Incorporating Information Literacy Skills:



A Teacher’s Guide to Incorporating Information Literacy Skills Into the Curriculum

Washington High School

Ms. Kirsten Marie

Teacher Librarian

505-7300 ext. 67133

kmarie@fremont.k12.ca.us

Authored and Designed by Janine Weston

LIBR 295, Spring 2009

Introduction

This presentation serves to provide you with a clear understanding of information literacy skills as well as the important role of the Washington High School Library Media Center, its services and resources, and how it can serve you in raising student achievement to a new level. After this brief training, you will be able to better access, integrate and implement information literacy instruction within your existing curriculum.

What is Information Literacy and why is it important?

With the amount of information available in the twenty-first-century, information literacy is an important concept to embrace. Information Literacy Skills allow individuals to employ information and communication technologies in recognizing when and how to locate, evaluate and effectively use information.

In their recently published Analysis of Information Literacy Standards, Guidelines and their Implementation, Mokhtar and Majid (2008) emphasize that information literacy is an important requirement in today’s knowledge-based economy. They agree that information literacy creates greater responsibility, self-motivation, creativity, and effectiveness among learners and thinkers. Corporations, organizations, and educators are among many who are heavily invested in creating responsible, critical and competent information users.

In an effort to meet increasing demands for information-literate students in the twenty-first century, standards for teaching and reinforcing information literacy are being created in many environments. Unique methods for combining theory-based learning strategies and literacy competency standards in both face-to-face and web formats, are emerging to improve student experience and encourage higher order thinking skills in the research process.

Are Information Literacy Skills essential to our students’ success?

Your students need more than just a knowledge base, they also need techniques for exploring it, connecting it to other knowledge bases, and making practical use of it. Information literacy incorporates critical thinking. Control of information is as important a skill, as learning how to read—it is a fundamental key to survival in the real world! Guessing and luck can only go so far; therefore, it is through the search and evaluation of information sources in any field, that helps students develop critical thinking and control over the information at hand (Cody, 2006).

Are there Information Literacy standards?

The American Association of School Librarians and Association for Educational Communications and Technology have published nine Information Literacy Standards for Student Learning (1998), complete with behavioral indicators.

Standard 1: Access information efficiently & effectively

1.1 Know library procedures for circulation & care of equipment

1.2 Know parts of books & digital resources

1.3 Know types & location of library materials

1.4 Know how to use library book classification systems

1.5 Know how to alphabetize by author’s last name

1.6 Use the automated library catalog

1.7 Use other digital resources to access information

1.8 Select appropriate library materials

1.9 Use a developmentally appropriate research process to access information

Standard 2: Evaluate information critically & competently

1. Locate relevant information from appropriate fiction and non-fiction sources in print & digital formats

2. Evaluate authority, credibility, & currency of information

3. Select relevant information during research process

Standard 3: Use information accurately & creatively

1. Use pre-writing techniques to extract & organize relevant information

2. Compose & revise drafts

3. Communicate and synthesize idea in logical and creative or novel ways

Standard 4: Pursue information related to personal interest

1. Use school LMC & public library resources to pursue personal interests

2. Use information literacy skills independently to pursue personal interests

Standard 5: Appreciate literature and other creative expressions of information

1. Learn about age appropriate literature, authors, and illustrators

2. Appreciate literature & other creative expressions of information

Standard 6: Strive for excellence in information seeking and knowledge generation

1. Evaluate the research process & product

2. Reflect upon the process to improve information-seeking skills

Standard 7: Recognize the importance of information to a democratic society

1. Understand that a free flow of information is essential for a democratic society

2. Seek & use information from diverse sources, viewpoints, and cultural backgrounds

Standard 8: Practice ethical behavior in regard to information & info. technology

1. Respect copyright and fair use

2. Understand the reasons and methods for citing sources

3. Understand & respect principles of intellectual freedom

4. Follow school requirements regarding responsible use of information and communication technologies

Standard 9: Participate in groups to pursue & generate information

1. Collaborate in formal & informal study & research groups

2. Respect views of others in study & research groups

What is the best way to teach Information Literacy skills?

