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DEVELOPING AN INFORMATION LITERACY PROGRAM THE

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DEVELOPING AN INFORMATION LITERACY PROGRAM THE Powered By Docstoc
					DEVELOPING AN
INFORMATION LITERACY
PROGRAM
THE ATENEO DE MANILA HIGH SCHOOL
EXPERIENCE



By: Ronald Jess C. Cabunagan
Definition

Information literacy is a set of abilities
  requiring individuals to “recognize when
  information is needed and have the
  ability to locate, evaluate, and use
  effectively the needed information.”
                     - American Library Association
Definition

An information literate individual is able to:
• Determine the extent of information
  needed
• Access the needed information
  effectively and efficiently
• Evaluate information and its sources
  critically
• Incorporate selected information into
  one’s knowledge base
Definition

An information literate individual is able to:
(cont’d…)
• Use information effectively to accomplish
  a specific purpose
• Understand the economic, legal, and
  social issues surrounding the use of
  information, and access and use
  information ethically and legally
Definition

Information literacy can be thought of as
  combining familiar library skills with the
  process of learning from information
  (Taylor 8).
The Ateneo de Manila
High School Information
Literacy Program
School Background

o Ateneo de Manila High School is a
  “Filipino, college-preparatory, Catholic
  and Jesuit” high school for boys
o 2,300++ students across the four year
  levels (1st Year to 4th Year)
o Educational Media Center (EMC)
   n   Library (Print)
   n   ITC or Instructional Technology Center
       (Non-Print)
School Background

o 4 professional librarians and 9 support
  staff
o Teaching of information literacy is one of
  the responsibilities of the librarian
o Information literacy classes are
  conducted at least once a year for each
  year level
Goals and Objectives of the
Program
Objectives of the ILP:
1. To teach students to analyze and
   evaluate information for accuracy and
   bias;
2. for students to gain the ability to find and
   use information purposefully;
3. for students to become adept at using
   search and retrieval skills to locate
   information;
Goals and Objectives of the
Program
Objectives of the ILP (cont’d):
4. to introduce the students to materials
   that they can use to enhance their
   reports and presentations;
5. to familiarize students with trends in
   instructional media and online
   information retrieval; and
6. to inform the students about the services
   offered by the EMC.
  Media Instruction Program




Information Literacy Program
Contents and Strategies of
the Program
First Year Level
o Orientation to the EMC
  n   Different Sections of the Library
  n   Rules and regulations
  n   Services offered
  n   Using the OPAC
Contents and Strategies of
the Program
First Year Level *
o Formulating Keywords (Searching)
o Advanced OPAC Search
o Plagiarism




*no longer included in the current program
Contents and Strategies of
the Program
Second Year Level
o Copyright and Plagiarism
o Bibliographic Citation Using the MLA
Contents and Strategies of
the Program
Second Year Level *
o Use of Library Reference Sources for
  Research
o Preparation and Use of Non-Print
  Materials in the Classroom



*no longer included in the current program
Contents and Strategies of
the Program
Third Year Level
o Evaluation of Information on the Web
  n   Authority
  n   Accuracy
  n   Objectivity
  n   Currency
  n   Coverage
Contents and Strategies of
the Program
Third Year Level *
o Using the Internet for Research
   n   Online Search Tools
   n   Tips on Keyword Searching
   n   Web 2.0
   n   Virtual Libraries


*no longer included in the current program
Contents and Strategies of
the Program
Fourth Year Level
o Use of Library Tools for Research
  n   Advanced OPAC Search Strategies
  n   Vertical Files
  n   Periodical Indexes
  n   Online Databases
Contents and Strategies of
the Program
Fourth Year Level *
o How to do Research
   n   Research Process
   n   Formulating a Thesis Statement
o Types of Indexes
o Online Search Techniques
o Copyright and Plagiarism
o EMC’s Electronic Media Collection (CD-
  ROMs)
*no longer included in the current program
Contents and Strategies of
the Program
Jeopardy-Like Game
o An interactive game to introduce topics
  in library orientation.
Sample slide: Jeopardy-like game
Sample slide: Jeopardy-like game
Contents and Strategies of
the Program
Amazing Race Activity
o Students go around the library searching
  for clues, performing tasks and
  answering questions.
Sample of an activity sheet given to the students.
Sample of a question posted in a specific location.
Sample of questions posted in a specific location.
Sample of first tasks given to students.
Answer sheet for the Amazing Race.
Contents and Strategies of
the Program
Hands-on Activity on Using Reference
  Sources
o Students are presented with questions
  and they look for answers from the
  reference books on their tables.
Worksheet example.
Worksheet example.
Contents and Strategies of
the Program
Hand-on Activity on Using Library Tools
o Students accomplish a worksheet that
  will require them to look for relevant
  materials to the topics of their research.
Exercise on formulating topics.
Exercise on OPAC search.
Exercise on book location.
Exercise on using the vertical files.
Exercise on using the periodical indexes.
Exercise on using online databases.
Developing ILP
Modules
Information Literacy Models

qBig6
qGuided Inquiry
Students will learn more if the lesson
  follows and information problem-solving
  model and other principles of learning.
  (Taylor 95).
The Big6

o Big6 information problem-solving model
  1.   Task Definition
  2.   Information Seeking Strategies
  3.   Location and Access
  4.   Use of Information
  5.   Synthesis
  6.   Evaluation
                 Step 1
        Task Definition                                               Step 6

             The Big6
        What do I need to do?
      What information do I need?
                                                               Evaluation
                                                        Is my project complete?
                                                      Did I meet each requirement?
              Step 2
        Information-
       Seeking Skills                                                 Step 5
What information sources can I use?                             Synthesis
   Which information sources                            How should I organize the
           are the best?                                 information to meet the
                  Step 3                                requirements of my task?
     Location and Access
      Where can I find each source?               Step 4
       How can I find information    Use of Information
            in each source?         What information in each source
                                               is useful?
                                    How should I record my notes?


