INFORMATION LITERACY AND INFORMATION SKILLS

INSTRUCTION:APPLYING RESEARCH TO PRACTICE IN THE 21ST CENTURY SCHOOL LIBRARY

CHAPTERS 4, 5, 7, 9WHEELERFALL 2014

MEDT 6466

ALTERNATIVE FRAMEWORKS FOR PROCESS INSTRUCTIONIRVING’S STUDY AND INFORMATION SKILLS ACROSS THE CURRICULUM

• ANN IRVING, BRITISH LIBRARIAN

• DEVELOPED A NINE-STEP MODEL FOR ELEMENTARY SCHOOL STUDENTS TO USE IN THE COMPLETION OF A RANGE OF SCHOOL RELATED ASSIGNMENTS

• INTENT WAS TO LINK INFORMATION SKILLS DIRECTLY TO THE KINDS OF CURRICULAR ACTIVITIES

• QUICK TO REALIZE THAT INFORMATION SKILLS ARE “INHERENTLY PRESENT IN ALL LEARNING TASKS”

• NINE STEPS CREATE A CYCLE OF LEARNING THAT TAKES THE STUDENT FROM THE BEGINNING OF AN ASSIGNMENT OR PROJECT THROUGH T ITS COMPLETION AND EVALUATION

Chapter4

ALTERNATIVE FRAMEWORKS FOR PROCESS INSTRUCTIONIRVING’S STUDY AND INFORMATION SKILLS ACROSS THE CURRICULUM

Chapter4

ALTERNATIVE FRAMEWORKS FOR PROCESS INSTRUCTIONEISENBERG AND BERKOWITZ’S BIG6 SKILLS

• INSTRUCTIONAL MODEL

• A CENTRAL FOCUS OF INFORMATION LITERACY INSTRUCTION ON THE K-12 LEVEL IN AMERICAN SCHOOL DISTRICTS

Chapter4

Website Link: Big6

ALTERNATIVE FRAMEWORKS FOR PROCESS INSTRUCTIONSTRIPLING AND PITT’S REACTS MODEL FOR TERM PAPER PREPARATION

• ORIGINALLY DEVISED BY BARBARA K. STRIPLING AND JUDY M. PITTS FOR USE BY STUDENTS ENGAGED IN RESEARCHING AND WRITING TERM PAPERS

• RESULT OF THEIR COLLABORATION WAS A “TAXONOMY OF THOUGHTFUL RESEARCH”

• ARRANGES RESEARCH ACTIVITIES FROM “FACT-FINDING” ASSIGNMENTS TO “CONCEPTUALIZATION” TASKS

Chapter4

ALTERNATIVE FRAMEWORKS FOR PROCESS INSTRUCTIONSTRIPLING AND PITT’S REACTS MODEL FOR TERM PAPER PREPARATION

Chapter4

ALTERNATIVE FRAMEWORKS FOR PROCESS INSTRUCTIONYUCHT’S FLIP IT!

• COMMONSENSE PROBLEM-SOLVING MODEL FOR STUDENT REARCH CREATED IN 1988

• FOCUS --- LINKS --- INPUT --- PAYOFF

• IT --- INTELLIGENT THINKING AND THE CENTRAL QUESTION THE MODEL POSES FOR STUDENTS: IF…THEN? WHAT DO I ALREADY KNOW THAT WILL HELP ME?

• GOAL ORIENTED

Chapter4

ALTERNATIVE FRAMEWORKS FOR PROCESS INSTRUCTIONYUCHT’S FLIP IT!