Information literacy instruction is most useful to your students when integrated into the existing curriculum. Like hiding a pill in a cheese ball, students are much more willing to ingest powerful information literacy skills when embedded in the context of the course content. As Owusu-Ansah identifies in Information Literacy and Higher Education (2004), the danger of teaching information literacy out of context, separating the how from the why, results in inefficient learning, as students are unlikely to commit non-contextual learning to memory. Careful choice of project topics can alleviate this feeling of uselessness by having students do research for a particular class that they are taking concurrently so that they don’t feel as if their time spent in their “required library class” is wasted. When library-use is important and relevant to the student’s coursework, the student is motivated to incorporate the library into the learning process.

Who is responsible for teaching Information Literacy Skills?

You are. Now, don’t panic…we know that you don’t have time to tackle another set of standards by yourself! Just as you are an expert in your field, your friendly Teacher Librarian is an expert in information literacy and will serve as your guide on the side. In fact, in an academic institution, there is no one more qualified to teach information literacy skills than a librarian. Through collaboration with the Washington High School Library Media Center, we can work together to incorporate Information Literacy standards into the curriculum no matter what the subject.

The collaboration process is as simple as 1-2-3

1. Select an appropriate unit of instruction for collaboration.

a. Learning styles assessment

b. General research process

c. Specific research project

d. Bibliographic instruction—works cited

e. Applied research

f. Technology utilization

g. Comparative study

h. Content creation

i. Evaluation of print or non-print resources on a particular subject

j. Exam review

2. Schedule your class(es) with the Library Media Center staff. The Library Media Center can accommodate up to three classes at a time with enough computers for two concurrent classes.

a. Call

b. E-mail

c. Visit

3. Fill out and submit the Library Class Visit Form to the Teacher Librarian.

a. Project details

b. Project evaluation

c. Information Literacy Standards to apply

What difference will our collaboration make?

Planning and teaching cooperatively with teachers in all curricular areas using appropriate instructional strategies, activities, and resources motivates student interest and the development of positive attitudes toward the use of information.

Student assessments indicate that the teaching role of libraries and the connections between library use and learning environment are closely connected to student learning outcomes (Gratch-Lindauer, 2002). Therefore, academic institutions recognizing the power of strong information literacy instruction are eager to promote deeper collaboration among librarians and faculty and develop clear student learning objectives and assessment strategies to meet accreditation standards and improve student learning.

What strategies can I use in my own classroom to incorporate information literacy skills?

We recommend using the Big6 Skills, based on the fundamental concepts of information seeking behavior, for solving information problems at the secondary level and the Super3 for the primary level or differentiated/modified instruction. Encourage your students to follow these models, utilizing their Library Media Center to support them in their information seeking, usage, and evaluation processes. Refer to for more about the steps we all take to solve information problems.

The Big6

1. Task Definition

• Define the information problem

• Identify information needed (to solve the information problem)

o What is my current task?

o What are some topics or questions I need to answer?

o What information will I need?

2. Information Seeking Strategies

• Determine all possible sources (brainstorm)

• Select the best sources

o What are all the possible sources to check?

o What are the best sources of information for this task?

3. Location and Access

• Locate sources (intellectually and physically)

• Find information within these sources

o Where can I find these sources?

o Where can I find the information in the source?

4. Use of Information

• Engage (i.e. read, hear, view, touch)

• Extract relevant information

o What information do I expect to find in this source?

o What information from the source is useful?

5. Synthesis

• Organize from multiple sources

• Present the information

o How will I organize my information?

o How should I present my information?

6. Evaluation

• Judge the product (effectiveness)

• Judge the process (efficiency)

o Did I do what was required?

o Did I complete each of the Big6 Stages efficiently?

The Super3

1. Plan (Beginning)

• When students get an assignment or a task, BEFORE they start doing anything, they should think:

o What am I supposed to do?

o What will it look like if I do a really good job?

o What do I need to find out to do the job?

2. Do (Middle)

• In the Middle the students DO the activity. This is where they read, view, tell, make a picture, etc.

3. Review (End)

• Before finishing the product and turning it in, students should stop and think:

o Is this done?

o Did I do what I was supposed to do?

o Do I feel ok about this?

o Should I do something else before I turn it in?

Do I have time for this?

Sure you do! The simplest and most effective way to get your students on the fast track toward information literacy is to READ. Krashen’s Power of Reading (2004) summarizes years of meticulous research proving that Free Voluntary Reading (sustained silent reading, self-selected reading, and extensive reading) is the foundation of language education. In-school Free Voluntary Reading results in better reading comprehension, writing style, vocabulary, spelling, and grammatical development—the true path to higher test scores is reading. 30 minutes of every school day are scheduled for free reading. Do you use that time to read or are you guilty of grading papers or allowing students to do homework? You can help us motivate and promote independent reading and lifelong learning by requiring your students to read and setting a positive example by reading yourself.

