Information-Media Literacy…Information-Media Literacy…Preparing Our Students for SuccessPreparing Our Students for Success

All learning begins All learning begins with the learner.with the learner.

John Dewey

The New Basics

• Use technology to communicate

• Work in groups

• Solve problems when answers are not self-evident

• Understand how systems work

• Collect, analyze, and organize dataOlson (1998) School to Work Programs

What do we ask from students in the name of

research?

Just the facts What other people think No new ideas or synthesis from the

student

Where’s the challenge?Where’s the challenge?

Students should be learning Students should be learning to…to…

• think, think,

• question, question,

• find and use information to create find and use information to create new knowledge, new knowledge,

• synthesize and apply what they learn,synthesize and apply what they learn,

• collaborate with others to collaborate with others to share knowledge.share knowledge.

What do students learn from What do students learn from this type of research?this type of research?

• That finding information has little That finding information has little significance for them;significance for them;

• That a nice neat colorful paper or That a nice neat colorful paper or PowerPoint presentation will PowerPoint presentation will impress the teacherimpress the teacher

What do students learn from What do students learn from this type of research?this type of research?

• That clip art and other bells and That clip art and other bells and whistles further impresses the whistles further impresses the teacher; teacher;

• That cut and paste is sufficient; That cut and paste is sufficient; ANDAND

• That That PlagiarismPlagiarism is acceptable.is acceptable.

Ensure rigor, Ensure rigor, relevance, and relevance, and

relationships in the relationships in the curriculumcurriculum

So What Needs to Happen?So What Needs to Happen?

So What Needs to Happen?So What Needs to Happen?

• Re-design the lesson or activity so learners must THINK ABOUTTHINK ABOUT the information they collect

• Re-design the lesson or activity so that learners MUST DO MUST DO SOMETHINGSOMETHING with the information they collect

So What Needs to Happen?So What Needs to Happen?

• Re-design the lesson or activity to ADDRESS ALL STANDARDSADDRESS ALL STANDARDS: content, information literacy, and technology

• Ask ourselves…..What do we really want students to learn???

Ask good questionsAsk good questionsAsk good questionsAsk good questions

• Why does your animal live in that region?

• What if scientists wanted to remove one system from the human body. Which one should it be and why?

Ask good questionsAsk good questionsAsk good questionsAsk good questions

• What disease deserves the most What disease deserves the most research dollars and why?research dollars and why?

• What would it take to move a What would it take to move a country from third world to first country from third world to first world?world?

This is what we want to see This is what we want to see happening consistently.happening consistently.

This is what we want to see This is what we want to see happening consistently.happening consistently.

• Students involved in learning through Students involved in learning through social interaction with others.social interaction with others.

• Students actively engaged and Students actively engaged and reflecting on their experience.reflecting on their experience.

• Students taking responsibility for Students taking responsibility for their own learning.their own learning.

This is what we want to see This is what we want to see happening consistently.happening consistently.

This is what we want to see This is what we want to see happening consistently.happening consistently.

• Students learning by building on what they already know.

• Students confronted with authentic questions drawn from their own experience OR from real-world situations.

This is what we want to see This is what we want to see happening consistently.happening consistently.

This is what we want to see This is what we want to see happening consistently.happening consistently.

• Students learning and practicing Students learning and practicing higher-order thinking skills.higher-order thinking skills.

• Students involved in learning Students involved in learning through a variety of experiences.through a variety of experiences.

• Student work evaluated using Student work evaluated using authentic assessment tools.authentic assessment tools.

What do we want to see happen?What do we want to see happen?

• Improved student achievementImproved student achievement

• School to work connectionSchool to work connection

• Lifelong learning Lifelong learning skills and a desire skills and a desire to learnto learn

• Productive informed Productive informed citizenscitizens

Successful ProgramsSuccessful ProgramsSuccessful ProgramsSuccessful Programs

• Constructivist view of learningConstructivist view of learning

• Scaffold student learningScaffold student learning

• Set benchmarksSet benchmarks

• Collaborative planning and team Collaborative planning and team teachingteaching

• Research says library media Research says library media center is essential component center is essential component

Classroom Teachers

Library Media SpecialistLibrary Media Specialist

Classroom Teachers

Library Media Specialist

Instruction is a series of Instruction is a series of problem-solving activities from problem-solving activities from which students learn content.which students learn content.

