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© M. Eisenberg 2009
Information Literacy
Essential Skills for the Information Age
Dr. Mike EisenbergUniversity of Washington
© M. Eisenberg 2009
Everything You Want to
Know About Information
Literacy …
© M. Eisenberg 2009
Everything You Want to
Know About Information
Literacy …
in 30 Minutes!
© M. Eisenberg 2009
Why This is Important…
© M. Eisenberg 2009
Agenda
1. Setting the Scene: The Challenges of Information Age
2. Essential Skills for the Information Age: Information Literacy
3. Implementation: Context, Context, Context!
© M. Eisenberg 2009
Agenda
1. Setting the Scene: The Challenges of Information Age
2. Essential Skills for the Information Age: Information Literacy
3. Implementation: Context, Context, Context!
© M. Eisenberg 2009
Problems
• Everyone – information access, overload, quality
• Students – gaining essential information knowledge & skills
• Schools – providing meaningful learning opportunities
• Society – providing opportunity for our children to succeed at the highest possible levels.
© M. Eisenberg 2009
“More new information has been produced in the last 30 years than in the
previous 5,000.”
Information Problem #1: Overload
Reuters Magazine (1997, March/April)
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“The amount of new information stored on
paper, film, magnetic, and optical media doubled in
three years..”
Information Problem #1: Overload
How Much Information, 2003, http://www2.sims.berkeley.edu/research/projects/how-much-info-2003/execsum.htm#summary
© M. Eisenberg 2009
The Solution?
• Speed things up?
• Pack in more and more content?
• Add more technology?
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Speeding Up – The Solution?
© M. Eisenberg 2009
Information Problem #2: Quality
© M. Eisenberg 2009
“More than 2/3 of teens said within the last year that they
use the Internet as their major resource when doing a big
project for school..."
Lester, Will "High School Students Love Net for Research." Syracuse Post Standard, 8/21/01 (from AP )
Quality
© M. Eisenberg 2009
In a study of 500 sites used by Colorado high school students to do research, only 27% of the sites were judged to be reliable
for academic research!
Colhoun, Alexander. "But - - I Found It on the Internet!" Christian Science Monitor. 25 April 2000: 16.
Ebersol, Samuel, “Uses and Gratifications of the Web among Students,” Journal of Computer-Mediated Communication, 6(1): September 2000, www.ascusc.org/jcmc/vol6/issue1/ebersole.html
Quality
© M. Eisenberg 2009
The Solution?
• Discourage Web Use?
• Pre-select resources?
• Filtering?
© M. Eisenberg 2009
Filtering – The Solution?
bandeg0187r Illustration Works Royalty Free Photograph
© M. Eisenberg 2009
Alternative Solution
• To have students use information and technology effectively and efficiently for success in school, work, and their personal lives.
• To focus on process as well as content.
• For students to be lifelong learners and independent thinkers.
© M. Eisenberg 2009
INFORMATION LITERACYINFORMATION LITERACYINFORMATION LITERACYINFORMATION LITERACY
© M. Eisenberg 2009
Agenda
1. Setting the Scene: The Challenges of Information Age
2. Essential Skills for the Information Age: Information Literacy
3. Implementation: Context, Context, Context!
© M. Eisenberg 2009
1
1.5
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ForLan
gArts
Scien
ce
Enviro
n
Quant
Divers
ity
NonMaj
or
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t
AcadM
ajor
Readin
g
Writ
ing
GroupW
rk
Technol
Indep
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Speaki
ng
Info
Use
ProbSolv
Freshmen Transfers Seniors 1-Yr Grads 5-Yr Grads 10-Yr Grads
Survey of Valued Skills
www.washington.edu/oea/
• Problem Solving• Information Use• Speaking• Independent Work• Technology• Group Work• Writing• Reading
© M. Eisenberg 2009
“To be information literate, a person must be able to recognize when
information is needed and have the ability to locate, evaluate, and use
effectively the needed information.”
American Library Association, 1989
Information Literacy
© M. Eisenberg 2009
Association of College and Research Libraries
Information Literacy Competency Standards for Higher Education
2001www.ala.org/acrl/ilintro.html
© M. Eisenberg 2009
1. The information literate student determines the nature and extent of the information needed.
2. The information literate student accesses needed information effectively and efficiently.
ACRL: Information Literacy Standards
http://www.ala.org/acrl/ilintro.html
© M. Eisenberg 2009
3. The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
4. The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.
http://www.ala.org/acrl/ilintro.html
ACRL: Information Literacy Standards
© M. Eisenberg 2009
5. The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.
http://www.ala.org/acrl/ilintro.html
ACRL: Information Literacy Standards
© M. Eisenberg 2009
Process
Talking about …
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For the YoungestThe Super3
Beginning Plan
Middle Do
End Review
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1. Task Definition1. Task Definition
2. Info Seeking Strategies2. Info Seeking Strategies
3. Location & Access3. Location & Access
4. Use of Information4. Use of Information
5. Synthesis5. Synthesis
6. Evaluation6. Evaluation
For Older StudentsThe Big6™ Skills
© M. Eisenberg 2009
© M. Eisenberg 2009
© M. Eisenberg 2009
Agenda
1. Setting the Scene: The Challenges of Information Age
2. Essential Skills for the Information Age: Information & Technology Literacy
3. Implementation: Context, Context, Context!
© M. Eisenberg 2009
#1 - the process information problem solving (the Big6)
#2 - technology in context technology in the process
#3 - curriculum real needs in real situations assignments: papers, reports, projects units and lessons
Context
© M. Eisenberg 2009
Context: The Process
Information problem-solving is not always linear, step-by-step.
