Becoming Information Literate

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Becoming Information Literate

• Information literacy across the curriculum -
  overview
• Week 13

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(No Transcript)
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What is information literacy?

• An information literate person is able to
  recognise when information is needed and has the
  ability to locate, evaluate and use effectively
  the needed information. They know how to learn
  because they know how information is organised.
• (Breivik Senn, 1994)

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The information process Defining

• What do I really want to find out?
• What is my purpose?
• Specific skills
• understand the problem
• identify key words
• brainstorm using key words
• use knowledge base to clarify understanding

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Locating

• What do I know already?
• What sources and equipment can I use?
• Specific Skills
• identify types of resources
• learn skills needed for information resources

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Selecting

• How relevant is the information?
• How authentic is the information?
• What information do I need to use?
• Specific Skills
• appropriateness of the source
• use key skills to locate useful information
• develop skills to skim and scan
• assess credibility

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Organising

• Do I have enough information?
• Do I need all the information?
• Specific Skills
• review purpose and discard irrelevancies
• organise information into related units
• plan presentation format

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Presenting

• How can I present the information?
• With whom will I share the information?
• Specific Skills
• use variety of media and skills to suit the
  purpose
• demonstrate ability to consider multiple
  viewpoints
• consider type of audience

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Evaluating

• What did I learn?
• How well did I present the information?
• Specific Skills
• Self evaluation of strengths and weaknesses
• peer evaluation - give and receive feedback

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Graduate qualities

• Preparing for life-long learning in pursuit of
  personal development and excellence in their
  professional practice
• Is an effective problem solver, capable of
  applying logical, critical, and creative thinking
  to a range of problems
• Is able to communicate effectively in
  professional practice and as a member of the
  community

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Independent learners

• Accept responsibility for directing own future
• Confidence in ability to continue learning
• Learn to analyse and make meaning of
  information
• Transfer strategies and learning skills into
  personal and social environment

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Information technologies

• World Wide Web
• E-mail
• Educational indices -ERIC, AUSTROM
• CD-ROMs
• Databases
• Spreadsheets
• Presentation programs
• Word processors

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Integrating technology into teaching

• Shifts in teacher attitude and behaviour
• Teacher centred to student centred
• Promote small group discussion
• Structured to exploratory
• Competitive to cooperative activities
• Classroom to whole-world interaction

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Tools that enhance student learning

• It is not the tools per se that impact on student
  learning, but rather how they are used
• Technology should only be used if it is the
  best tool for achieving the required outcome
• Equip students with skills for life-long learning

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Referencing

• Correct referencing is an essential skill for all
  writing
• Books
• Poole,B.J. 1997, Education for an information
  age, McGraw Hill, Boston.
• Journal article
• Sheingold, K. 1991 Restructuring for learning
  with Technology The potential for synergy Phi
  Delta Kappan, Sept 1991, pp17-27.
• Web Document
• Anatomy on the World Wide Web Online,accessed 4
  June, 1999. URL http//www.osc.on.ca/HumanBody/E
  xhibitFloor/anat.html

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Exam Questions

• . Identify three skills that are essential to
  using ERIC and AUSTROM and explain why each is
  important.
• Compare the functions of relative and absolute
  cell references in using a spreadsheet.
• Identify four reasons for integrating the use of
  the Internet into the classroom

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Further exam questions

• Outline briefly a search strategy and identify
  the keywords and operators that you would use to
  search the following topic. Discuss the use of
  the Internet in the maths and science primary
  curriculum
• Outline five implications of using resource based
  learning in the school.

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And finally!!

• Discuss the issues of quality of information that
  affect each of the following
• Cd-rom encyclopedias - Books
• World Wide Web -Electronic databases
• Eric and Austrom
• . Anyone can publish on the Net. Describe three
  strategies that you would use to ensure
  authenticity of the information available on the
  Net.

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The subject ends, but the skills live on!
All the best for the Exam