining type of question
Generating research questions
Develop topic or thesis statements
Standard 4:
The student who is an independent learner is information literate and
pursues information related to personal interest. (AASL)
Stage
1
Best Practices
The best questions require students to:
Think critically
Make comparisons of information from various sources
Analyze the material
Present their own view and words
Engage student interest by:
Involving them in topic selection
Asking them to formulate the question
Questions should be:
Clearly formulated
Appropriate to their level of learning
Met with adequate resources
Stage
1
Exercise 2
Define the information need
Stage
1
Applied to School and Public Libraries
PUBLIC
Homework alert
Reference interview
Personal library
Web page
SCHOOL
Library staff
collaborates with
teachers to define
“reachable”
assignments
Teacher
assignments on
library web site
Stage
1
Collaboration and
Promotional Ideas
Librarian and teacher guide students in this
stage
Formulating the question
Understanding the assignment
Determining availability and type of resources
Promote resources in learning community
Use a common language
Stage
1
California Content
Standard Connection
Information literacy
process
stages
Information Literacy
Standard - AASL
Define the information
need
Standard 4: The student who
is an independent learner is
information literate and
pursues information related
to personal interest.
History/Social Science
Grades 6-8
“Research, Evidence and Point of
View: Frame questions that can be
answered by historical study and
research.” (p. 115)
6.2 Students analyze the geographic,
political, economic, religious and
social structures of the early
civilizations of Mesopotamia, Egypt
and Kush.
Stage
1
Resources & Strategies
Stage
2
Locate and Evaluate Information
Locating sources
Finding information within the source
Evaluate and analyze information
Usefulness
Adequacy
Authority
Accuracy
Point of view
Standards 1 & 2:
The student who is information literate accesses information efficiently
and effectively; evaluates information critically and competently. (AASL)
Stage
2
Best Practices
Search strategies critical
Apply to print and digital
Keyword, subject headings, natural language, Boolean
Online: Identify general search skills that apply across search
engines and databases
Evaluation skills essential
Students more comfortable searching than evaluating
Important Statistics:
“51% students, ages 12-17, believe ‘most or all’ information
on the Web can be trusted to be right.”
• UCLA Internet Study
“71% of internet-connected students choose the Web over
a visit to the library to complete school projects.”
• Pew Internet & American life study
Stage
2
Exercise 3
Locate and Evaluate Information
Handout: “Search Tool Organizer”
Handout: “Critical Evaluation of a Web site – Elementary”
Handout: “Critical Evaluation of a Web site – Middle School”
Handout: “Critical Evaluation of a Web site – High School”
Add to your “Information Literacy Plan of Action”
Stage
2
Applied to School and Public Libraries
PUBLIC
24/7 reference
assistance
Live homework help
Pre-selected, subject
arranged web sites
Pathfinders
Instruction in search
and evaluation
SCHOOL
Ask an expert
Telemonitoring services
Pre-selected, subject
arranged web sites
Pathfinders
Instruction in search
and evaluation
Stage
2
Collaboration and
Promotional Ideas
Outreach to schools: promote library
resources and instruct in locating and
evaluating resources
Share resources as a hook
Teach search strategies to teachers and
parents
Libraries raise test scores
Stage
2
California Content Standard Connection
Information literacy
process
stages
Information Literacy
Standard - AASL
English-Language Arts
Grades 5-8
Locate and Evaluate
Information
Standards 1 & 2:
The student who is information
literate accesses information
efficiently and effectively…
Evaluates information critically
and competently.
2.0 Reading Comprehension
(Focus on Informational Materials)
“By grade 8, read one million
words annually…including a good
representation of grade-levelappropriate narrative and
expository text (including a good
representation of narrative and
expository text, classic and
contemporary literature,
magazines, newspapers, online
information.)” (p. 49)
Stage
2
Resources & Strategies
Stage
3
Use the Information
Extract and record information
Organize the information
Ethical use of information
Copyright
Plagiarism
Standard 3:
The student who is information literate uses information accurately and
creatively. (AASL)
Stage
3
Best Practices
Critical thinking and creativity are key
Variety of information sources
Various media
Across reading levels
Encourages interest and learning
Ethical use of information needs to be
taught
Stage
3
Applied to School and Public Libraries
PUBLIC
Print and virtual
collection
development
Homework Centers
Resources that
assist in compiling
information
SCHOOL
Print and virtual
collection
development
After school library
use
Stage
3
Collaboration and
Promotional Ideas
Provide Web sites on library page that
build awareness of copyright and
plagiarism
Show that information literacy skills
support teacher goals
Woven into the content standards
Stage
3
California Content
Standard Connection
Information
literacy process
stages
Use the
information
Information
Literacy Standard AASL
Standard 3: The
student who is
information literate
uses information
accurately and
creatively.
California Content Standard
Math Standards – Grade 4
“By the end of grade
four…students collect, represent,
and analyze data to answer
questions.”
Statistics, Data Analysis, and
Probability
1.0 Students organize, represent
and interpret numerical and
categorical data and clearly
communicate findings.