"Knowing content" "Knowing content" is not sufficient in itself --is not sufficient in itself --

Students must apply knowledge to:Students must apply knowledge to:

¤ construct new understandingsconstruct new understandings

¤ solve problemssolve problems

¤    make decisionsmake decisions

¤ develop productsdevelop products

¤ communicatecommunicate

The Simple 4The Simple 4

PLANPLAN

ACTACT

ORGANIZEORGANIZE

REFLECTREFLECT

The Simple Four…

• Is easy to use

• Fits within instructional strategies

• Is aligned with ELA research standard

• Was developed for South Carolina

• Has a low risk factor

• Can change student behavior with use across the curriculum

It’s It’s allall about about ProcessProcess

4. How will I know if I did my job 4. How will I know if I did my job well?well?

3. How can I put my information 3. How can I put my information together?together?

2. What can I use to find the 2. What can I use to find the information I need? Where can I find information I need? Where can I find the resources I need? What the resources I need? What information can I use?information can I use?

1. What do I need to do? What’s my 1. What do I need to do? What’s my assignment? What information do I assignment? What information do I need?need?

Students should ask themselvesStudents should ask themselves

1. 1. PlanPlan

2. 2. ActAct

3. 3.

OrganizeOrganize4. 4.

ReflectReflect

1. PLAN

Students willStudents will

•Define their information problem/needDefine their information problem/need

•Determine what their assignment isDetermine what their assignment is

•Identify their information requirementsIdentify their information requirements

Students actively engaged in problem-solving.

DOGS

CATS

Automobiles

College

Questioning

Providing TimeTime for Brainstorming and

Examining

2. ACT2. ACT

Students learn and practice theirStudents learn and practice their

• Information seeking skills and Information seeking skills and strategiesstrategies

• Strategies to locate and access Strategies to locate and access information resources.information resources.

Location and AccessLocation and AccessStudents demonstrate the ability to:• Determine what sources are

available• Independently gather resources• Critically evaluate the resource • Access appropriate information

systems, such as online databases, OPAC, electronic multimedia, WWW

Information Search Information Search StrategiesStrategies

Students demonstrate the ability to:Students demonstrate the ability to:

• Develop alternatives and to seek a Develop alternatives and to seek a variety of materialsvariety of materials

• Determine which information is Determine which information is most/least importantmost/least important

Information Search Information Search StrategiesStrategies

Students demonstrate the ability to:Students demonstrate the ability to:

• Recognize that information can be Recognize that information can be gathered from many sources, gathered from many sources, including investigation, observation, including investigation, observation, and human resourcesand human resources

• Use appropriate criteria for selecting Use appropriate criteria for selecting sources and evaluating informationsources and evaluating information

3. Organize3. OrganizeStudents demonstrate the ability to:Students demonstrate the ability to:

• Distinguish facts from opinion Distinguish facts from opinion (continuation of critical evaluation of (continuation of critical evaluation of information)information)

• Accurately and completely Accurately and completely summarize/ paraphrase the summarize/ paraphrase the main idea from written and main idea from written and oral sourcesoral sources

3. Organize3. OrganizeStudents demonstrate the ability to:Students demonstrate the ability to:

• Accurately cite sourcesAccurately cite sources

• Read, listen, view, and touch Read, listen, view, and touch information carefully to information carefully to apply information to apply information to previous learning to createprevious learning to createnew knowledgenew knowledge

3. Organize3. OrganizeStudents demonstrate the ability to:

• Organize information in clear, coherent presentations

• Present information in ways appropriate to the task

3. Organize3. OrganizeStudents demonstrate the ability to:Students demonstrate the ability to:

• Participate effectively in Participate effectively in discussions and debatesdiscussions and debates

• Produce personally designed Produce personally designed products to communicate products to communicate content and learningcontent and learning

4. Reflect4. ReflectStudents demonstrate the ability to:Students demonstrate the ability to:

• Demonstrate a high degree of Demonstrate a high degree of confidence in the quality of the confidence in the quality of the product producedproduct produced

• Assess the product for Assess the product for completeness, strengths, completeness, strengths, and weaknessesand weaknesses

4. Reflect4. ReflectStudents demonstrate the ability to:Students demonstrate the ability to:

• Develop criteria to determine the Develop criteria to determine the effectiveness of the process used to effectiveness of the process used to solve the problemsolve the problem

• Provide recommendations to Provide recommendations to improve resultsimprove results

• Determine the need for further Determine the need for further informationinformation

• Judging the result Judging the result (effectiveness)(effectiveness)

• Judging the information Judging the information problem-solving process problem-solving process (efficiency)(efficiency)

• Self, Peer, Teacher, LMSSelf, Peer, Teacher, LMS

• 2121stst Century assessment Century assessment toolstools

4. REFLECT4. REFLECT

What’s our Goal?What’s our Goal?

