Transcript Information Literacy

Information Literacy
Essential Skills for the
Information Age
Dr. Mike Eisenberg
University of Washington
© M. Eisenberg 2009
Everything You Want to
Know About Information
Literacy …
© M. Eisenberg 2009
Everything You Want to
Know About Information
Literacy …
in 30 Minutes!
© M. Eisenberg 2009
Why This is Important…
© M. Eisenberg 2009
Agenda
1. Setting the Scene: The
Challenges of Information Age
2. Essential Skills for the
Information Age: Information
Literacy
3. Implementation: Context,
Context, Context!
© M. Eisenberg 2009
Agenda
1. Setting the Scene: The
Challenges of Information Age
2. Essential Skills for the
Information Age: Information
Literacy
3. Implementation: Context,
Context, Context!
© M. Eisenberg 2009
Problems
• Everyone – information access, overload,
quality
• Students – gaining essential information
knowledge & skills
• Schools – providing meaningful learning
opportunities
• Society – providing opportunity for our
children to succeed at the highest possible
levels.
© M. Eisenberg 2009
Information Problem #1:
Overload
“More new information
has been produced in the
last 30 years than in the
previous 5,000.”
Reuters Magazine (1997, March/April)
© M. Eisenberg 2009
Information Problem #1:
Overload
“The amount of new
information stored on
paper, film, magnetic, and
optical media doubled in
three years..”
How Much Information, 2003, http://www2.sims.berkeley.edu/research/projects/how-much-info2003/execsum.htm#summary
© M. Eisenberg 2009
The Solution?
• Speed things up?
• Pack in more and more
content?
• Add more technology?
© M. Eisenberg 2009
Speeding Up – The Solution?
© M. Eisenberg 2009
Information Problem #2:
Quality
© M. Eisenberg 2009
Quality
“More than 2/3 of teens said
within the last year that they
use the Internet as their major
resource when doing a big
project for school..."
Lester, Will "High School Students Love Net for Research."
Syracuse Post Standard, 8/21/01 (from AP )
© M. Eisenberg 2009
Quality
In a study of 500 sites used by
Colorado high school students
to do research, only 27% of the
sites were judged to be reliable
for academic research!
Ebersol, Samuel, “Uses and Gratifications of the Web among Students,”
Journal of Computer-Mediated Communication, 6(1): September 2000,
www.ascusc.org/jcmc/vol6/issue1/ebersole.html
Colhoun, Alexander. "But - - I Found It on the Internet!" Christian
Science Monitor. 25 April 2000: 16.
© M. Eisenberg 2009
The Solution?
• Discourage Web Use?
• Pre-select resources?
• Filtering?
© M. Eisenberg 2009
Filtering – The Solution?
bandeg0187r Illustration Works Royalty Free Photograph
© M. Eisenberg 2009
Alternative Solution
• To have students use information and
technology effectively and efficiently
for success in school, work, and their
personal lives.
• To focus on process as well as content.
• For students to be lifelong learners and
independent thinkers.
© M. Eisenberg 2009
INFORMATION LITERACY
© M. Eisenberg 2009
Agenda
1. Setting the Scene: The
Challenges of Information Age
2. Essential Skills for the
Information Age: Information
Literacy
3. Implementation: Context,
Context, Context!
© M. Eisenberg 2009
Survey of Valued Skills
6
5.5
5
4.5
4
3.5
3
2.5
2
1.5
Problem Solving
Information Use
Speaking
Independent Work
Technology
Group Work
Writing
Reading
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Freshmen
Transfers
Seniors
1-Yr Grads
5-Yr Grads
www.washington.edu/oea/
10-Yr Grads
© M. Eisenberg 2009
Information Literacy
“To be information literate, a person
must be able to recognize when
information is needed and have the
ability to locate, evaluate, and use
effectively the needed information.”
American Library Association, 1989
© M. Eisenberg 2009
Association of College and
Research Libraries
Information Literacy Competency
Standards for Higher Education
2001
www.ala.org/acrl/ilintro.html
© M. Eisenberg 2009
ACRL: Information Literacy Standards
1. The information literate student
determines the nature and extent of
the information needed.
2. The information literate student
accesses needed information
effectively and efficiently.
http://www.ala.org/acrl/ilintro.html
© M. Eisenberg 2009
ACRL: Information Literacy Standards
3. The information literate student evaluates
information and its sources critically and
incorporates selected information into his
or her knowledge base and value system.
4. The information literate student,
individually or as a member of a group,
uses information effectively to accomplish
a specific purpose.
http://www.ala.org/acrl/ilintro.html
© M. Eisenberg 2009
ACRL: Information Literacy Standards
5. The information literate student
understands many of the economic,
legal, and social issues surrounding
the use of information and accesses
and uses information ethically and
legally.
http://www.ala.org/acrl/ilintro.html
© M. Eisenberg 2009
Talking about …
Process
© M. Eisenberg 2009
For the Youngest
The Super3
Beginning
Plan
Middle
Do
End
Review
© M. Eisenberg 2009
For Older Students
The Big6 Skills
™
1. Task Definition
2. Info Seeking Strategies
3. Location & Access
4. Use of Information
5. Synthesis
6. Evaluation
© M. Eisenberg 2009
© M. Eisenberg 2009
© M. Eisenberg 2009
Agenda
1. Setting the Scene: The
Challenges of Information Age
2. Essential Skills for the
Information Age: Information &
Technology Literacy
3. Implementation: Context,
Context, Context!
© M. Eisenberg 2009
Context
#1 - the process