                           Source: http://teachers.saschina.org/stoa/files/2010/04/Big-6-bookmark.jpg
The Big6

o Big6 information problem-solving model
  n   It is not necessary to follow the stages in
      linear order
  n   In most successful problem-solving
      situations, all stages are addressed.
Guided Inquiry

o More suited for designing learning
  activities in the library and requires more
  collaboration with subject teachers
Guided Inquiry

“Guided inquiry is a carefully planned,
  closely supervised targeted intervention
  of an instructional team of school
  librarians and teachers to guide students
  through curriculum based inquiry units
  that build deep knowledge and deep
  understanding of a curriculum topic, and
  gradually lead towards independent
  learning.”
Guided Inquiry

Six Characteristics
o Students learn by being actively
  engaged and reflecting on that
  experience
o Students learn by building on what
  they already know
o Students develop higher order
  thinking through guidance at critical
  points in the learning process
Guided Inquiry

Six Characteristics (cont’d)
o Students’ development occurs in a
  sequence of stages
o Students have different ways of
  learning
o Students learn through social
  interaction with others
Guided Inquiry
The information search process occurs in seven stages:
1. Initiation
2. Selection
3. Exploration
4. Formulation
5. Collection
6. Presentation
7. Assessment
Guided Inquiry

1. Initiation - students are asked to
   contemplate on a research question
2. Selection - students choose what
   specific information to pursue
3. Exploration - students develop
   questions of their own from what they
   already know
Guided Inquiry

4. Formulation - students form their own
   focused perspective
5. Collection - students gather relevant
   information
6. Presentation - students prepare to
   share what they learned
7. Assessment - students reflect on what
   they learned
Applying the Information
Literacy Models
Developing effective information literacy
 lessons
Helping the students to undergo the
 process of seeking and using information
Developing Modules Using
the Big6
Create a lesson content and activities for
   each stage of the Big6:
                                 CONTENT AND ACTIVITIES
Task Definition

Information Seeking Strategies

Location and Access

Use of Information

Synthesis

Evaluation
Task Definition
1. Defining the   Discussion:
problem           Ask the students to think about
                  their research topic and their
                  expected output. This can be a
                  review of their English
                  requirements.
2. Identifying    Exercise:
information       What is your thesis statement?
requirements      Identify 5 questions that you will
                  ask to clarify your thesis
                  statement.
Information Seeking Strategies
1. Determining      Lecture:
possible sources    Overview of the library tools for
                    research.
                    Books
                    Periodicals
                    Databases
2. Evaluating their Exercise:
priority            Take a look at the 5 questions
                    which you identified. Identify
                    which library tools you think can
                    provide you the answers.
Location and Access
1. Locating the   Lecture:
sources and       Using the Library Tools
locating the      Using the OPAC to Search for Materials
                  Using the Vertical Files
information in    Looking for Periodical Articles Using the
them              IPP
                  Using the Online Databases
                  Exercise:
                  Identify keywords which you can use in
                  searching.
                  Look for relevant sources of information
                  on your topic: 3 books, 1 periodical
                  article, 1 vertical files entry and 1 article
                  from EBSCOHOST.
Information Usage
1. Reading        Exercises:
information and   Looking at the five questions
then extracting   you formulated, choose one
details           question which you think can be
                  answered using one of the
                  sources that you’ve found.
                  Using the source that you’ve
                  found, find the answer to the
                  question.
Synthesis
1. Organizing and   Exercises:
presenting          Prepare your answer following a
information.        format.
                    Question: ___
                    Answer: ___
                    Citation: ___
                    Look for another source (you
                    may use the Internet this time)
                    that provides the same answer
                    or verification of your answer.
                    Provide the citation.
Evaluation
1. Judging the   Essay:
product and      Are you satisfied with the
process          information/answer that you’ve
                 found? Why?
                 Given your topic, do you think
                 you can get sufficient sources in
                 the library? Why?
                 Do you consider changing or
                 revising your topic? Why?
Ignatian Pedagogical
Paradigm (IPP)
o Context of Learning
o Experience
o Reflection
o Action
o Evaluation




                        Image Source: http://pinaytraveller.com/
CONTEXT
Task Definition
1.      Defining the problem
2.      Identifying information requirements


EXPERIENCE
Task Definition
1.      Defining the problem
2.      Identifying information requirements
Information Seeking Strategies
1.      Determining possible sources
2.      Evaluating their priority
Location and Access
1.      Locating the sources and locating the information in them
Information Usage
1.      Reading information and then extracting details
REFLECTION
Evaluation
1.     Judging the process


ACTION
Synthesis
1.     Organizing and presenting information


EVALUATION
Evaluation
1.     Judging the product
Problems and Hindrances in
the Implementation
o Lack of Time
o Information Overload
o Relevance and Interest
Future Challenges

More School Librarian and
 Subject Teachers Collaboration
  Through collaboration, information skills are
    taught when needed and therefore
    students see the skills as being relevant to
    their learning (Taylor 51).
Future Challenges

More Curriculum Integration
  Students need to use information literacy
    skills in various situations so that their
    skills will always be practiced and will not
    be eventually lost (Taylor 40).
Thank you!


RONALD JESS CABUNAGAN
Ateneo de Manila High School Library
http://emc.hs.admu.edu.ph/
rcabunagan@ateneo.edu

				
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posted:4/2/2014
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