Transcript Document
Essential Skills for Today’s Learner
The Information Age has arrived in our schools...
Widespread internet access and worldwide access to information
Students and teachers communicate via email
Hardware and software abounds
Holly Barton
We are seeing students...
Overwhelmed with information choices
Hitting the print button and thinking they’ve accomplished their research
Spending an hour searching the internet for information easily found in an almanac or other print source
Showing the inability to synthesize information found
Holly Barton
We are seeing students…
Failing to evaluate sources found, or their relevance to the project Clicking and not reading Engaging in rampant plagiarism. Cutting and pasting but not reading or understanding Regurgitating ideas of others - no original thought *
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Information Access
Intellectual Physical
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Students Need
Information Literacy Skills
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Information Literacy happens when
we set students free to explore information and ideas.
we let them make decisions about how to use the information they have found.
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Information Literacy
Ability to access and
use information
found in print and digital resources, and make it his own to create new
knowledge
Ability to
manage
information from all available sources-- internet, media, periodicals, books, CD-ROMs, subject matter experts
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Information Literacy:
A process
A shift in thinking
Vital to a student’s present and future success
Students apply knowledge to impact their lives
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Information Literacy Students (and adults) are information managers and communicators who know how to manipulate vast amounts of information.
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Information is not knowledge!
It becomes knowledge when the learner:
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Uses information to create his own discrete insights
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Presents it effectively
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Draws own conclusions Uses Bloom’s higher order thinking skills throughout the process
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Students Use Information to…
Solve problems
Apply information to real life situations
Interact with information in meaningful ways
Ask “why” and “what if” type questions
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Levels of Bloom’s Taxonomy Addressed through Information Literacy:
knowledge comprehension application analysis synthesis evaluation
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An Effective User of Information…
Realizes the need for information
Knows where to look for it
Finds appropriate information in a variety of sources
Makes critical decisions about authority, validity, currency, relevance
Comprehends information gathered
Synthesizes information to create new knowledge
Evaluates the process and the final product (All addressed in Information Literacy Standards)
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Putting Information Literacy Skills to Work
“Schools need to develop consistent approaches reinforced at all levels which move students towards a higher level of thinking beyond the simple act of finding information.” Loertscher, David
Reinventing Your School’s Library in the Age of Technology
The assignments and projects we give must change to reflect our information-rich society.
Holly Barton
To help students survive in the Information Age:
Focus on the process
they gather information.
that students follow as
Change the assignments
to require the use and application of higher order thinking skills. Holly Barton
Focus on the Research Process
Adopt an information problem solving model like Big6 ® , Flip-it ® IIM ® consistently across all curricular areas.
or
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Big6® developed by Mike Eisenberg and Bob Berkowitz
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General approach to solving information problems and can be applied to any information problem situation
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A process to help students find their way
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Web site, workbooks, manuals, give workshops
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The Big6® Skills: 1. Define your task.
What do you need to know? How much info do you need
?
2. Apply information seeking strategies.
Make lists of all places to get info List possible keywords to look up Read a basic encyclopedia article for overview, get definitions of terms.
3. Locate and access information.
Get books, bookmark web sites, use online magazine articles, talk to people
Holly Barton 4. Use the information .
Read, highlight, eliminate sources,take notes
5. Synthesize the information.
Organize notes, outline ideas,focus on most important data
6. Evaluate
Look at rubrics, analyze how well you used your time, check to make sure you have all needed components
In conjunction with a information process model:
Utilize standardized note taking sheets, graphic organizers, for all research projects to help students organize and synthesize the information they find.
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Inspiration software KWHL sheets
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Note taking sheets FactFinder sheet
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Teach students web evaluation skills
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Must be trained to look for authority, currency, accuracy, timeliness, relevance
Require bibliographies or works cited references for all projects
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provide quick and easy access to bibliography samples and tools to create them.
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Avoid teaching information skills which don’t apply to a real assignment or project --meaningless when taught in isolation!)
– Like teaching swimming without going in the water!
Give access to a wide variety of information sources. Encourage students to use a variety of resources to complete projects
– Let students alternate between print and non-print resources – Solves problem of computer access and increases information literacy at the same time
Keep information sources and technology readily available, and in good working order
Ensure that teachers as well as students are effective users of information
Encourage collaboration
– Cross-curricular – Teacher and LMS (strong partnership to develop information literacy skills Holly Barton
The Newest Issue: Plagiarism
Electronic data encourages new forms of undetectable and effortless plagiarism (CA)
Information literate projects have the
added advantage
of reducing plagiarism “What do we call it when a student copies information from an author?” “What do we call it when a student copies information from several authors?”
To prevent plagiarism : Emphasize the
processes
involved – Require proposals, outlines, drafts photocopies, print-outs of web sites, note sheets Require students to
apply ideas
describe them not just Require a
“reflection” piece
assignment as part of Give credit - Require bibliography or Works Cited Holly Barton
New directions in teaching and learning :
Move away from simple “one-dimensional” reports or projects susceptible to cut and paste
Discourage assignments that require regurgitation of information
Introduce information resources as needed and “teach by walking around.”
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Encourage the flow of information in many directions
teacher to student
student to student
student to teacher
allow students to compare, analyze, ask “why” and “what-if” kinds of questions
involve sharing of project with class, school, community, world
projects have relevance and purpose beyond handing in to single teacher for a grade .
New directions
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Students fully participate in the learning process (they are engaged learners)
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They interact with and make judgments about a variety of information sources
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They create a unique end product in which plagiarism is almost impossible
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Example:
*Add your own example of a lesson here
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Applying skills to determine relevance Detecting bias, opinion, propaganda Using the right tool for the job Information Skills Used: Conducting effective searches Critically evaluating web sites Citing sources properly
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Goal: create self-reliant, independent, lifelong learners, skilled in using varied information sources, who don’t have to rely on others to dispense information .
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