K-12 Information Literacy in the Digital Age Cynthia MacDonald Rob Darrow An Infopeople Workshop Fall 2003

Agenda What is Information Literacy in the Digital Age? Information Literacy Stages Best Practices, Collaboration and Resources California Content Standards Connection Your Information Literacy Plan

Information Trends “65% of children, ages 2-17 go on the Internet several times a week.” The Corporation for Public Broadcasting Internet Study (April 2003) “The amount of information available in the world doubles every two years.” David Thornburg, Educational Futurist, CUE It is estimated that the amount of information in the world will double every 72 hours by 2010.

What is Information Literacy? Information literacy is the ability to identify an information need, to locate, evaluate, use, and communicate information in response to that need.

Information Literacy is a Process Must be internalized Integrated throughout the curriculum Reinforced throughout the learning community “… leads to independent, ethical, lifelong learners who achieve personal satisfaction and who contribute to society as a whole.” Information Power: Building Partnerships for Learning, 1998.

How is Information Literacy Different in the Digital Age? Expanding accessibility to information Worldwide institutions Variety of formats Library services Moving online Students must possess skills to locate and use the “best” information Print and digital

A shared vision of an information literate society for the 21 st century: Collaboration is Key Successful collaborations better serve our students and are critical to our current and future success. Collaborations among school and public libraries lead to an information literate society.

The National Information Literacy Standards for Student Learning Developed in 1996 Joint committee of AASL and AECT Book: Information Power: Building Partnerships for Learning, Nine standards Should be integrated into K-12 curriculum

Information Literacy Models Many models over the past 20 years What models have you used? Stages are logical and similar Define the Information Need Locate and Evaluate Information Use the Information Synthesize the Information Assess the Process and the Product

Resource List Insert your disk

Exercise 1 Similarities Among Models of Information Literacy

Information literacy Plan of Action and Collaboration (handout) Complete the first row, “Information Literacy Model Application”

Break

Our broad Information Literacy Stages 1. Define the Information Need 2. Locate and Evaluate Information 3. Use the Information 4. Synthesize the Information 5. Assess the Process and the Product

Info Lit Scenario

Define the Information Need Identifying and developing ideas Determining type of question Generating research questions Develop topic or thesis statements Standard 4: The student who is an independent learner is information literate and pursues information related to personal interest. (AASL) Stage 1

Best Practices The best questions require students to: Think critically Make comparisons of information from various sources Analyze the material Present their own view and words Engage student interest by: Involving them in topic selection Asking them to formulate the question Questions should be: Clearly formulated Appropriate to their level of learning Met with adequate resources Stage 1

Exercise 2 Define the information need Stage 1

Applied to School and Public Libraries Homework alert Reference interview Personal library Web page Library staff collaborates with teachers to define “reachable” assignments Teacher assignments on library web site PUBLIC SCHOOL Stage 1

Collaboration and Promotional Ideas Librarian and teacher guide students in this stage Formulating the question Understanding the assignment Determining availability and type of resources Promote resources in learning community Use a common language Stage 1

California Content Standard Connection Information literacy process stages Information Literacy Standard - AASL History/Social Science Grades 6-8 Define the information need Standard 4: The student who is an independent learner is information literate and pursues information related to personal interest. “Research, Evidence and Point of View: Frame questions that can be answered by historical study and research.” (p. 115) 6.2 Students analyze the geographic, political, economic, religious and social structures of the early civilizations of Mesopotamia, Egypt and Kush. Stage 1

Resources & Strategies Stage 1

Locate and Evaluate Information Locating sources Finding information within the source Evaluate and analyze information Usefulness Adequacy Authority Accuracy Point of view Stage 2 Standards 1 & 2: The student who is information literate accesses information efficiently and effectively; evaluates information critically and competently. (AASL)

Best Practices Search strategies critical Apply to print and digital Keyword, subject headings, natural language, Boolean Online: Identify general search skills that apply across search engines and databases Evaluation skills essential Students more comfortable searching than evaluating Important Statistics: “51% students, ages 12-17, believe ‘most or all’ information on the Web can be trusted to be right.” UCLA Internet Study “71% of internet-connected students choose the Web over a visit to the library to complete school projects.” Pew Internet & American life study Stage 2

Exercise 3 Locate and Evaluate Information Handout: “Search Tool Organizer” Handout: “Critical Evaluation of a Web site – Elementary” Handout: “Critical Evaluation of a Web site – Middle School” Handout: “Critical Evaluation of a Web site – High School” Add to your “Information Literacy Plan of Action” Stage 2

Applied to School and Public Libraries 24/7 reference assistance Live homework help Pre-selected, subject arranged web sites Pathfinders Instruction in search and evaluation Ask an expert Telemonitoring services Pre-selected, subject arranged web sites Pathfinders Instruction in search and evaluation PUBLIC SCHOOL Stage 2

Collaboration and Promotional Ideas Outreach to schools: promote library resources and instruct in locating and evaluating resources Share resources as a hook Teach search strategies to teachers and parents Libraries raise test scores Stage 2

California Content Standard Connection Information literacy process stages Information Literacy Standard - AASL English-Language Arts Grades 5-8 Locate and Evaluate Information Standards 1 & 2: The student who is information literate accesses information efficiently and effectively… Evaluates information critically and competently. 2.0 Reading Comprehension (Focus on Informational Materials) “By grade 8, read one million words annually…including a good representation of grade-level- appropriate narrative and expository text (including a good representation of narrative and expository text, classic and contemporary literature, magazines, newspapers, online information.)” (p. 49) Stage 2