Chapter4

ALTERNATIVE FRAMEWORKS FOR PROCESS INSTRUCTIONKWL – RAN

• MODIFICATION OF THE KWL MODEL

• CREATED TO ENGAGE STUDENTS IN UNDERSTANDING TOPIC CONTENT AT A DEEPER LEVEL

Chapter4

EVOLVING CONTEXTS FOR TEACHING AND LEARNINGCONSTRUCTIVIST PRINCIPLES DRIVE CURRICULUM DECISION MAKING

Chapter5

EVOLVING CONTEXTS FOR TEACHING AND LEARNINGNEW ROLES FOR INSTRUCTION AND SERVICES

Chapter5

• TEACHER-LIBRARIAN’S PRIMARY RESPONSIBILITY IS TO PROVIDE STRUCTURES AND OPPORTUNITIES FOR LEARNING AND SUPPORT AND GUIDANCE FOR LEARNERS

• EMPHASIZES THE COACHING ROLE OF THE INSTRUCTOR IN PLANNING APPROPRIATE LEARNER-CENTERED ACTIVITIES AND STRUCTURES

EVOLVING CONTEXTS FOR TEACHING AND LEARNINGEFFECTIVE TEACHING

Chapter5

• VYGOTSKY’S (1978) MODEL – TAILORED TO EACH CHILD’S “ZONE OF PROXIMAL DEVELOPMENT

• DISTANCE BETWEEN THE ACTUAL DEVELOPMENTAL LEVEL AS DETERMINED BY INDEPENDENT PROBLEM-SOLVING AND THE LEVEL OF POTENTIAL DEVELOPMENT THAT THE LEARNER MAY ATTAIN WITH ASSISTANCE BY A KNOWLEDGEABLE HELPER

• 1ST STAGE – LEARNER RECEIVES ASSISTANCE IN COMPLETING A TASK AND COMES TO UNDERSTAND WHAT IS INVOLVED IN CARRYING IT OUT

• 2ND STAGE – LEARNER COMPLETES THE TASK INDEPENDENTLY BY FOLLOWING THE DIRECTIONS AND MANAGING THE PROCESS FOR HERSELF OR HIMSELF

• 3RD STAGE – LEARNER HAVING INTERNALIZED THE LEARNING SO THAT HIS OR HER RESPONSES AND SKILLS ARE AUTOMATIC

• TEACHERS PREPARE CONTEXTS FOR STUDENT LEARNING BY CREATING “SCAFFOLDS” OR STRUCTURES THAT TAKE STUDENTS BEYOND THE LIMITS OF THEIR OWN COMPETENCE AND EXPERIENCE

• LEARNING IS INTERACTIVE E, INTERPERSONAL ACTIVITY THAT INVOLVES THE “TRANSFER OF RESPONSIBILITY”

EVOLVING CONTEXTS FOR TEACHING AND LEARNINGEFFECTIVE TEACHING

Chapter5

• STRIPLING (1994B) DESCRIBES FACILITATION ROLE OF SCHOOL LIBRARIANS IN TERMS OF A 6-STEP PROCESS FOR EFFECTIVE TEACHING

1. CONNECT

2. WONDER

3. INVESTIGATE

4. CONSTRUCT

5. EXPRESS

6. REFLECT

• TEACHERS PROVIDE CHECKLISTS FOR STUDENT EVALUATION AND CREATE ADDITIONAL PROJECTS THAT ALLOW STUDENTS TO APPLY SKILLS LEARNED IN NEW SITUATIONS AND DIFFERENT CONTEXTS

