K-12 Information Literacy

in the Digital Age

• Cynthia MacDonald (cynthia.macdonald@fresnolibrary.org)

• Rob Darrow (robdarrow@cusd.com)

An Infopeople Workshop

Fall 2003

Agenda

What is Information Literacy in the Digital Age?

Information Literacy StagesBest 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 informationWorldwide 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 1996Joint committee of AASL and AECT

Book: Information Power: Building Partnerships for Learning, 1998.

• http://www.ala.org/aasl/ip_nine.html

Nine standardsShould 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 similarDefine 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 broadInformation 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

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)

Stage1

Best Practices The best questions require students to:

Think criticallyMake comparisons of information from various sourcesAnalyze the materialPresent their own view and words

Engage student interest by:Involving them in topic selectionAsking them to formulate the question

Questions should be: Clearly formulated Appropriate to their level of learningMet with adequate resources

Stage1

Exercise 2

Define the information need

Stage1

Applied to School and Public Libraries

Homework alert

Reference interview

Personal library Web page

Library staff collaborates with teachers to define “reachable” assignments

Teacher assignments on library web site

PUBLIC SCHOOL

Stage1

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

Stage1

California ContentStandard Connection

Information literacy processstages

Information Literacy Standard - AASL

History/Social ScienceGrades 6-8

Define the information need

Standard 4: The student who is an independent learner is information literate and pursues information related to personal interest.

“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.

Stage1

Resources & Strategies

Stage1

Locate and Evaluate InformationLocating sources Finding information within the sourceEvaluate and analyze information

Usefulness AdequacyAuthorityAccuracyPoint of view

Stage2

Standards 1 & 2: The student who is information literate accesses information efficiently and effectively; evaluates information critically and competently. (AASL)

Best Practices Search strategies critical

Apply to print and digitalKeyword, subject headings, natural language, BooleanOnline: Identify general search skills that apply across search engines and databases

Evaluation skills essentialStudents 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

Stage2

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”

Stage2

Applied to School and Public Libraries

24/7 reference assistance

Live homework help

Pre-selected, subject arranged web sites

Pathfinders

Instruction in search and evaluation

Ask an expert

Telemonitoring services

Pre-selected, subject arranged web sites

Pathfinders

Instruction in search and evaluation

PUBLIC SCHOOL

Stage2

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

Stage2

California Content Standard Connection

Information literacy processstages

Information Literacy Standard - AASL

English-Language ArtsGrades 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-level-appropriate narrative and expository text (including a good representation of narrative and expository text, classic and contemporary literature, magazines, newspapers, online information.)” (p. 49)

Stage2

Resources & Strategies

Stage2

Use the Information

Extract and record information

Organize the information

Ethical use of informationCopyright

Plagiarism

Stage3

Standard 3: The student who is information literate uses information accurately and creatively. (AASL)

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

Stage3

Applied to School and Public Libraries

Print and virtual collection development

Homework CentersResources that assist in compiling information

Print and virtual collection development

After school library use

PUBLIC SCHOOL

Stage3

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

Stage3

California ContentStandard Connection

Information literacy process

stages

Information Literacy Standard -

AASL

California Content StandardMath Standards – Grade 4

Use the information

Standard 3: The student who is information literate uses information accurately and creatively.

“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.

Stage3

Resources & Strategies

Stage3

Lunch Time

Laugh Parade Cartoon

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

Stage4

Standard 6:

The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation. (AASL)

Best Practices

Vary presentationsTraditional include written, oral, visual

Technology-enhanced offers Web sites, webquest, PowerPoint, digital photography, video, etc.

Techniques to use tools effectivelyLogical sequence, pacing, interest catching

Stage4

Exercise 4

Use and Synthesize Information

Stage4

Applied to School and Public Libraries

Word processing on computers for kids

Homework centersSoftware tools that assist in putting together a product

Computer labs within the school library

PUBLIC SCHOOL

Stage4

Collaboration and Promotional Ideas

Develop tutorials on how to present information in different ways

Stage4

California ContentStandard Connection

Information literacy process

stages

Information Literacy Standard - AASL

California Content StandardScience – Grade 7

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.

Focus on Life ScienceInvestigation 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.

Stage4

Resources & Strategies

Stage4

Break

Assess the Process and the Product

Evaluate the research/information process

Ongoing throughout process

Evaluate the quality of the productCompleted by teacher, librarian and student

Stage5

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)

Best Practices

Collaboration is crucialLibrarian-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

Stage5

Exercise 5

Assess the Process and Product

Stage5

Applied to School and Public Libraries

Evaluation of services

Provide library skills tutorials, research models, evaluation tools on library Web page

Library Web site assessment tools

PUBLIC SCHOOL

Stage5

Collaboration and Promotional Ideas

Librarian and teacher develop and implement assessment tools together

Stage5

California ContentStandard Connection

Information literacy processstages

Information Literacy Standard - AASL

California Content StandardEnglish-Language Arts

Grades 9 & 10

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.

1.0 Writing Strategies

Evaluation and Revision1.9 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.

Stage5

Resources & Strategies

Stage5

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

stagesInformation Literacy Standard -

AASLCalifornia 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 Revision1.9 Revise text…consistent with the purpose, audience, and genre.

Future Considerations

Moving library services onlineLibrary Web page as a portal

Applying information literacy skills online

“SOS for Information Literacy”

21st century literaciesInformation 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 MacDonaldYouth Services Manager, Fresno County Library cynthia.macdonald@fresnolibrary.org

Rob DarrowLibrary Media Teacher on Special Assignment/Online Learning Specialist, Clovis Unified School District robdarrow@cusd.com