James Herring's PLUS model. Skills Overview. The Big6™ Developed by Mike Eisenberg and Bob Berkowitz, the Big6 is the most widely known and widely used approach to teaching information and technology skills in the world. Used in thousands of K-12 schools, higher education institutions, and corporate and adult training programs, the Big6 information problem-solving model is applicable whenever people need and use information. The Big6 integrates information search and use skills along with technology tools in a systematic process to find, use, apply, and evaluate information for specific needs and tasks. Why Big6™? We all suffer from information overload. One solution to the information problem—the one that seems to be most often adopted in schools (as well as in business and society in general)—is to speed things up.
The Big6™ Skills The Big6 is a process model of how people of all ages solve an information problem. 1. 1.1 Define the information problem 1.2 Identify information needed 2. 2.1 Determine all possible sources 3. 4. 5. 6. Good school libraries: making a difference to learning - Digital Education Resource Archive (DERA) Information and Critical Literacy home - Information Literacy. Schools. Where does information literacy fit within the schools sector? School librarians have had an interest in Information Literacy for many decades but, in general, this has not transferred into the educational language used by teaching staff, syllabuses or the examination system in England. This has resulted in the term “Information Literacy” being used mostly by librarians as opposed to teachers.
In Scotland the picture is different as, through a funded project, Information Literacy and the associated skills have been developed within their educational framework to a much greater extent. The results of the project are detailed on the Information and Critical literacy pages on the Scottish Government website. The current curriculum for England does not specifically identify Information Literacy within its subject specifications; however, elements of the skills that comprise Information Literacy do exist within some subject areas, particularly ICT and the Humanities. Finding OERs. Using OERs. Once you’ve found resources you want to use, you’ll need to evaluate them to ensure that they are fit for purpose. The level of evaluation you’ll want to do will likely depend on the scale of the resource/s you’re using.
It’s important to think about the context in which you will be re-using material and how much adaptation will be needed. Some material can be used ‘off the shelf’ with no changes necessary. However, other resources may require re-branding and re-contextualising Time How much do you need to change the original resource to make it suitable for your purpose?
Format This is a particularly important factor in reusing online resources. If you don’t have access to the software required or the relevant skills to adapt a resource, there are other things you can do to make it applicable for your own use; see the Repurposing tab for more on this. Other criteria As part of the JISC-funded DELILA project, a set of criteria was developed to help you to evaluate information literacy OERs. Sharing OERs. Information literacy - Definition. Models and frameworks. Our qualifications. Information literacy is for life, not just for a good degree. Arguably, librarians and information professionals have been involved in developing the information skills and competences of their users since the beginning of libraries. Until recently this was known as bibliographic instruction (to insiders) and library skills (to everyone else).
Now we call this type of intervention information literacy, and have expanded our definition to include various aspects of research such as critical evaluation, data managing and presentation of findings. Everyone else now just calls this digital skills. The concept and practice of information literacy has been widely discussed in library and information professional literature in recent years. More recently this focus has widened to examine transition from school and Further Education (FE) into University, recognizing universities’ increasingly high expectations of new undergraduates information literacies. This widening of focus is also starting to bring workplace information literacy under the spotlight.
Why teach information literacy in an academic library? Nazlin Bhimani is the Research Support & Special Collections Librarian at the UCL Institute of Education (IOE). She blogs here about the importance of teaching information literacy skills in academic libraries. Learning in most academic institutions relies on the provision of library resources to both support and supplement what is being taught and researched. With the rapidly changing information landscape and the myriad ways in which users can search for information, the challenge of locating, accessing and finding relevant and appropriate information resources for academic research is ever present. Library users require skills that include knowledge of different types of information resources and an understanding of the most appropriate ways of critically evaluating information, using it in an ethical manner and managing this information.
