Transcript Approaches to IL

Approaches to
Information Literacy
in schools
Out with the old……
Information skills… involve the
capacity to recognise a need for
information, to know how and
where to find it from a range of
sources, and how to select it,
use it and share with others.
Educating for the 21st Century (1992),
 emphasis on knowing how to learn,
knowing how and where to find it and
knowing how to select, use and share it.
 produced a ‘de-constructive’ approach to
learning; shallow, mechanistic view of
information literacy
The emphasis on the ‘how’ while
ignoring the ‘why’, neglected the
thinking skills underlying the
information or research process.
Traditional Deficit Models of IL

The mechanics of locating, selecting and organising tend to
dominate, allowing little room for right-brain thinking.

Often used as a linear process with little opportunity for students to
review, reflect upon or identify their learning process.

Evaluation is a final, often glossed over step rather than integral to
the whole process.
Some IL frameworks have been described as
‘deficit models’ where teachers only have to
teach specific skills for students to become
information literate.
 Click here for annotated list of IL models
Are these your research tasks?


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Pick a country/disease/famous person,
research and present it to the class as a
poster/brochure/powerpoint.
Here is the assignment sheet ….yes, you
all have to do the same question….yes,
you can use the internet….It’s due on…..
You will be graded on your
presentation…. No, you don’t need to
hand up your notes…
In with the new…..
Constructivism
Inquiry-based learning is a process
where students are involved in their
learning, formulate questions,
investigate widely and then build new
understandings, meanings and
knowledge.
That knowledge is new to the students
and may be used to answer a
question, to develop a solution or to
support a position or point of view.
The knowledge is usually presented to
others and may result in some sort of
action.
Alberta Learning,(2004) Focus on inquiry: a teacher’s guide to
implementing inquiry-based learning.
Information
theory
“…information literacy is not a set of skills, competencies and characteristics.
It is a complex of different ways of interacting with information.”
Bruce (1997) Six Frames for Information literacy Education
Kulthau’s ISP model
Process
Feelings
(Affective)
Initiation
Uncertainty
Selection
Exploration
Optimism
Confusion
Frustration
Doubt
Formulation
Collection
Sense of
direction
Clarity
Presentation
Satisfaction or
Disappointment
Assessment
Sense of
accomplishment
Confidence
Zones of
intervention
Thoughts
(Cognitive)
vague
seeking
Actions
(Physical)
focused
relevant
Exploring
information
seeking
increased
pertinent
interest
Increased selfawareness
information
Documenting
This Information Search Process (ISP) model emphasises the affective dimension;
the uncertainty (intellectual & emotional) experienced by the information seeker.
(Kuhlthau (2004) Information Search Process)
Interventions outside the
optimal zones are
at best a waste of time,
at worst
they can impede progress.
Adapted from: Kuhlthau (2004) The ISP
Ongoing reflection
& metacognition
by the ‘inquirer’ suitable for Research Project,
or any SACSA or SACE
research activity
Alberta Learning (2004)
Focus on inquiry: a teacher’s guide to implementing inquiry-based learning.
Shifts in thinking & changes in
practices

Developing emotional literacy by teaching coping strategies and that anxiety
and uncertainty are normal parts of the process.

Investing time to build engagement - providing opportunity for lengthy and rich
exploration of some (not all) topics (such as in the Research Project).

Designing authentic assessment tasks that help to create a ‘third learning
space’ which connects the curriculum to the world of the student, in order to
improve student engagement in learning.

Supporting students during their work by using the staged model of inquiry and
making effective use of the ‘zones of intervention’. This may involve greater
use of technology as a tool to deliver programs.

Teaching role of the teacher librarian is an essential corollary; which has
implications for school staffing and structures.

Understanding the process approach – teachers and teacher librarians need to
fully understand the Information Process and IBL model of learning (PD
ramifications).