TDTD
ISSISSL&AL&A
UIUISS
EE
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Non-Linear
TDTD
L&AL&A
UIUI
ISSISS
SS
EE
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Not LinearTDTD
L&AL&A
UIUI
SS
EE
ISSISS
EE
L&AL&AUIUI
UIUI
ISSISS
SS
SS
SS
© M. Eisenberg 2009
Not LinearTask
Definition
Information Seeking
Strategies
Location and Access
Information Use
Synthesis
Evaluation
© M. Eisenberg 2009
Context #2: Technology in Context
© M. Eisenberg 2009
Technology - Out of Context
• Multimedia production (PowerPoint)
• ftp• Programming
• Instant Messaging
• HTML• Telnet
• Algorithms
• Video production
• E-Mail • Word processing
• Group discussion
• Use of operating systems
• Statistical analysis presentation
• Database management systems
• CAD/CAM
• Copy/paste
• Web page design
• Graphics
• Chat
• Web browsing
• Electronic indexes
• Web searching• Online catalogs
• Electronic spreadsheets
• Upload/download
• Spell/grammar check
• Brainstorming software• PDAs
• Inspiration
• Hyperstudio
© M. Eisenberg 2009
• E-Mail • Word processing• Group discussion• Online catalogs• Electronic indexes• Web browsing• Web searching• Electronic spreadsheets• Upload/download• HTML• Spell/grammar check• Brainstorming software• PDAs• Video production• Algorithms
• Multimedia production (PowerPoint, Hyperstudio)
• ftp• Chat• Graphics• Database management• Inspiration• Use of operating systems• Web page design• Copy/paste• Statistical analysis presentation• CAD/CAM• Telnet• Programming• Instant Messaging
Better, But Still Out of Context
© M. Eisenberg 2009
Technology in Context
TASK DEFINITION
Students use e-mail, listservs, newsgroups, chat, videoconferencing, and other online communication methods to clarify assignments and brainstorm problems. May also use software to generate timelines, organizational charts, etc. to plan and organize complex problems
INFO SEEKING STRATEGIES
Students identify and assess computerized resources as they develop information seeking strategies toward their problem.
LOCATION & ACCESSStudents use online catalogs, searchable periodical indexes, electronic encyclopedias, Web search engines, and other online searching tools to locate useful information.
USE OF INFORMATIONStudents connect to and access online or locally stored electronic information sources, view, download, and decompress files, and use copy-and-paste features to extract relevant information.
SYNTHESIS
Students organize and communicate their results using word processing, database management, spreadsheet and graphics software, and distribute their projects via e-mail, Web publishing, or other media.
EVALUATIONStudents evaluate the impact of the technology they used, including its effectiveness and efficiency
Exercise
Word processing
Search engines, electronic indexes, online library catalogs
Spell/grammar check
Brainstorming software
Blogs
Presentation software (PowerPoint)
Technology in Context
Task Definition Brainstorming software; Email
Info Seeking StrategiesSearch engines, electronic indexes, online library catalogs; Blogs
Location & AccessSearch engines, electronic indexes, online library catalogs
Use of Information Presentation Software; Blogs
Synthesis Presentation Software
Evaluation Spell/grammar check; Email
© M. Eisenberg 2009
Content AreaCurriculum
Content AreaCurriculum
Info & TechLiteracy
Info & TechLiteracy
Context #3: Curriculum
© M. Eisenberg 2009
CourseCurriculum
CourseCurriculum
Info & TechLiteracy
Info & TechLiteracy
IntegratedProgram
Context #3: Curriculum
© M. Eisenberg 2009
In Closing…
© M. Eisenberg 2009
Problems
• Everyone – information access, overload, quality
• Students – gaining essential information knowledge & skills
• Schools – providing meaningful learning opportunities
• Society – providing opportunity for our youth to succeed at the highest possible levels.
© M. Eisenberg 2009
Solution
• Information literacy.
• Recognized as essential.
• Infused through education and society at all levels.
© M. Eisenberg 2009
Thanks for
listening!
© M. Eisenberg 2009
Questions or
comments?
© M. Eisenberg 2009
ResourcesAASL Information Literacy Standards (1998)
www.ala.org/aasl/ip_nine.html
AASL Learning Standards proposed (2007) www.ala.org/ala/aasl/aaslproftools/learningstandards/AASL_Learning_Standards_2007.pdf
ACRL Information Literacy Standards www.ala.org/acrl/ilintro.html
The Big6 www.big6.com
Fluency in Information Technology http://www.nap.edu/books/030906399X/html
ISTE/NETS-S www.iste.org/inhouse/nets/cnets/students/pdf/NETS_for_Students_2007.pdf
Janet Murray – matrix http://janetsinfo.com/big6info.htm