What is information literacy? The Alexandria Proclamation (UNESCO-IFLA, 2005) states: Information literacy lies at the core of lifelong learning. 2. 6 suggestions for teaching information literacy. Most college students have been exposed to more technology than students of previous generations. This does not make them technology experts. Students do a lot of searching online for information. This does not make them expert, or even good, searchers. Thanks to Google, students can always find information on any topic. This does not mean that they have found true, accurate, useful information and does not make them expert finders of information. Students need instruction and guidance in learning how to find, evaluate, select and use information, just as they need instruction and guidance in learning anything else. The Framework for Information Literacy for Higher Education The Framework for Information Literacy for Higher Education (the Association of College and Research Libraries' new "guide" to Information Literacy) is meant to explain the theory behind information literacy and the threshold concepts that students must incorporate into their thinking to become information literate.
Resources for the Extended Project Qualification at The University of Manchester. Experienced researchers at Manchester have designed a series of bespoke workshops specifically to support students studying for the Extended Project Qualification (EPQ), or undertaking an Extended Project as part of a diploma. These sessions can be used by teachers delivering the taught element of the EPQ to provide students with an excellent grounding in the academic and intellectual skills required.
Powerpoint presentations for the seven workshops are available to download below, along with accompanying teaching notes, activities and worksheets. They are accessible, adaptable and designed to encourage students to develop as reflective learners, preparing them for the evaluative element of the Extended Project. Most workshops are suitable for all project types and are appropriate to all exam board specifications.
They can also be used to support the teaching of research modules in other A-Level and BTEC qualifications. All resources are free of charge. Complete our workshop feedback form. Resource sheets for schools. The “Research Smarter” resource sheets have been produced by the CILIP Information Literacy Group and TeenTech under a Creative Commons license, which means that they are available to all schools to download from this website and to adapt and use with their own pupils to help support the delivery of any topic or activity that requires information literacy skills. All of these works are licensed under a Creative Commons Attribution-ShareAlike 4.0 International license.
The resource sheets are also available to download from the TeenTech website. They were created by the following colleagues on behalf of the CILIP IL Group: If you have any queries or feedback about these resources, please email the CILIP IL Group. Transition skills FINAL. The Information Literate Classroom – expanding skills across the curriuclum | readingeducator. When information literacy skills are not part of the everyday learning in the classroom they can only ever be ‘add-ons’ and no more. When a teacher doesn’t embed these skills as part of their pedagogy and the ‘teaching’ of information literacy skills is done elsewhere they can again only ever be ‘add-ons’.
As soon as someone else attempts to ‘teach’ these skills it immediately lowers the value students place in them as suddenly they are seen to be separate. Students get taught all the skills and knowledge they need by their teachers and see how subjects fit together by those teachers employing certain things across all subjects. For instance the ability to skim and scan, to successfully keyword and understand how search engines work and to reference materials etc etc are skills that are needed in all subjects so they should be part of the classroom teachers role to disseminate.
To make anything cross curricular and whole school it is the teachers that need to buy into it. Like this: Top 6 library and information stories from August 2016. We've collected together some of the interesting, contentious and important library and information stories that were discussed around the world last month. There were lots of interesting discussions in August, including: CopyrightStoring physical and digital informationWhy we need good, trustworthy data and informationDigital and information literacyImproving life chancesThe economics of privacy Let us know what you think or if you have any other important issues that we missed in the comments section below. 1.
Copyright A compilation of some copyright news and blogs from around the world: 2. The recent story, in Atlas Obscura, about New York Public Library moving 15 million books to an underground storage facility aptly demonstrates the challenges involved in storing physical documents and information. Digital information is often held up as a panacea for all our data storage problems. 3. 4.
Some recent articles on digital and information literacy: 5. 6. Join CILIP Join CILIP. #AskALibrarian: Does mindfulness benefit children? Digital Literacy in Libraries – a day of sharing innovations | MmIT blog. A chance conversation earlier in the year between the chairs to two of CILIP’s special interest groups led to the first joint event hosted between the Information Literacy Group and the Multimedia, Information and Technology group, which was held at the University of Liverpool in London on Friday August 5th.