Resources & Strategies Stage 2

Use the Information Extract and record information Organize the information Ethical use of information Copyright Plagiarism Stage 3 Standard 3: The student who is information literate uses information accurately and creatively. (AASL)

Best Practices Critical thinking and creativity are key Variety of information sources Various media Across reading levels Encourages interest and learning Ethical use of information needs to be taught Stage 3

Applied to School and Public Libraries Print and virtual collection development Homework Centers Resources that assist in compiling information Print and virtual collection development After school library use PUBLIC SCHOOL Stage 3

Collaboration and Promotional Ideas Provide Web sites on library page that build awareness of copyright and plagiarism Show that information literacy skills support teacher goals Woven into the content standards Stage 3

California Content Standard Connection Information literacy process stages Information Literacy Standard - AASL California Content Standard Math Standards – Grade 4 Use the information Standard 3: The student who is information literate uses information accurately and creatively. “By the end of grade four…students collect, represent, and analyze data to answer questions.” Statistics, Data Analysis, and Probability 1.0 Students organize, represent and interpret numerical and categorical data and clearly communicate findings. Stage 3

Resources & Strategies Stage 3

Lunch Time

Laugh Parade Cartoon

Synthesize the Information Organize information from multiple sources Create a product to communicate the information (present, share, perform) Cite sources used Relay a specific fact Stage 4 Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation. (AASL)

Best Practices Vary presentations Traditional include written, oral, visual Technology-enhanced offers Web sites, webquest, PowerPoint, digital photography, video, etc. Techniques to use tools effectively Logical sequence, pacing, interest catching Stage 4

Exercise 4 Use and Synthesize Information Stage 4

Applied to School and Public Libraries Word processing on computers for kids Homework centers Software tools that assist in putting together a product Computer labs within the school library PUBLIC SCHOOL Stage 4

Collaboration and Promotional Ideas Develop tutorials on how to present information in different ways Stage 4

California Content Standard Connection Information literacy process stages Information Literacy Standard - AASL California Content Standard Science – Grade 7 Synthesize the information Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation. Focus on Life Science Investigation and Experimentation 7d. Construct scale models, maps and appropriately labeled diagrams to communicate scientific knowledge. 7e. Communicate the steps and the results from an investigation in written reports and oral presentations. Stage 4

Resources & Strategies Stage 4

Break

Assess the Process and the Product Evaluate the research/information process Ongoing throughout process Evaluate the quality of the product Completed by teacher, librarian and student Stage 5 Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society. (AASL)

Best Practices Collaboration is crucial Librarian-teacher design this together with evaluation and grading that student will value Librarian knowledge of the information process and content standards leads to… Implementation of effective assessment techniques, which leads to… Increased student achievement Stage 5

Exercise 5 Assess the Process and Product Stage 5

Applied to School and Public Libraries Evaluation of services Provide library skills tutorials, research models, evaluation tools on library Web page Library Web site assessment tools PUBLIC SCHOOL Stage 5

Collaboration and Promotional Ideas Librarian and teacher develop and implement assessment tools together Stage 5

California Content Standard Connection Information literacy process stages Information Literacy Standard - AASL California Content Standard English-Language Arts Grades 9 & 10 Assess the Process & Product Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society. 1.0 Writing Strategies Evaluation and Revision 1.9 Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context. Stage 5

Resources & Strategies Stage 5

Summary Goal: Effective users of information in all formats Use information intelligently and responsibly Develop critical thinking skills

Connecting Information Literacy to Curriculum Standards Correlations between: Curriculum content standards Information literacy standards Technology standards National example

California Content Standards Connection Information literacy process stages Information Literacy Standard - AASL California Content Standard English-Language Arts - Grades 11 & Writing Strategies 2.0 Writing Applications Define the information needStandard 4: The student who is an independent learner is information literate and pursues information related to personal interest. 1.6 Develop presentations by using clear research questions… Locate & evaluate the information Standard 1 & 2: The student who is information literate accesses information efficiently and effectively; evaluates information critically and competently. 1.6 and creative and critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic resources) Use the informationStandard 3: The student who is information literate uses information accurately and creatively. 1.7 Use systematic strategies to organize and record information. Synthesize the informationStandard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation. 2.6 Deliver multimedia presentations. Assess the process & product Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society. Evaluation and Revision 1.9 Revise text…consistent with the purpose, audience, and genre.

Future Considerations Moving library services online Library Web page as a portal Applying information literacy skills online “SOS for Information Literacy” 21 st century literacies Information literacy should be separate category

Exercise #6 Implementing Your Information Literacy Plan

Final Thought “Students who become information literate possess a more complete approach to information gathering. They can identify their research actions and explain their choices. They are conscious of the process and can monitor their steps and learning as they proceed”. Corinne Laverty, “The challenge of information seeking: how children engage in library work” Feliciter (Canadian Library Assn.), issue #5, 2002

Infopeople Online Evaluation

Contact Information Cynthia MacDonald Youth Services Manager, Fresno County Library Rob Darrow Library Media Teacher on Special Assignment/Online Learning Specialist, Clovis Unified School District