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DEVELOPING ANINFORMATION LITERACY
PROGRAM
HASNAN HASSAN
nan1184@uum.edu.my
Source: Ronald Jess C. Cauna!an
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Definition
In"or#a$%on l%$erac& is a set of abilities
requiring individuals to “recognie !"en
information is needed and "ave t"eability to locate# evaluate# and use
effectively t"e needed information.$% American &ibrary Association
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Definition
An information literate individual is able to'
( Determine t"e e)tent of information
needed( Access t"e needed information
effectively and efficiently
( *valuate information and its sources
critically( +ncor,orate selected information into
one-s no!ledge base
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Definition
An information literate individual is able to'
(cont’d…)
( /se information effectively to accom,lis"a s,ecific ,ur,ose
( /nderstand t"e economic# legal# and
social issues surrounding t"e use ofinformation# and access and use
information et"ically and legally
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Definition
+nformation literacy can be t"oug"t of as
combining familiar library sills !it" t"e
,rocess of learning from information0aylor 82.
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Goals and O'ec$%(es o" $)e
Pro!ra#3bectives of t"e +&5'
1.o teac" students to analye and
evaluate information for accuracy andbias6
7. for students to gain t"e ability to find anduse information ,ur,osefully6
. for students to become ade,t at usingsearc" and retrieval sills to locateinformation6
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Goals and O'ec$%(es o" $)e
Pro!ra#3bectives of t"e +&5 (cont’d):
4. to introduce t"e students to materials
t"at t"ey can use to en"ance t"eirre,orts and ,resentations6
9. to familiarie students !it" trends ininstructional media and online
information retrieval6 and:. to inform t"e students about t"e services
offered by t"e *;
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Med%a Ins$ruc$%on Pro!ra#
In"or#a$%on L%$erac& Pro!ra#
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De(elo*%n! ILP
Modules
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In"or#a$%on L%$erac& Models
=ig:
>uided +nquiry
Students !ill learn more if t"e lesson
follo!s and information ,roblem%solving
model and ot"er ,rinci,les of learning.
0aylor ?92.
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"e =ig:
=ig: information ,roblem%solving model
1. as Definition
7. +nformation Seeing Strategies. &ocation and Access
4. /se of +nformation
9. Synt"esis
:. *valuation
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"e =ig:
S$e* +
Tas, De"%n%$%onTas, De"%n%$%on-)a$ do I need $o do
-)a$ %n"or#a$%on do I need
S$e* /
In"or#a$%on0In"or#a$%on0
See,%n! S,%llsSee,%n! S,%lls-)a$ %n"or#a$%on sources can I use
-)%c) %n"or#a$%on sources
are $)e es$
S$e* 1
Loca$%on and AccessLoca$%on and Access
-)ere can I "%nd eac) source2o3 can I "%nd %n"or#a$%on
%n eac) source
S$e* 4
5se o" In"or#a$%on5se o" In"or#a$%on-)a$ %n"or#a$%on %n eac) source
%s use"ul
2o3 s)ould I record #& no$es
S$e* 6
S&n$)es%sS&n$)es%s2o3 s)ould I or!an%7e $)e%n"or#a$%on $o #ee$ $)e
re8u%re#en$s o" #& $as,
S$e* 9
E(alua$%onE(alua$%onIs #& *ro'ec$ co#*le$e
D%d I #ee$ eac) re8u%re#en$
Source' "tt,'teac"ers.sasc"ina.orgstoafiles714=ig%:%boomar.,g
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"e =ig:
=ig: information ,roblem%solving model +t is not necessary to follo! t"e stages in
linear order +n most successful ,roblem%solving
situations# all stages are addressed.
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>uided +nquiry
;ore suited for designing learning
activities in t"e library and requires more
collaboration !it" subect teac"ers
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>uided +nquiry
“>uided inquiry is a carefully ,lanned#
closely su,ervised targeted intervention
of an instructional team of sc"oollibrarians and teac"ers to guide students
t"roug" curriculum based inquiry units
t"at build dee, no!ledge and dee,
understanding of a curriculum to,ic# andgradually lead to!ards inde,endent
learning.$
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>uided +nquiry
S% C)arac$er%s$%cs Students learn by being actively
engaged and reflecting on t"ate),erience
Students learn by building on !"att"ey already no!
