1. INFORMATION SKILLS PROCESS

2. RATIONALE Overwhelming volume of information available
Information is changing in
some areas
There are Various means of delivery
available.

3. What does it mean for us now?
We need to achieve learning outcomes within the curriculum.
We need to increase student independence with their learning

4. What does it mean for the future?
Develop critical thinkers.
We want to create life-long learners.

5. In the Classroom Information literacy is……
“…..the acquiring of skills that allow a student to define a task, locate an appropriate range of resources, critically analyze and synthesize the information into an original response.” (DSE)

6. Skills need to be taught explicitly and systematically.
It is a process that is gradual.
It is a process that needs practice.

7. The Process… that we need to assist our students to engage with…

8. 1. DEFINING TASKS/GOALS

9. DEFINING METHODS What is the task about What do I need to find out?
Keywords and terms needed
What do I already know?
What do I need to know?
Questions I need to ask?

10. “Defining Tool” Use Mind Maps Cluster related Ideas
Mind maps help you plan an assignment.
Key words give shape to the assignment.

11. Mind Map of a Garden

12. USING QUESTIONS
WHERE?
WHO?
WHAT?
WHEN?
WHY?
HOW?
WHICH?

13. 2. LOCATING What sort of information do I want?
(facts, figures, evidence, opinion)

14. Locating from where?
Maybe from school, or the library?

15. Or maybe from People in the community?
Businesses or organizations.
The telephone book can be a great help.

16. Where else can I go? Other print sources: Magazines Newspapers Maps
Books

17. Other Sources
CD-Roms
Videos
Computer Databases
The Internet

18. 3. EVALUATING Are the sources suitable? Is there enough detail?
Is the information at the right level?
Are they up to date?
MAPPING,
KEYWORDING,
QUESTIONING,
SCAN & SKIM READ,
COMPARE & CONTRAST,
ANALYSE
INFER
INTERPRET
What are the copyright provisions?

19. FOCUS…FOCUS! Keep looking at your Questions
You need to keep focused on what is needed for the task!
To help do this use:
Your Mind Map
Use your keywording!
Keep looking at your Questions

20. 4. SELECTING
The selecting process involves asking yourself several questions…………
What information do I really need to use?
What can I leave out?
How relevant is the information?
How will I record it?
What style of note taking suits the task?

21. 5. DEVELOPING “Original Thought”
In any assignment it is good to show you understand the work.
To do this it is good to:
Analyze information
Compare and Contrast
Make inferences
Interpret and comment

22. 6. ORGANISING

23. To organize your assignment ask yourself these four questions.
How can I best use this information?
Have I got enough information?
Do I need to use all the information I have?
How can I combine the information from different sources?

24. Have I properly recorded where I got my information?
BIBLIOGRAPHY
Have I properly recorded
where I got my information?
Have I used a range of sources?
Have I acknowledged ideas and
their sources in my writing?

25. Before submitting assignment:-
MAKE SURE THE ASSIGNMENT IS EDITED AND THAT ALL SECTIONS HAVE BEEN COMPLETED!
SELF-INTERROGATING…

26. 7. PRESENTING
How should I present my information?

27. Who is my Audience?

28. Is there a proper structure to my presentation?
Assignments sometimes have specific “text types” to follow.

29. Types of structure

30. 8. EVALUATING/REFLECTING
What have I learned?
Did I fulfill my purpose?
How did I go presenting the information?
Where do I go from here?

31. 8. Where do I go from here? AUTONOMOUS LEARNERS LIFELONG LEARNERS
INDEPENDENT LEARNERS
SELF-DIRECTED LEARNERS
I TAKE THE RESPONSIBILITY OF MY OWN LEARNING ...
ARE YOU READY TO DO THAT…
ARE YOU READY TO ASSIST YOUR STUDENTS TO BECOME ONES?