All You Need to Teach - Info Literacy 10+

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Making the Most of This Book This resource can be used by teacher librarians working in collaboration with classroom teachers to plan and teach information literacy. It is also ideal for teacher librarians who teach alone in the library, or for teachers who want to teach information literacy in those schools where there is no teacher librarian. A ll the Teach i n g Tips You Need In this section you’ll find an overview of the information literacy process, including a useful step-by-step diagram of the stages in the process. You could photocopy and display this in the library as a reminder for students. For each stage in the process there is also a checklist of the learning outcomes you would expect students to have achieved by the end of the seventh year at school. These outcomes pages include questions you could ask yourself as you plan the learning experiences for your students. You could use the pages in your program, to help your planning, to record assessment comments, or as assessment checklists. A ll the Less o n Ban ks You Need This section consists of 24 lesson banks built around commonly taught topics or themes. It is divided into two parts—with twelve lesson banks each for the sixth and seventh years of school. The activities in each lesson bank build on the previous bank’s activities, so it is suggested that the year levels here are observed. However, you know your students’ needs, so change or adapt the order if necessary. Each lesson bank includes the following sections: V Learning for Life A list of key ideas: those things students should know, do, understand, appreciate and value long into the future as a result of this work. V Focus Questions Suggested questions to stimulate student discussion and guide learning. V Resources A list of items which are essential for the successful completion of the activities. V Other Useful Resources A list of other useful resources, including websites which may be useful or interesting and software for integrating ICT. V Learning Activities A bank of activity ideas for teaching the information literacy process within that topic. There is scope for both cooperative teaching and for the integration of these activities into the classroom program. Because library lessons for this age group are often short, and include circulation, the activities in the book can be spread over a number of sessions. In this case, teachers should identify what meets their needs, find a logical finishing point for each session, and plan their term and time accordingly. V Hint Additional teaching hints, if appropriate, highlighted in boxes. A ll the Worksh e ets You Need This section provides photocopiable worksheets to be used in conjunction with the activities in the lesson banks. 5
Why Do We Need Information Literacy? L i v i n g in the Informat i o n Age Despite our technological advances in producing and transmitting information, we are still processing it at the same rate as we were approximately 5000 years ago. No miraculous technological breakthrough has been made which would speed up the brain’s processing power; we must instead help students become lifelong learners, able to identify the information they need, and with the skills to locate and process it. Students need to develop the skills that will enable them to: V identify when they have a need for information V find the required information from appropriate sources in a variety of formats V understand and use effective and efficient research strategies V select, interpret and evaluate the information according to what they already know and believe V use sources effectively to meet their immediate needs or to construct new information V share what they know and justify it with informed and reasonable arguments V develop responsibility for their own learning and become active, independent learners V apply what they have learned to solve similar problems in new situations V reflect on what they have learned and assimilate this into their existing knowledge, thus enriching and enhancing that understanding. T h e Informat i o n Lit e rac y Process The information literacy process helps students develop strategies which will allow them to meet their information needs. It: V is relevant to all learning situations V builds on what is already known and understood V involves active, self-directed learning V provides a scaffold for investigations across the curriculum V develops a sense of personal empowerment. Information literacy is a cross-curriculum perspective, a process embedded in almost every aspect of what we do, used whenever information is required, and modified to meet abilities and needs. It is based on how we believe learning occurs, and encourages independent, lifelong learning. It should be an integral part of the whole learning process, providing a pathway to follow from problem to solution. The information literacy process commonly has six stages. This model adds a seventh, Reflecting. Reflecting is a critical but often forgotten part of learning and it is valuable to have it explicitly stated. Defining Locating Selecting Organising Presenting Assessing Reflecting Students define the problem and the information they need to solve it. Students identify the range of resources available to them. Students identify the information they need and record it so it can be used in their final presentation. Students organise the information they have gathered into larger units to be written in their own words for their presentation. Students present their findings in a format that is appropriate to the task and the target audience. Students evaluate the effectiveness of the product and the efficiency of the process. Students reflect on what they have done, how they did it and why, connecting their new learning to what they already know. 6
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All You Need to Teach - Info Literacy 10+

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