information problem solving (the Big6)
#2 - technology in context

technology in the process
#3 - curriculum
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real needs in real situations
assignments: papers, reports, projects
units and lessons
© M. Eisenberg 2009
Context: The Process
Information problem-solving is not
always linear, step-by-step.
E
S
UI
L&A
ISS
TD
© M. Eisenberg 2009
Non-Linear
TD
E
ISS
S
L&A
UI
© M. Eisenberg 2009
Not Linear
TD
S
ISS
L&A
UI
S
UI
S
E
ISS
L&A
UI
S
E
© M. Eisenberg 2009
Not Linear
Task
Definition
Information
Seeking
Strategies
Location
and Access
Information
Use
Synthesis
Evaluation
© M. Eisenberg 2009
Context #2: Technology
in Context
© M. Eisenberg 2009
Technology - Out of Context
• Word processing • Electronic spreadsheets
• E-Mail
• Spell/grammar check
• Web browsing
• Hyperstudio
• Web page design
• Upload/download
• Instant Messaging
• Web searching
• Statistical analysis presentation
• Online•catalogs
Multimedia production (PowerPoint)
• Database management systems
• Video production
• Inspiration • Chat
• Group discussion
• CAD/CAM
• Electronic indexes
• Graphics • Use of operating systems
• Copy/paste
• Telnet • Brainstorming software
• ftp
•• Algorithms
PDAs
• HTML
• Programming
© M. Eisenberg 2009
Better, But Still Out of Context
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E-Mail
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Word processing
Group discussion
•
Online catalogs
•
Electronic indexes
•
Web browsing
•
Web searching
•
Electronic spreadsheets•
Upload/download
•
HTML
•
Spell/grammar check •
Brainstorming software •
PDAs
•
Video production
•
Algorithms
•
Multimedia production
(PowerPoint, Hyperstudio)
ftp
Chat
Graphics
Database management
Inspiration
Use of operating systems
Web page design
Copy/paste
Statistical analysis presentation
CAD/CAM
Telnet
Programming
Instant Messaging
© M. Eisenberg 2009
Technology in Context
TASK DEFINITION
Students use e-mail, listservs, newsgroups, chat,
videoconferencing, and other online communication methods to
clarify assignments and brainstorm problems. May also use
software to generate timelines, organizational charts, etc. to plan
and organize complex problems
INFO SEEKING
STRATEGIES
Students identify and assess computerized resources as they
develop information seeking strategies toward their problem.
LOCATION & ACCESS
Students use online catalogs, searchable periodical indexes,
electronic encyclopedias, Web search engines, and other online
searching tools to locate useful information.
USE OF INFORMATION
Students connect to and access online or locally stored electronic
information sources, view, download, and decompress files, and
use copy-and-paste features to extract relevant information.
SYNTHESIS
Students organize and communicate their results using word
processing, database management, spreadsheet and graphics
software, and distribute their projects via e-mail, Web publishing,
or other media.
EVALUATION
Students evaluate the impact of the technology they used,
including its effectiveness and efficiency
© M. Eisenberg 2009
Exercise
Word processing
Search engines, electronic
indexes, online library catalogs
Spell/grammar check
Brainstorming software
Blogs
Presentation software
(PowerPoint)
Email
Technology in Context
Task Definition
Brainstorming software; Email
Info Seeking Strategies
Search engines, electronic
indexes, online library
catalogs; Blogs
Location & Access
Search engines, electronic
indexes, online library
catalogs
Use of Information
Presentation Software; Blogs
Synthesis
Presentation Software
Evaluation
Spell/grammar check; Email
Context #3: Curriculum
Content Area
Curriculum
Info & Tech
Literacy
© M. Eisenberg 2009
Context #3: Curriculum
Course
Curriculum
Integrated
Program
Info & Tech
Literacy
© M. Eisenberg 2009
In Closing…
© M. Eisenberg 2009
Problems
• Everyone – information access, overload,
quality
• Students – gaining essential information
knowledge & skills
• Schools – providing meaningful learning
opportunities
• Society – providing opportunity for our
youth to succeed at the highest possible
levels.
© M. Eisenberg 2009
Solution
• Information literacy.
• Recognized as essential.
• Infused through education and society at
all levels.
© M. Eisenberg 2009
Thanks for
listening!
© M. Eisenberg 2009
Questions
or
comments?
© M. Eisenberg 2009
Resources
AASL Information Literacy Standards (1998)
www.ala.org/aasl/ip_nine.html

AASL Learning Standards proposed (2007)
www.ala.org/ala/aasl/aaslproftools/learningstandards/AASL_Learning_Standards_2007.pdf

ACRL Information Literacy Standards
www.ala.org/acrl/ilintro.html

The Big6

www.big6.com
Fluency in Information Technology

http://www.nap.edu/books/030906399X/html
ISTE/NETS-S

www.iste.org/inhouse/nets/cnets/students/pdf/NETS_for_Students_2007.pdf
Janet Murray – matrix

http://janetsinfo.com/big6info.htm
© M. Eisenberg 2009