EVOLVING CONTEXTS FOR TEACHING AND LEARNINGMOTIVATING TODAY’S LEARNERS

Chapter5

• STUDENTS WHO ARE MOTIVATED ENJOY NOT ONLY THE BENEFIT OF HIGHER ACADEMIC ACHIEVEMENT BUT ALSO OTHER BENEFITS

• MORE POSITIVE EMOTIONALITY, HIGHER SELF-ESTEEM, GREATER CREATIVITY

• MOTIVATING STUDENTS TO LEARN IS AN IMPORTANT PART OF THE INSTRUCTOR’S TASK

• THE KEY TO CREATING INDEPENDENT, LIFELONG LEARNERS

• MOTIVATING LEARNERS

1. THE MECHANISTIC APPROACH

2. THE ORGANISMIC APPROACH

3. INTEREST IN THE TASK

4. SATISFACTION OF NEEDS

5. SELF-DETERMINATION THEORY

BUILDING INFORMATION COMPETENCECREATING COMPETENT STUDENTS: AN INSTRUCTIONAL IMPERATIVE

Chapter7

• INFORMATION LITERACY – THE ABILITY TO LOCATE, RETRIEVE, AND USE ELECTRONIC AS WELL AS PRINT-BASED RESOURCES

• STUDENT MUST ALSO DEVELOP DIGITAL, VISUAL, TEXTUAL, AND TECHNOLOGICAL LITERACIES

• SCHOOL LIBRARIANS MUST ALSO ENSURE THAT STUDENTS CAN SUCCEED IN THE WORKPLACES OF TODAY AND OF TOMORROW

• MARK MORAN (2010) – 21ST CENTURY SCHOOL LIBRARIAN AS WEB CURATOR AND INFORMATION LITERACY SPECIALIST FOR THE NATION’S CHILDREN

• NEW STANDARDS INTRODUCED BY THE AASL IN 2007 WEE CREATED TO MEET THE CHALLENGES OF CONTEMPORARY AND EVOLVING INFORMATION ENVIRONMENTS AND TOGETHER IDENTIFY THE TECHNOLOGICAL COMPETENCIES THAT STUDENTS NEED TO DEVELOP IN TODAY’S SCHOOLS

BUILDING INFORMATION COMPETENCEWEB 2.0: AN INFORMATION SPACE FOR CHILDREN AND YOUTH

Chapter7

• FOR THE MOST PART, TODAY’S YOUNG PEOPLE ARE OBSESSED WITH SOCIAL NETWORKING SITES (FACEBOOK, TWITTER, INSTAGRAM, YOUTUBE, BABBLE, ETC..)

• MANY USE ONLINE COLLABORATION SITES (GOOGLE DOCS, CLOUD, WIKIS, ADOBE, ETC..)

• MANY USE ONLINE VIDEO STREAMING (YOUTUBE, VINES, VIMEO, ETC..)

• INTERACTIVITY AND ANIMATION REFLECT THE ACTIVE LEARNING STYLE OF MANY CHILDREN

• GRAPHICS HELP YOUTH TO MAKE SENSE OF INFORMATION

• USEFUL WHEN CHILD’S INTEREST LEVEL EXCEEDS COGNITIVE ABILITY AND READING PROFICIENCY

BUILDING INFORMATION COMPETENCECHALLENGES FOR STUDENTS IN USING ELECTRONIC AND INTERNET

RESOURCES

Chapter7

PROBLEMS FOR STUDENTS IN ONLINE SEARCHING NAVIGATING THE ONLINE ENVIRONMENT

INEFFECTIVE SEARCHING STRATEGIES AND TECHNIQUES

HANDLING SEARCH OUTPUT

EVALUATING ONLINE INFORMATION SOURCES

JUDGING RELEVANCE

LITERACY ISSUES

COMPLEXITY OF ONLINE RESOURCES

BUILDING INFORMATION COMPETENCEIMPROVING CHILDREN’S CHANCES OF SEARCHING SUCCESS

Chapter7

KEY COMPETENCIES FOR SEARCHING SUCCESS KNOWLEDGE OF THE LIBRARY AND ITS PRINT AND ONLINE RESOURCES

KNOWLEDGE OF THE INFORMATION SEARCH PROCESS AS A STRUCTURE FOR SEARCHING

KNOWLEDGE OF DATABASE ORGANIZATION AND DESIGN

BACKGROUND KNOWLEDGE OF THE TOPIC OF THE RESEARCH QUESTION

TIME FOR INFORMATION SEEKING ONLINE

REFERENCE

Thomas, N., & Crow, S. (2011). Information literacy and information skills instruction applying research to practice in the 21st century school library (3rd ed.). Santa Barbara, Calif.: Libraries Unlimited.