1. Approaches to Information Literacy in schools

2. Out with the old…… Information skills… involve the capacity to recognise a need for information, to know how and where to find it from a range of sources, and how to select it, use it and share with others. Educating for the 21st Century (1992),  emphasis on knowing how to learn, knowing how and where to find it and knowing how to select, use and share it.  produced a ‘de-constructive’ approach to learning; shallow, mechanistic view of information literacy The emphasis on the ‘how’ while ignoring the ‘why’, neglected the thinking skills underlying the information or research process.

3. Traditional Deficit Models of IL The mechanics of locating, selecting and organising tend to dominate, allowing little room for right-brain thinking. Often used as a linear process with little opportunity for students to review, reflect upon or identify their learning process. Evaluation is a final, often glossed over step rather than integral to the whole process. Some IL frameworks have been described as ‘deficit models’ where teachers only have to teach specific skills for students to become information literate.  Click here for annotated list of IL models

4. Are these your research tasks? Pick a country/disease/famous person, research and present it to the class as a poster/brochure/powerpoint. Here is the assignment sheet ….yes, you all have to do the same question….yes, you can use the internet….It’s due on….. You will be graded on your presentation…. No, you don’t need to hand up your notes…

5. In with the new….. Information theory Constructivism Inquiry-based learning is a process where students are involved in their learning, formulate questions, investigate widely and then build new understandings, meanings and knowledge. That knowledge is new to the students and may be used to answer a question, to develop a solution or to support a position or point of view. The knowledge is usually presented to others and may result in some sort of action. Alberta Learning,(2004) Focus on inquiry: a teacher’s guide to implementing inquiry-based learning.Focus on inquiry: a teacher’s guide to implementing inquiry-based learning

6. “…information literacy is not a set of skills, competencies and characteristics. It is a complex of different ways of interacting with information.” Bruce (1997) Six Frames for Information literacy EducationSix Frames for Information literacy Education

7. Kulthau’s ISP model ProcessInitiationSelectionExplorationFormulationCollectionPresentationAssessment Feelings (Affective) Uncertainty Optimism Confusion Frustration Doubt Clarity Sense of direction Confidence Satisfaction or Disappointment Sense of accomplishment Thoughts (Cognitive) vague focusedincreasedinterest Increased self- awareness Actions (Physical) seekingrelevant Exploring informationseekingpertinent Documenting information This Information Search Process (ISP) model emphasises the affective dimension; the uncertainty (intellectual & emotional) experienced by the information seeker. (Kuhlthau (2004) Information Search Process)Information Search Process Zones of intervention

8. Adapted from: Kuhlthau (2004) The ISPThe ISP Interventions outside the optimal zones are at best a waste of time, at worst they can impede progress.

9. Alberta Learning (2004) Focus on inquiry: a teacher’s guide to implementing inquiry-based learningFocus on inquiry: a teacher’s guide to implementing inquiry-based learning. Ongoing reflection & metacognition by the ‘inquirer’ - suitable for Research Project, or any SACSA or SACE research activity Zones of intervention

10. Shifts in thinking & changes in practices Developing emotional literacy by teaching coping strategies and that anxiety and uncertainty are normal parts of the process. Investing time to build engagement - providing opportunity for lengthy and rich exploration of some (not all) topics (such as in the Research Project). Designing authentic assessment tasks that help to create a ‘third learning space’ which connects the curriculum to the world of the student, in order to improve student engagement in learning. Supporting students during their work by using the staged model of inquiry and making effective use of the ‘zones of intervention’. This may involve greater use of technology as a tool to deliver programs. Teaching role of the teacher librarian is an essential corollary; which has implications for school staffing and structures. Understanding the process approach – teachers and teacher librarians need to fully understand the Information Process and IBL model of learning (PD ramifications).