Dr. Lesley Farmer California State University Long Beach

What is the status of information literacy? UNESCO/IFLA Media and Information Literacy Recommendations American Assn. of School Librarians Standards for the 21 st century learner Assn. of College & Research Libraries Framework

Comprehensive vision for student learning in libraries Consistent with school district vision Compatible with NETS, P21 Prepare students for a future of change Available at ala.org/aasl/standards

Reading is a window to the world. Inquiry provides a framework for learning. Ethical behavior in the use of information must be taught. Technology skills are crucial for future employment needs.

The definition of information literacy has become more complex as resources and technologies have changed. The continuing expansion of information demands that all individuals acquire the thinking skills that will enable them to learn on their own.

Equitable access is a key component for education. Learning has a social context. School libraries are essential to the development of learning skills.

Learners use skills, resources, and tools to inquire, think critically, and gain knowledge.

Learners use skills, resources, and tools to draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

Learners use skills, resources, and tools to share knowledge and participate ethically and productively as members of our democratic society.

Learners use skills, resources, and tools to personal and aesthetic growth.

Skills Dispositions Self-Assessments Student Responsibilities

Standard 3: Share knowledge and participate ethically and productively as members of our democratic society Strand 3.1: Skills Indicator 3.1.6: Use information and technology ethically and responsibly. Grade 12 Benchmarks:  Understand the process of copyrighting their own work.  Analyze consequences ad costs of unethical use of ICT  Use programs and websites responsibly, efficiently, ethically.  Mentor others who want to use information technology.

Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. Strand 3.3: Responsibilities Indicator 3.3.5: Contribute to the exchange of ideas within and beyond the learning community. Stages of development Stage 1 - Offer appropriate information to help group deliberate and reach a decision together. Stage 2 - Question own and others’ ideas to ensure that shared ideas are investigated thoroughly from all sides. Stage 3 - Challenge the thinking of the group to move it to better decision-making.

 Information is available via three processes: observation and experimentation, conversation (with other persons), and consultation (with memory institutions).  The competence to do this effectively and efficiently is called Media and Information Literacy.

 Understand media and information for democratic discourses and social participation.  Know when and what information is needed  Know where and how to obtain that information  Know how to evaluate it critically and organize it once it is found  Know how to use and produce it in an ethical way.

MIL extends beyond communication and information technologies to encompass learning, critical thinking, and interpretative skills across and beyond professional and educational boundaries to socialize and become active citizens.

 Shifts in higher ed: increased student participation, technology, interdisciplinarity/ context, affective domain  IL expansion from skills to complex information ecosystems  Move to participatory metacognitive strategies and critical reflection (metaliteracy, self-assessments)  Core understandings, knowledge practices, dispositions

 Information has value  Format as process  Research as inquiry  Searching as exploration  Authority is constructed and contextual  Scholarship is a conversation

"While education is clearly a collaborative effort, students must ultimately assume considerable responsibility for their own education. Successful students seek assistance when they need it, and advocate for their own learning in diverse situations."

 Information and digital literacies are seldom "mapped" onto the curriculum systematically.  Few classroom teachers know how to (use or) teach information or digital literacies.  Few teachers or administrators learn about information literacy or libraries in their academic preparation.  Many schools lack teacher librarians – who are information/digital literacy experts and teachers and collaborators.

1. Identify and contact counterpart librarian 2. Gather data about each institution 3. Share data/standards/activities 4. Hold regional librarians meeting 5. Work with respective faculty 6. Broaden support base 7. Follow up between and within sites 8. Hold regional summit

 Look at content standards and information literacy standards together  Identify pre-service teachers’ prerequisite information literacy skills  Identify available resources  Develop information-rich learning activities  Assess  Leverage partnerships with the institution

 Share curriculum and standards  Share student work  Share students’ information needs  Identify learning modules: databases, primary sources, Internet searching, citation style, consuming research  Share research-based practices and processes  Collaborate with field librarians  Focus on student success