Another way you can easily integrate reading into all curricular areas is to engage your students with a variety of content-related literature such as popular fiction, journal and newspaper articles, magazines, graphic novels, reference resources, even blogs and other websites in order to assist students in developing a systematic mode of inquiry in locating and using ideas and information.

Why should I spend extra time promoting reading? My district is writing based!

We do not learn to write by writing, but by reading. Reading quality writing instead of writing quantity, is the best way for a student to improve their writing.

Language acquisition comes from input, not output—from comprehension, not production (Krashen, 2004).

I have some suggestions for the Library Media Center. How can I provide feedback?

Please participate in our yearly Library Media Center surveys posted on our school website, so that we will have your input for selecting, using, and evaluating services, resources, technology, and facilities—to better suit your needs.

Educate, Challenge, Inspire

At a time when students and teachers are facing higher standards for specific educational outcomes, the proper incorporation of information literacy skills into the curriculum is essential. The professional staff at the Washington High School Library Media Center are here to provide you with a clear understanding of information literacy skills as well as support you in accessing, integrating and implementing information literacy instruction within your existing curriculum. Together, we can move forward to further grow and develop student achievement in an effort to fulfill our district-wide mission to educate, challenge, and inspire our students.

Library 2.0 Certified: Please Remix/Reuse/Share

This presentation, A Teacher’s Guide to Incorporating Information Literacy Skills into the Curriculum, may be used for your library or organization without further request from the author. Please feel free to use it in whole or in part, incorporate it into another presentation, quote from it, snag the images, etc. A citation to this presentation, A Teacher’s Guide to Incorporating Information Literacy Skills into the Curriculum, with credit to the original author, Janine Weston, would be greatly appreciated.

References

American Association of School Librarians & Association for Educational Communications and Technology. (1998). Information Literacy Standards for Student Learning: Standards and Indicators. Retrieved February 1, 2009, from

Eisenberg, M. & Berkowitz, R. (1987). The Big6 Skills. Retrieved February 1, 2009, from

Gratch-Lindauer, B. (2002, January/March). Comparing the regional accreditation standards: Outcomes assessment and other trends. Journal of Academic Librarianship, 28(1/2), 14-25.

Krashen, S. (2004). The Power of Reading, Second Edition: Insights from the Research. Chicago: Heinemann.

Mokhtar, I.A., & Majid, S. (2008). Information literacy standards, guidelines and their implementation: An analysis. DESIDOC Journal of Library & Information Technology, 28(2), 5-12. Retrieved February 1, 2009 from

Owusu-Ansah, E.K. (2004). Information literacy and higher education: Placing the academic library in the center of a comprehensive solution. The Journal of Academic Librarianship, 30(1), 3-16.

295 Competencies

D6: Provide clear understanding of information on the important role of the school library media program and effectively publicize the services and resources of the program (i.e. Powerpoint presentation on the role of the Library Media Center and Teacher Librarian).

D7: Develop plans to promote the role of the school library media program to school community…to increase use, ensure adequate financial support, and improve visibility and status (i.e. marketing and publicity plan).

E2: Describe adequate facilities and arrange existing facilities to the best advantage based on needs and objectives (i.e. rearranging tables, bookshelves, books, computers, desks, etc.).

B1: Apply current instructional design models to the development of curriculum, instruction, and learning (i.e. updating or creating new lesson plans).

B3: Plan and implement staff development activities to increase teacher competence in using a systematic instructional development process to design, develop, produce, implement, and evaluate instructional units, lessons and activities related to school library media resources and technology (i.e. create an online tutorial showing teachers how to incorporate information literacy and technology into their lessons, combine w/ C3).

B4: Collaborate with teachers in integrating instructional resources, including core literature, into the development of instruction and learning across the development of instruction and learning across the curriculum areas (i.e. work one-on-one to create a collaborative unit with a school-site teacher).

C1: Plan and teach cooperatively with teachers in all curricular areas using appropriate instructional strategies, activities, and resources, which motivate students’ interest and develop a positive attitude toward the use of information (i.e. plan and teach a cooperative/collaborative lesson, combine w/ C4).

