Transcript Information Literacy Instruction at BIS”

“Information Literacy Instruction at BIS”
Stefany Anne Brown
Libraries’ Manager
Aims of the session
 To provide a personal guide to information
literacy
 To demonstrate the value of information
literacy
 To identify possible approaches strategies
for establishing information literacy
 To showcase the delivery of information
literacy at a practical level
Personal Experience
 Involved in the running of school libraries since 1998
 Active member and promoter of the School Libraries Group
committee & their work
 Involvement in high profile events and projects in the library
community – i.e.The Carnegie shadowing scheme
 February 2005 guest speaker: “Shedding a light on Shadowing:
Making CILIP Carnegie work for you and your library” with Julia
Eccleshare (children's editor of The Guardian Review).
 Named as ‘Link’ contact responsible for developing good practice
 June of 2005 ran training session for head teachers and deputies
on how to support library staff in creating promotional schemes
of their own
What have I learnt from my
experience?
 The demands of the present day curriculum require pupils to have
access to wide range of materials.
 The role of the library and the role librarians is one that is more
than providing fictional and recreational material.
 The library is the ideal place for information resources and for
acquiring the study skills necessary for success in school.
 As the heart of the school, it co-ordinates resources throughout
the school, provides an apt environment for learning and ensures
that students as well as staff acquire the skills needed to locate
and use information.
 Children and young people need to be equipped with the right
skills to take up the opportunities, which are open to them and to
deal with the challenges they face.
How can we meet these needs?
- Getting started
 Information literacy starts with a framework. A series of
lessons and planned activites dealing with essential skills.
 Need to establish curriculum time and liaise with staff.
 Sell yourself and the opportunity you are offering
 Clear understanding of the stages through which a learner
progresses – planning, presentation and evaluation.
 Refer to existing sequences e.g. Marlands Information
Skills Secondary Curriculum, David Wray and Maureen
Lewis.
 There are a range of these models at the following website;
http://ictnz.com/infolitmodels.htm
Practical delivery of Information
Literacy – Year 8 lesson plan
I make use of the Gwen Gawith model from the book ‘Information
Alive’
 What exactly is it I need to know?
 What do I know already and what am I going to do with the
information?
 Where could I go to find this out?
 What does it tell me about what I need to know?
 What do I need to make a record of?
 What do I need to do to pull it together and present it well?
 What was the outcome?
- The process of doing it?
- The final product?
Practical Advice
 To ensure that these skills are properly
taught, a specific focused lesson is
planned for each point listed in the model.
Lesson Plan

To begin, I use a template
for each lesson plan. This
can be broken down into
four stages;
Desired Learning Outcome
for students:
Lesson Plan (Sequence of
activities):
Key Words:
Resources Required:
The Desired Learning Outcome (DLO)




Make these clear and focused
Keep them direct and limited in number
Pupils should be able to tell you at the end of the lesson what they have learnt
and ideally this will match the DLO.
Always refer back to the DLO during the lesson to help keep pupils focused and
on track.
The DLO are shown below in the lesson plan format:
Desired Learning Outcome: 1. Pupils will be able to identify exactly what the teacher
requires of them for a specific piece of work 2. Pupils will be able to identify “what” they are
looking up, “why” they are looking it up, any what they know already? in relation to the research
task
Planning Tips – Thinking Ahead
 Gather information in advance though discussion with
teaching colleagues, support staff, students.
 Draw up a grid for each half term cross referencing the
departments and their teaching topics.
Stage 1: Deciding – Worksheet

You may have been given a topic or you may be lucky
enough to be given a free choice of topic. Whichever is
the case, this is your deciding stage.

This can be split into three more stages, these are:
1. Do I know exactly what I need to know to do this
project?
2. What do I know already?
3. What do I need to find out?
Task 1
 Write three questions you will need to ask your teacher or
yourself before you can start your research. If you get stuck
use the W questions (who, what, why, when, where, which,
how)
e.g. What exactly do I need to know? When is it due in?
What format should it take?
Task 2
 WIKA?
 Can you sort these key
words into categories?
E.g. People, places,
dates, mode of transport
Voyages
of
Discover
y
Task 3
 What do I still need to find out?
 Finding out – this time ask questions about the topic, not
about what is need to do to complete the project
 Write one question, about voyages of discovery for each of
the W words who, what, why, when, where, which and how.
Lesson Plan:
Lesson Plan: Talk about when a teacher sets homework. For example if they are set “research
a subject” before they can start writing, what do they need to know about the piece of work they
have just been set.
Deciding: How can you look up a topic if you don’t know “what” you’re looking up, “why” you’re
looking it up, and if you haven’t worked out what you know already?
(There is a three page worksheet, Work through, one page at a time, share the answers in
groups, then add another page)
Task 1 - Do I know exactly what I need to know to do this project? Write three questions
Task 2 - Brainstorm and sort into categories.
Task 3 - What do I still need to find out?
Students make notes in the back of their books, on the three procedures they need to follow,
which form stage 1, the deciding stage, of any research undertaken
Key Words:
Key Words: Deciding, Finding, Using, Recording,
Presenting, Evaluating
Resources Required
Resources Required
1.
Worksheet located at D:\Documents and
settings\Stefany\My Documents\Lesson Plans 20092010\Year8
2.
Glue sticks
Completed Lesson Plan
Desired Learning Outcome: 1. Pupils will be able to identify exactly what the teacher requires of
them for a specific piece of work 2. Pupils will be able to identify “what” they are looking up, “why”
they are looking it up, any what they know already? in relation to the research task
Lesson Plan: Talk about when a teacher sets homework. For example if they are set “research
a subject” before they can start writing, what do they need to know about the piece of work they
have just been set.
Deciding: How can you look up a topic if you don’t know “what” you’re looking up, “why” you’re
looking it up, and if you haven’t worked out what you know already?
(There is a three page worksheet, Work through, one page at a time, share the answers in
groups, then add another page)
Task 1 - Do I know exactly what I need to know to do this project? Write three questions
Task 2 - Brainstorm and sort into categories.
Task 3 - What do I still need to find out?
Students make notes in the back of their books, on the three procedures they need to follow,
which form stage 1, the deciding stage, of any research undertaken
Key Words: Deciding, Finding, Using, Recording, Presenting, Evaluating
Resources Required. Worksheet located at D:\Documents and settings\Stefany\My
Documents\Lesson Plans 2009-2010\Year8 Glue sticks
CONCLUSION
 I hope the demonstration of a lesson plan and delivery will
be of some practical assistance in helping you design and
implement your own information literacy schemes of work
for pupils or will further your understanding of the concept
of ‘Information Literacy’ and its application in schools.
FINAL THOUGHTS
REFLECT, REALISE & REACT
Information Literacy is essential to effective learning. If you
have taught the children the stages to follow, individual
teachers can then build these steps into their curriculum
planning and delivery, helping pupils to become competent
information handlers
THANK YOU FOR YOUR TIME – please feel free to ask
any questions or email: [email protected]
(Please collect my business card)