Students develo, "ig"er ordert"ining t"roug" guidance at critical,oints in t"e learning ,rocess
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>uided +nquiry
S% C)arac$er%s$%cs (cont’d) Students- develo,ment occurs in a
sequence of stages
Students "ave different !ays of
learning
Students learn t"roug" socialinteraction !it" ot"ers
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>uided +nquiry
"e information searc" ,rocess occurs in seven
stages'
1. +nitiation
7. Selection
. *),loration
4. Bormulation
9.
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>uided +nquiry
1. In%$%a$%on % students are ased to
contem,late on a researc" question
7.Selec$%on % students c"oose !"ats,ecific information to ,ursue
.E*lora$%on % students develo,
questions of t"eir o!n from !"at t"ey
already no!
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>uided +nquiry
4.For#ula$%on % students form t"eir o!n
focused ,ers,ective
9.Collec$%on % students gat"er relevantinformation
:.Presen$a$%on % students ,re,are to
s"are !"at t"ey learned
C.Assess#en$ % students reflect on !"at
t"ey learned
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A**l&%n! $)e In"or#a$%on
L%$erac& ModelsDevelo,ing effective information literacy
lessons
Hel,ing t"e students to undergo t"e,rocess of seeing and using information
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Develo,ing ;odules /sing
t"e =ig:
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Tas, De"%n%$%on
1. Defining t"e,roblem
Discussion: As t"e students to t"in aboutt"eir researc" to,ic and t"eire),ected out,ut. "is can be a
revie! of t"eir *nglis"requirements.
7. +dentifyinginformation
requirements
Exercise:
"at is your t"esis statementE
+dentify 9 questions t"at you !illas to clarify your t"esisstatement.
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In"or#a$%on See,%n! S$ra$e!%es
1. Determining,ossible sources
Lecture:3vervie! of t"e library tools forresearc".=oos
5eriodicalsDatabases
7. *valuating t"eir,riority
Exercise:
ae a loo at t"e 9 questions
!"ic" you identified. +dentify!"ic" library tools you t"in can,rovide you t"e ans!ers.
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Loca$%on and Access
1. &ocating t"esources andlocating t"einformation in
t"em
Lecture:/sing t"e &ibrary ools/sing t"e 35A< to Searc" for ;aterials/sing t"e Fertical Biles&ooing for 5eriodical Articles /sing t"e
+55/sing t"e 3nline Databases
Exercise:+dentify ey!ords !"ic" you can use insearc"ing.
&oo for relevant sources of informationon your to,ic' boos# 1 ,eriodicalarticle# 1 vertical files entry and 1 articlefrom *=S
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In"or#a$%on 5sa!e
1. Geadinginformation andt"en e)tractingdetails
Exercises:&ooing at t"e five questionsyou formulated# c"oose onequestion !"ic" you t"in can be
ans!ered using one of t"esources t"at you-ve found./sing t"e source t"at you-vefound# find t"e ans!er to t"equestion.
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S&n$)es%s
1. 3rganiing and,resentinginformation.
Exercises:5re,are your ans!er follo!ing aformat.uestion' III
Ans!er' III
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E(alua$%on
1. Judging t"e,roduct and,rocess
Essay: Are you satisfied !it" t"einformationans!er t"at you-vefoundE "yE
>iven your to,ic# do you t"inyou can get sufficient sources int"e libraryE "yEDo you consider c"anging orrevising your to,icE "yE
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I!na$%an Peda!o!%cal
Parad%!# ;IPP
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CONTE=T
Tas, De"%n%$%on
1. Defining t"e ,roblem7. +dentifying information requirements
E=PERIENCE
Tas, De"%n%$%on
1. Defining t"e ,roblem
7. +dentifying information requirements
In"or#a$%on See,%n! S$ra$e!%es
1. Determining ,ossible sources
7. *valuating t"eir ,riority
Loca$%on and Access1. &ocating t"e sources and locating t"e information in t"em
In"or#a$%on 5sa!e
1. Geading information and t"en e)tracting details
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REFLECTION
E(alua$%on
1. Judging t"e ,rocess
ACTION
S&n$)es%s
1. 3rganiing and ,resenting information
EVAL5ATION
E(alua$%on
+. Judging t"e ,roduct
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Prole#s and 2%ndrances %n
$)e I#*le#en$a$%on &ac of ime
+nformation 3verload
Gelevance and +nterest
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Fu$ure C)allen!es
;ore Sc"ool &ibrarian and
Subect eac"ers
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Fu$ure C)allen!es
;ore
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"an youK
HASNAN HASSANSc"ool of *ducation and ;odern &anguages