C2: Integrate the use of information skills and a variety of types of literature into all curricular areas in order to assist students in developing a systematic mode of inquiry in locating and using ideas and information (i.e. work one-on-one to create a list of resources and skills that can be incorporated into the subject matter).

C3: Work cooperatively with teachers to plan, develop, and teach, using literature-based instruction in all curricular areas (i.e. combine this objective with B3).

C4: Use a variety of instructional methods with different user groups and demonstrate effective production, use and integration of media and technologies into the curriculum, including graphic, photomedia, display graphics, video instructional materials, computer programs, telecommunications, and distance learning (i.e. combine this objective with C1).

I2: Work with teachers and parents to motivate and promote independent reading, listening, and viewing among students as lifelong learners (incorporate into marketing/publicity plan, create a blog on promoting independent reading, etc.).

I3: Work with teachers to integrate literature in all curricular areas (see B3, C3).

A4: Involve school community in selecting, using, and evaluating resources, technology, and facilities (i.e. develop a survey to involve the school community in selecting, using, and evaluating resources, technology, and facilities in an effort to better meet their needs—incorporate with F1).

F1: Listen and respond to needs of students, staff, and administration (see A4).

F2: Establish rapport and foster mutual respect with the school community to create a positive attitude among users of the services (continual).

F3: Use appropriate and effective oral, written, and media based communication techniques for a variety of audiences (continual).

F4: Apply appropriate techniques of public relations, communication, and group dynamics (continual).

F5: Work as an effective team member (continual).

Library Class Visit Form

[pic]

Course _______ Standard Honors AP Visit Date(s) ______________

Periods 1 2 3 4 5 6 Students to meet οlibrary οclassroom

1. Briefly describe project: _____________________________________

____________________________________________________________

2. State subject standard(s) covered: ______________________________

_________________________________________________________

3. How will students choose materials? (Attach assignment or handout)

ο Your list of topics ο Students’ choice of topics

4. What types of materials will students be using?

ο Periodicals ο Books ο Internet

5. Would you like me to provide Internet sites? Yes No

Would you like me to create a webpage with your links? Yes No

6. Expected form of end project(s) ο Presentation ο Poster ο PowerPoint Presentation ο other ___________________________

7. How will the final project be evaluated? (Attach rubric)

__________________________________________________________

8. Special concerns or instructions: _______________________________

__________________________________________________________

Information literacy standard(s): circle all that apply

Standard 1: Access information efficiently & effectively

1.1 Know library procedures for circulation & care of equipment

1.2 Know parts of books & digital resources

1.3 Know types & location of library materials

1.4 Know how to use library book classification systems

1.5 Know how to alphabetize by author’s last name

1.6 Use the automated library catalog

1.7 Use other digital resources to access information

1.8 Select appropriate library materials

1.9 Use a developmentally appropriate research process to access information

Standard 2: Evaluate information critically & competently

4. Locate relevant information from appropriate fiction and non-fiction sources in print & digital fomats

5. Evaluate authority, credibility, & currency of information

6. Select relevant information during research process

Standard 3: Use information accurately & creatively

4. Use pre-writing techniques to extract & organize relevant information

5. Compose & revise drafts

6. Communicate and synthesize idea in logical and creative or novel ways

Standard 4: Pursue information related to personal interest

1. Use school LMC & public library resources to pursue personal interests

2. Use information literacy skills independently to pursue personal interests

Standard 5: Appreciate literature and other creative expressions of information

3. Learn about age appropriate literature, authors, and illustrators

4. Appreciate literature & other creative expressions of information

Standard 6: Strive for excellence in information seeking and knowledge generation

3. Evaluate the research process & product

4. Reflect upon the process to improve information-seeking skills

Standard 7: Recognize the importance of information to a democratic society

3. Understand that a free flow of information is essential for a democratic society

4. Seek & use information from diverse sources, viewpoints, and cultural backgrounds

Standard 8: Practice ethical behavior in regard to information & info. technology

5. Respect copyright and fair use

6. Understand the reasons and methods for citing sources

7. Understand & respect principles of intellectual freedom

8. Follow school requirements regarding responsible use of information and communication technologies

Standard 9: Participate in groups to pursue & generate information

3. Collaborate in formal & informal study & research groups

4. Respect views of others in study & research groups

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