Creating an Information Literate Community
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The document outlines the importance of information literacy as a key competency for individuals in today's information-rich society, highlighting the need for collaborative efforts to enhance literacy skills in educational settings. It emphasizes transforming libraries into active learning spaces and offers strategies for developing partnerships and resources to support students' information literacy. The framework presented aims to equip New Zealand students with the abilities to effectively navigate and utilize information in various contexts.
Creating an Information Literate Community
- 1. A framework for building an information literate community SLANZA Conference Auckland July 2017
- 2. What is Information Literacy?
- 3. Information Literacy involves the processes, strategies, skills, competencies, expertise and ways of thinking which enable individuals to engage with information to learn across a range of platforms, transform the known, and discover the unknown. Definition
- 4. ILis an umbrella concept It encapsulates a range of literacies & skills
- 5. “To be information literate, a person must be able to recognise when information is needed” American Library Association
- 6. Information Literacy is one of the beacons of the information society, illuminatingthe courses to development, prosperity & freedom Alexandria Proclamation on Information Literacy and Lifelong Learning
- 7. “We are drowning in information but starvedfor knowledge.” John Naisbitt
- 8. We need to stop thinking of the library as a grocery store – a place to “get stuff” and start thinking about it as a kitchen– a place to “make stuff.” Joyce Valenza
- 9. The Research
- 10. “The gapbetween secondary and tertiary education in terms of literacy and the learning environment is bigger than anyone is acknowledging.” Emerson, Kilpin & Feekery
- 11. Feekery Model
- 12. If the next generations of New Zealanders are to become effective citizens they must be equipped to engage with an ever-changing information landscape
- 13. Information Literacy Spaces Improving students’ IL competencies & learning across the senior secondary and tertiary sectors The TeamProfessor Lisa Emerson, Heather Lamond, Dr Angela Feekery Senga White, Dr Anne Macaskill, Catherine Doughty Dr Anna Greenhow and Ken Kilpin
- 14. We plan to: Collaboratively develop a baseline IL study Develop collaborative teacher/librarian partnerships Develop IL progressions and resources Through Participatory Action Research and mixed methods to embed IL skills throughout secondary and tertiary programmes
- 15. Information Literacy Spaces Improving students’ IL competencies & learning across the senior secondary and tertiary sectors The 2017 Hui
- 16. Information Literacy Spaces Improving students’ IL competencies & learning across the senior secondary and tertiary sectors Website Twitter Facebook Follow our progress!
- 17. “The illiterateof the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” Alvin Toffler
- 18. Occupational Invisibility “Others often do not see depth, breadth and importance of what school librarians contributeto learningin schools” Gary Hartzell
- 20. Make the visible
- 23. explicit
- 25. The School Library and Learning in the Information Landscape Guidelines for New Zealand Schools
- 26. Guiding Principles National Library Services to Schools & New Zealand Ministry of Education - 2002 Information Landscape: Guidelines for New Zealand Schools
- 27. The school library is a learning environment central to the development of an information-literate school community
- 28. Develop information literate students who are responsible and ethical participants in society
- 29. Develop competent, self-directed learners who are aware of their information needs and actively engage in the world of ideas
- 30. Develop students who know how to locateand select relevant information,
- 31. And can manage technologytools to accessinformation & communicate what they’ve learned
- 32. Develop students who are flexible, able to adapt to change and able to function both individually and in groups
- 33. When teaching and learning are visible, there is a greater likelihoodof students achieving higher John Hattie
- 34. ERO Report 2005 Student Learning in the Information Landscape
- 37. Keys to Success Plan for it Be organised Be positive Stay curious
- 38. Approaches
- 39. One-off lesson
- 42. One teacher
- 44. One unit
- 46. One Department
- 51. Whole School
- 55. Lessons
- 58. The Pizza Research Process
- 59. Activity Rubric Same activity with basic, intermediate& advanced skills
- 60. Google Searching
- 61. Three Strategies 1. Critical Thinking 2. Keywords are key 3. Effective Search tools
- 63. Templates
- 68. Guided Inquiry prepares today's learners for an uncertain future by providing the education that enables them to make meaning from myriad sources of information in a rapidly evolving world.” Kuhlthau, Maniotes & Caspari
- 69. Kuhlthau, Maniotes, and Caspari Guided Inquiry Design® Framework
- 70. Ultimately, information literate people are those who have learnedhow to learnAmerican Library Association
- 73. Teachers &librarians need to become effective evaluatorsof their own practice
- 76. Ticket out the Door 1. How valuable will the information from this session be for your own learning? 1 - 5 2. Write down one thing you learned today that you didn’t know before 3. Write down one thing you will do as a result of today’s session
- 78. School Library Manifesto and Guiding Principles
Editor's Notes
- #64: Introduce, practice and embed IL across depts. & year levels