The two groups were focusing on digital literacy as part of their overall CPD themes this year so they decided that rather than put on separate events they would pool their resources and contacts and hold a joint event on ‘Digital Literacy in Libraries’. The event was a huge success and attracted speakers and delegates from a range of library and information services and across several different library sectors. Extending digital literacy The first presentation set the bar very high indeed. You can access Luke’s presentation on Prezi Digital literacy in the NHS You can access Kieran’s presentation on Prezi The changing learning landscape Building the digital capability of libraries.
Power of Pictures | CLPE. National Non-Fiction November 2016 | Federation of Children's Book Groups. For 2016 we’re encouraging bookgroups to create their own non-fiction books. You might decide to write a joke book, a craft book, or a local history book – we’re keen for groups to tailor their bookmaking to the interests of their local members, highlighting the huge variety that non-fiction comes in. We hope this approach will enable local groups to get creative and enjoy making physical books, as well as further develop links they may have developed during 2016’s National Share-a-Story Month, with local, unusual venues; for example, you could team up with a nearby museum or visitor attraction to write a fact book about what you can find there.
We’ve created a free resource pack available for all to download, to facilitate in brainstorming and planning a session or two around writing and publishing your own non-fiction book as a group. The activity pack mentions several additional resources which you can also download for free: Can you match the non-fiction author to their bookshelf?
How to Measure the Digital Literacy Capabilities of Library Staff – FINDING HEROES. We know that digital literacy is not the same as digital skills. We know that becoming digitally literate is different for everyone and that it also requires ongoing practice. We also know that Belshaw’s 8 elements of digital literacy can be applied to any library situation and role. But what does this actually mean? Like any rubric; measuring or assessing the digital literacy capabilities of all library staff is a three-step process. Identify the expected digital literacy competencies of library staff.Create benchmarks to determine varying levels of capability within each competency.Measure library staff against these benchmarks. 1.
Identify Competencies After looking at LIANZA’s Bodies of Knowledge and the essential global library competencies outlined by OCLC, I have identified 8 fundamental digital literacy competencies that I believe ALL library staff regardless of their position should know and practice: I think these competencies are all learn-able. 2. 3. Like this: Like Loading... E-safety Support – Knowledge Base. False, Misleading, Clickbait-y, and Satirical “News” Sources. In the war on fake news, school librarians have a huge role to play - The Verge. Bursting the Filter Bubble: Pro-Truth Librarians in a Post-Truth World. Guest post by Claire McGuinness, assistant professor in the School of Information & Communication Studies, UCD.Claire has a long-held interest in information and digital literacies, new media, and the role of the teaching librarian. In this post, she examines filter bubbles, fake news and the effect of social media in the “post-truth society” and asks whether librarians have a responsibility to their users and students to point out where the line between fact and fiction has been blurred.
Depending on your perspective, the social media chickens have been either coming home to roost, or learning to soar recently. For information professionals, these are fascinating times. All of these issues have inevitably turned the spotlight towards the social media companies, and what their role should be. Do they, for example, have a moral responsibility to moderate content, to check facts, and to ensure that their users are fed a balanced diet of information? Pro-Truth Librarians. Info Literacy in the Facebook News Era | The Credo Blog. A growing number of Americans are getting their news from social media sites like Facebook and Twitter according to a recent poll from Pew Research. At the same time, NPR and others are reporting this month that a proliferation of fake news sites have to come into being that use the viral nature of social media to drive ad revenue.
The Pew poll showed that two-thirds of Americans said they used social media sites to get news. 18% said they “often” got their news from social media. Facebook and Twitter already have the potential to limit their users’ exposure to other viewpoints through the “echo chamber” effect; the introduction of purposely false news stories onto social media’s vast platform has led many to wonder if this has the power to swing elections, influence public opinion, and affect policy. As the US moves further into the Knowledge Economy, information skills will become paramount for an individual’s success. Fake news isn’t the only problem | The Credo Blog. InfoLit Modules. Four tricky ways that fake news can fool you. Psychology: 5 Rules for Kids Using Digital Technology.
