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Information literacy models

Information literacy models
Related:  Libraries, Research and AdvocacyIL

Down the library path Bernadette Bennett, Kerry Gittens, and Lynette Barker When you are working with like-minded people sometimes the planets align and between you clarity can be achieved. The Hunter region has always had a strong professional body of Teacher Librarians (TL), gathering in small groups by region, education sector, and at the annual MANTLE conference. In 2006, the Hunter's TLs at the local Diocesan schools formed a group to create a Diocesan Information Skills strategy and accompanying programming guide that would provide consistency across the Diocese. The NSW Department of Education and Training's Information Skills Process (ISP) was used as the basis for creating the guide. As time progressed, changes occurred that started a few of us thinking about the model: There was increasing discussion about Guided Inquiry and Inquiry models, with a focus on Inquiry in the incoming National Curriculum. Connect and Wonder What do I already know? Discover and Learn Where can I find this information? 1. 2.

O. Exercises & Handouts - Teach Information Literacy & Critical Thinking! Additional Useful Sites Active Learning Strategies, Western Washington University. Links to many useful sites, arranged in categories: Active Lectures, Case-Based Teaching, Motivation and Engaging Learners, and Problem-Based Learning. CORA: Community of Online Research Assignments. 2015. Creative Techniques2011. MERLOT II: Multimedia Educational Resource for Learning and Online Teaching. 2016. RDA new cataloguing rules Why new rules, and what has it got to do with me? Resource Description and Access (RDA) is the cataloguing standard being introduced to replace Anglo-American Cataloguing Rules, second edition (AACR2). National Library of Australia has announced that it will implement RDA in early 2013 (Australian Committee on Cataloguing n.d.). Cataloguing standards Catalogues have been a core part of a library’s activity for centuries, assisting individuals to locate information to suit their needs. AACR2 is the current standard for creating bibliographic descriptions and added entries. Need for change Along came computers, keyword searching and innovative and interactive ways to display search. Putting the user first RDA has been developed with a clear focus on helping users find, identify, select and obtain the information required. Records will become more understandable to the user, through a simplification of the rules in RDA. no more Latin abbreviation like et al. What now? References Renate Beilharz

UNESCO launch Five Laws of Media and Information Literacy UNESCO (United Nations Educational, Scientific and Cultural Organisation) have launched their Five Laws of Media and Information Literacy. Their strategy aims to being together the fields of information literacy and media literacy into a combined set of knowledge, skills and attitudes required for living and working in the 21st century. Media and Information Literacy recognizes the primary role of information and media in our everyday lives. It lies at the core of freedom of expression and information – since it empowers citizens to understand the functions of media and other information providers, to critically evaluate their content, and to make informed decisions as users and producer of information and media content. Visit UNESCO’s website for more details, including translations of the Five Laws graph in French, Spanish, Chinese and Portuguese.

Building World Knowledge: Motivating Children to Read and Enjoy Informational Text Click the "References" link above to hide these references. Chall, J., Jacobs, V., & Baldwin, L. (1990). The reading crisis: Why poor children fall behind. Cambridge, MA: Harvard University Press. Cooperative Children's Book Center (2006). Duke, N., & Bennett-Armistead, V. Kagan, S. (2009). Marinak, B. & Mazzoni, S. (2009). McGinley, W. & Denner, P. (1987). Mohr, K. (2006). National Assessment of Education Progress. Pappas, C. (1993). Pearson, P.D. (2003). Schwartz, S. & Bone, M. (1995) Retelling, Relating, Reflecting: Beyond the 3R's. Snow, C., Burns, S., & Griffin, P. (1998).

Teaching Information Literacy Now Last week, a new study from Stanford University revealed that many students are inept at discerning fact from opinion when reading articles online. The report, combined with the spike in fake and misleading news during the 2016 election, has school librarians, including me, rethinking how we teach evaluation of online sources to our students. How can we educate our students to evaluate the information they find online when so many adults are sharing inaccurate articles on social media? While social media isn’t the only reason for the surge in fake news over the last 10 years, it’s certainly making it harder for information consumers of every age to sort through fact and fiction. As articles about the Stanford study get shared around Facebook, I have two thoughts. One, I have to teach this better. In follow-up lessons, we use the CARS strategy to evaluate other websites in order to rank their usefulness. Rethinking how we teach evaluation Read laterally. Keep it non-political.

The Librarian of the Future | Journal of the European Association for Health Information and Libraries Who do you think “Librarians of the Future” are? How would they behave and what would they look like? In my imagination they are like a space hero, a Flash Gordon-like figure with almost magical cyber librarian skills nobody ever had heard of. But hold on – many of us practice such skills already. Every time I listen to some of my colleagues from abroad I’m deeply astonished about the diversity of tasks they perform, the services they have invented, and the kind of non genuine library task they manage. Authority for tablet computers, e-book readers, and respective apps (medical as well as productive). The demand for such sophisticated tasks is extremely high and often faculty members regard librarians as skillful experts for many of these tasks, as the computer scientist Daniel Lemire noticed: So I think that librarians should move on to more difficult tasks. It is my sincere hope that librarians will always be open for such honorable expectations and never fail. References Like this:

Five Laws of MIL Five Laws of Media and Information Literacy We are travelling towards the universality of books, the Internet and all forms of “containers of knowledge”. Media and information literacy for all should be seen as a nexus of human rights. Therefore, UNESCO suggests the following Five Laws of Media and Information Literacy. They are inspired by the Five Laws of Library Science proposed by S. For more context to the Five Laws of MIL, please see related chapter in the MIL Yearbook 2016 published by UNESCO, Media and Information Literacy: Reinforcing Human Rights, Countering Radicalization and Extremism. Law One Information, communication, libraries, media, technology, the Internet as well as other forms of information providers are for use in critical civic engagement and sustainable development. Law Two Every citizen is a creator of information/knowledge and has a message. Law Three Information, knowledge, and messages are not always value neutral, or always independent of biases. Law Four

Being a Better Online Reader Soon after Maryanne Wolf published “Proust and the Squid,” a history of the science and the development of the reading brain from antiquity to the twenty-first century, she began to receive letters from readers. Hundreds of them. While the backgrounds of the writers varied, a theme began to emerge: the more reading moved online, the less students seemed to understand. There were the architects who wrote to her about students who relied so heavily on ready digital information that they were unprepared to address basic problems onsite. Certainly, as we turn to online reading, the physiology of the reading process itself shifts; we don’t read the same way online as we do on paper. The screen, for one, seems to encourage more skimming behavior: when we scroll, we tend to read more quickly (and less deeply) than when we move sequentially from page to page. The online world, too, tends to exhaust our resources more quickly than the page. Wolf’s concerns go far beyond simple comprehension.

Library Grits: Repackaging skills There is a new frantic buzz going around IB schools "The Approaches to Learning". These have been around for a while in the IB documents, but they have been reorganised, repackaged and remarketed in the Primary and Middle years program, and introduced into the Diploma Program. To make their mark, the ATL skills have also been made a required specific teaching aspect of the IB curriculum. The ATL skills are not new skills, they are integral skills for students to master so they can actually do the tasks teachers ask them and expect them to do. ATL are deliberate strategies, skills and attitudes that permeate the IB teaching and learning environment. ATL supports the IB belief that a large influence on a student’s education is not only what you learn but also how you learn. Focus on ATL will improve the quality of teaching and learning across the programmes and may result in more engaged teachers and students. Why is this such a problem for some teachers? For example : communication ->