Stage
3
Resources & Strategies
Lunch Time
Laugh Parade Cartoon
Stage
4
Synthesize the Information
Organize information from multiple sources
Create a product to communicate the
information (present, share, perform)
Cite sources used
Relay a specific fact
Standard 6:
The student who is an independent learner is information literate and strives
for excellence in information seeking and knowledge generation. (AASL)
Stage
4
Best Practices
Vary presentations
Traditional include written, oral, visual
Technology-enhanced offers Web sites,
webquest, PowerPoint, digital photography,
video, etc.
Techniques to use tools effectively
Logical sequence, pacing, interest catching
Stage
4
Exercise 4
Use and Synthesize Information
Stage
4
Applied to School and Public Libraries
PUBLIC
Word processing on
computers for kids
Homework centers
Software tools that
assist in putting
together a product
SCHOOL
Computer labs
within the school
library
Stage
4
Collaboration and
Promotional Ideas
Develop tutorials on how to present
information in different ways
Stage
4
California Content
Standard Connection
Information
literacy process
stages
Synthesize the
information
Information Literacy
Standard - AASL
Standard 6: The student
who is an independent
learner is information
literate and strives for
excellence in information
seeking and knowledge
generation.
California Content Standard
Science – Grade 7
Focus on Life Science
Investigation and
Experimentation
7d. Construct scale models,
maps and appropriately labeled
diagrams to communicate
scientific knowledge.
7e. Communicate the steps and
the results from an
investigation in written reports
and oral presentations.
Stage
4
Resources & Strategies
Break
Stage
5
Assess the Process and the Product
Evaluate the research/information
process
Ongoing throughout process
Evaluate the quality of the product
Completed by teacher, librarian and student
Standard 7:
The student who contributes positively to the learning community and to society
is information literate and recognizes the importance of information to a
democratic society. (AASL)
Stage
5
Best Practices
Collaboration is crucial
Librarian-teacher design this together with evaluation
and grading that student will value
Librarian knowledge of the information process
and content standards leads to…
Implementation of effective assessment techniques,
which leads to…
Increased student achievement
Stage
5
Exercise 5
Assess the Process and Product
Stage
5
Applied to School and Public Libraries
PUBLIC
Evaluation of
services
Provide library
skills tutorials,
research models,
evaluation tools
on library Web
page
SCHOOL
Library Web site
assessment tools
Stage
5
Collaboration and
Promotional Ideas
Librarian and teacher develop and
implement assessment tools together
Stage
5
California Content
Standard Connection
Information literacy
process
stages
Assess the
Process &
Product
Information Literacy
Standard - AASL
Standard 7: The student
who contributes positively
to the learning community
and to society is
information literate and
recognizes the
importance of information
to a democratic society.
California Content Standard
English-Language Arts
Grades 9 & 10
1.0 Writing Strategies
Evaluation and Revision
1.9 Revise writing to improve the
logic and coherence of the
organization and controlling
perspective, the precision of
word choice, and the tone by
taking into consideration the
audience, purpose, and formality
of the context.
Stage
5
Resources & Strategies
Summary
Goal: Effective users of information in all
formats
Use information intelligently and responsibly
Develop critical thinking skills
Connecting Information Literacy
to Curriculum Standards
Correlations between:
Curriculum content standards
Information literacy standards
Technology standards
National example
California Content Standards Connection
Information literacy process
stages
Information Literacy Standard AASL
California Content Standard
English-Language Arts - Grades 11 & 12
•1.0 Writing Strategies
•2.0 Writing Applications
Define the information need
Standard 4: The student who is an
independent learner is information
literate and pursues information
related to personal interest.
1.6 Develop presentations by using clear
research questions…
Locate & evaluate the
information
Standard 1 & 2: The student who is
information literate accesses
information efficiently and effectively;
evaluates information critically and
competently.
1.6 and creative and critical research
strategies (e.g., field studies, oral histories,
interviews, experiments, electronic
resources)
Use the information
Standard 3: The student who is
information literate uses information
accurately and creatively.
1.7 Use systematic strategies to organize
and record information.
Synthesize the information
Standard 6: The student who is an
independent learner is information
literate and strives for excellence in
information seeking and knowledge
generation.
2.6 Deliver multimedia presentations.
Assess the process &
product
Standard 7: The student who
contributes positively to the learning
community and to society is
information literate and recognizes
the importance of information to a
democratic society.
Evaluation and Revision
1.9 Revise text…consistent with the
purpose, audience, and genre.
Future Considerations
Moving library services online
Library Web page as a portal
Applying information literacy skills online
“SOS for Information Literacy”
21st century literacies
Information literacy should be separate
category
Exercise #6
Implementing Your Information Literacy
Plan
Final Thought
“Students who become information
literate possess a more complete
approach to information gathering. They
can identify their research actions and
explain their choices. They are conscious
of the process and can monitor their steps
and learning as they proceed”.
• Corinne Laverty, “The challenge of information seeking:
how children engage in library work” Feliciter (Canadian
Library Assn.), issue #5, 2002
Infopeople Online Evaluation
http://infopeople.org/wseval.html
Contact Information
Cynthia MacDonald
Youth Services Manager,
Fresno County Library
[email protected]
Rob Darrow
Library Media Teacher on Special
Assignment/Online Learning Specialist,
Clovis Unified School District
[email protected]