Google's holocaust problem. Know Your Sources. Education Packs | Safer Internet Centre. Cyberbullying guidance and practical toolkit. Primary sources: Use Trump's inauguration to teach history. Taking information literacy lessons into Google Classroom | Heart of the School. Information Literacy. Information literacy won't save us... | infoism. Information Literacy | Brought to you by the CILIP Information Literacy Group. "Credo" - Evaluating Sources (for Credo blog) "Credo" - Objectivity in Reporting (for Credo blog)
Identifying Fake News: An Infographic and Educator Resources - EasyBib Blog. Top 10 skills for the future. Of the 3 Types of Skills, One Is Quickly Becoming Most Important. Have You Deleted Your Google Search History Yet? – DuckDuckGo Blog. Primary sources: Use Trump's inauguration to teach history. Lords call for digital literacy to be 'fourth pillar' of education. Fake news is being cited by pupils as fact in their studies, warn teachers | The Independent. Bullying on social networks. How To Become A Google Power User | Daily Infographic. Fact vs Fake: Resources to Help Librarians Navigate Digital Literacy - ALSC Blog.
Improving Library and Information Services: Phenomenographically! | Information Literacy Group. We need to help students bridge the gap between school and college study. Welcome - EPQ Support - My Subject at Middlesex University Learning Resources. Information for Teachers - EPQ Support - My Subject at Middlesex University Learning Resources. You're not going to believe what I'm about to tell you (classroom-friendly version) Facts matter: for an informed, prosperous and healthy society | CILIP. This election facts matter infographic pdf. 2016 SurveyFaculty Survey IG. Google Cool Tools. Critical thinking and stats literacy are the answers to a post-truth age | StatsLife.
Facts matter supporter board a4. Critical thinking and stats literacy are the answers to a post-truth age | StatsLife. What is Plagiarism? A Guide to Catching and Fixing Plagiarism - EasyBib. 5 tips for getting your secondary students to search smarter | JCS Online Resources. Talking referencing and plagiarism with teachers. From school and beyond. Is knowing harder than dieting? | Oxford Education Blog. Great digital literacy skills ideas for your school library. ALA, Google Seek Libraries to Apply for Coding Pilot this Summer. The Credo Blog - Referencing the Library World's Hottest Topics | Information Literacy. Love, betrayal, and physics: “Everything goes better with narrative” | Oxford Education Blog.
Credo In Action: Teaching Information Literacy. Information Literacy Website – Brought to you by the CILIP Information Literacy Group. MLA Citation Templates: Easy Infographic for Students - EasyBib Blog. Evidence and trust in a post truth world | CILIP. UA Report Examines Fake News and How to Stop It | UANews. Google Tutorials. BIG 6 Research Posters. Librarian in Training: Librarians as Researchers: Methods, Lessons and Trends. Tlm november 2017 resources re fake news. Plagiarism for Executives: a Guide. Wellington College Library: Developing Independent Learners | JCS Online Resources. Inset training - How librarians can support teaching and learning. Information_Literacy_in_Schools_01 - Google Slides.
Information Science and Beyond: Remembering the Value of Information Science in Non-LIS Contexts – hls. Teaching fact from fiction. Fake news worries 'are growing' suggests BBC poll. BBC to help students identify 'fake news' Reliable Sources: Promoting Critical Thinking in the [Mis]information Age. SP4IL Sarah Pavey Training & Consultancy for information skills Home Page. The enduring power of print for learning in a digital world. This school librarian teaches students about (actual) fake news. Here's how parents can, too. Homepage | Nicola Morgan.
The role of books in developing empathy and building emotional resilience in children | Federation of Children's Book Groups. The Trust Project: An Important Step in the Fight Against Fake News. "Life In Likes" - important report on social media use in 8-12s | Nicola Morgan. 12 Best Parental Control Apps to Restrict Screen Time Addiction.