Increase Student Academic Increase Student Academic AchievementAchievement

““The illiterate of the 21The illiterate of the 21stst Century will not be Century will not be those who cannot read those who cannot read and write, but those and write, but those who cannot learn, who cannot learn, unlearn, and relearn.”unlearn, and relearn.”

Alvin Toffler

Schools must identify the Schools must identify the behaviors of problem solving behaviors of problem solving and thinking in order to create and thinking in order to create academic experiences academic experiences that develop the skills and that develop the skills and strategies that characterize strategies that characterize successful intellectual work.successful intellectual work.

Information Power: Building Partnerships for Student Learning (1998) Chicago, IL: American Library Association

Research

Problem Solving

Communication

The three critical The three critical school-to-life skillsschool-to-life skills

Information-Media LiteracyInformation-Media Literacy focusesfocuses on contentcontent, communicationcommunication, information searchinginformation searching, analysisanalysis, and evaluationevaluation.

Clarification

Information literacy is at the Information literacy is at the very foundation of our country.very foundation of our country.

Our Founding Fathers were well Our Founding Fathers were well read, read several languages, and read, read several languages, and when faced with establishing a when faced with establishing a government, drew on what government, drew on what information they had, thought about information they had, thought about it, and applied the information it, and applied the information to the problem.to the problem.

Taylor, Joye. (2006) Information Literacy and the School Library Media Center. Westport, CT: Libraries Unlimited.

Information literacy is at the Information literacy is at the very foundation of our country.very foundation of our country.Everyone uses information today Everyone uses information today regardless of occupation, education, or regardless of occupation, education, or social and economic status. Educating social and economic status. Educating students to achieve information students to achieve information literacy competence is a goal that must literacy competence is a goal that must become the become the heart heart ofof, not just the school library, , not just the school library, but but the schoolthe school!! Taylor, Joye. (2006) Information Literacy and the School Library Media Center. Westport, CT: Libraries Unlimited.

Change the way we Change the way we ““do schooldo school””

WhichWhich

requires a paradigm shift by requires a paradigm shift by EVERYONEEVERYONE!!

What Needs to Happen?What Needs to Happen?

How can we accomplish integration?

Student Academic Achievement

Standards

Assessment

Curriculum Content

Resources

Info. Lit Technology Education

Teachers Library Media Specialists

Curriculum Specialists

Effective Delivery of

Lessons

Best Practices

Effective Lessons/ Instructional Design

Simple FourTeacher

Technology Education

What Needs to Happen?What Needs to Happen?

• Re-design the lesson or activity so Re-design the lesson or activity so learners must learners must THINK ABOUTTHINK ABOUT the the information they collect.information they collect.

• Re-design the lesson or activity so Re-design the lesson or activity so

that learners that learners MUST DO SOMETHINGMUST DO SOMETHING with the information they collect with the information they collect such as sense-making, performing, such as sense-making, performing, trying out, acting, building, etc.trying out, acting, building, etc.

What Needs to Happen?What Needs to Happen?

• Re-design the lesson or activity Re-design the lesson or activity TO TO ADDRESS ALLADDRESS ALL standards: content, standards: content, information literacy, and the use of information literacy, and the use of technology.technology.

• DECIDEDECIDE what we really want what we really want students to learn!!!students to learn!!!

Questions to considerQuestions to consider

• StandardsStandards – To which standards – To which standards (academic, information literacy, (academic, information literacy, technology) does this assignment technology) does this assignment relate?relate?

• CurriculumCurriculum – What instructional – What instructional strategies will I use to teach the strategies will I use to teach the targeted standards? What is targeted standards? What is required by my district-approved required by my district-approved curriculum?curriculum?

• Information literacyInformation literacy - What skills do - What skills do students need to be successful in students need to be successful in this lesson or unit? What skills will this lesson or unit? What skills will they learn from this lesson or unit?they learn from this lesson or unit?

• Use of technologyUse of technology - What resources - What resources (hardware and software) will best (hardware and software) will best support this assignment’s support this assignment’s objectives?objectives?

Questions to considerQuestions to consider

• AssessmentAssessment - How will the - How will the students demonstrate what they students demonstrate what they learned from the content and learned from the content and about the process?about the process?

Questions to considerQuestions to consider

Vision without action is a dream. Action without vision is just passing the time. Vision with action can change the world.

National Productivity and Competitiveness Councilhttp://www.npccmauritius.com/