IS 551

October 17, 2006

Upcoming high school visits

· Issues· Language/situations in YA fiction· Costs of reference materials and databases· Monitoring computer use· Statistics - justify use of library resources?

Foreshadowing

· Information Literacy Project

· Questions? Concerns?

Foreshadowing

· Grant assignment:· Piggyback other subject areas - not just

“library”· Show benefits to other subject areas and other

groups within your school - not just your target group

· Include inservice on your topic to “share the knowledge” with other professionals

Information Literacy

“Information literacy - the ability to find and use information - is the keystone of lifelong learning. Creating a foundation for lifelong learning is at the heart of the school library media program”

Information Power p. 1

Information Literacy Models

Common ideas:· Posing an information question· Locating potential sources of information· Examining and selecting relevant information · Synthesizing · Communicating results

Bloom’s Taxonomy

· Information literacy skills mirror higher order thinking (cognitive) skills identified by Bloom

· Knowledge · * observation and recall of information · * knowledge of dates, events, places · * knowledge of major ideas · * mastery of subject matter · * Question Cues:· list, define, tell, describe, identify, show,

label, collect, examine, tabulate, quote, name, who, when, where, etc.

· Comprehension

· * understanding information · * grasp meaning · * translate knowledge into new context · * interpret facts, compare, contrast · * order, group, infer causes · * predict consequences · * Question Cues: · summarize, describe, interpret, contrast, predict,

associate, distinguish, estimate, differentiate, discuss, extend

· Application

· * use information · * use methods, concepts, theories in new

situations · * solve problems using required skills or

knowledge · * Questions Cues:

· apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover

· Analysis

· * seeing patterns · * organization of parts · * recognition of hidden meanings · * identification of components · * Question Cues:· analyze, separate, order, explain, connect, classify,

arrange, divide, compare, select, explain, infer

· Synthesis

· * use old ideas to create new ones · * generalize from given facts · * relate knowledge from several areas · * predict, draw conclusions · * Question Cues:· combine, integrate, modify, rearrange, substitute,

plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite

· Evaluation

· * compare and discriminate between ideas · * assess value of theories, presentations · * make choices based on reasoned argument · * verify value of evidence · * recognize subjectivity · * Question Cues· assess, decide, rank, grade, test, measure,

recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

· http://www.coun.uvic.ca/learn/program/hndouts/bloom.html

· http://www.nwlink.com/~donclark/hrd/bloom.html

· http://www.teachers.ash.org.au/researchskills/dalton.htm

useful verbs for research questions

Information Literacy skills

· Not linear· Kuhlthau’s stages model Donham p. 229· Movement through stages is forward,

backward, forward, back some more…..as students narrow or expand their topics and change directions as information is gathered

· This is one reason true research is HARD for elementary students

· Elementary students follow more of a “report” process

· Middle and high school students move toward true research

· Possible strategies, Donham, p. 231

· Tech issues, Donham p. 236

· Insight learning, Donhma p. 245

· Collaboration can enhance the types of assignments students are given - beyond reports to real learning

Technology Tools

· Revisit Donham chapter 10

· Technology as teaching tools

· Technology in locating, evaluating, synthesizing, and communicating information

· Collaboration provides opportunity to model instructional technology

Preaching to the Choir!

· AASL Flexible Scheduling: Implementing an Innovation

· Information Literacy Best Practices

· School Libraries Work!

· We know what works….now what do we do with that information?

· Conclusions……..

· Concerns……..

· Questions…….