2. Noodle Tools No…….. Not chopsticks!!!

3. What is Information Literacy? Philosophy :- To create information literate students by giving them the tools and strategies that allow them to: find information when they need it, understand and evaluate, then use this information for personal, social or global purposes.

4. Information Literacy Building Blocks of Research:

5. There are 6 building blocks within this process EEEE NNNN GGGG AAAA GGGG IIII NNNN GGGG DDDD EEEE FFFF IIII NNNN IIII NNNN GGGG IIII NNNN IIII TTTT IIII AAAA TTTT IIII NNNN GGGG LLLL OOOO CCCC AAAA TTTT IIII NNNN GGGG EEEE XXXX AAAA MMMM IIII NNNN IIII NNNN GGGG,,,, S S S S EEEE LLLL EEEE CCCC TTTT IIII NNNN GGGG,,,, CCCC OOOO MMMM PPPP RRRR EEEE HHHH EEEE NNNN DDDD IIII NNNN GGGG,,,, A A A A SSSS SSSS EEEE SSSS SSSS IIII NNNN GGGG RRRR EEEE CCCC OOOO RRRR DDDD IIII NNNN GGGG,,,, S S S S OOOO RRRR TTTT IIII NNNN GGGG,,,, O O O O RRRR GGGG AAAA NNNN IIII SSSS IIII NNNN GGGG,,,, IIII NNNN TTTT EEEE RRRR PPPP RRRR EEEE TTTT IIII NNNN GGGG CCCC OOOO MMMM MMMM UUUU NNNN IIII CCCC AAAA TTTT IIII NNNN GGGG,,,, S S S S YYYY NNNN TTTT HHHH EEEE SSSS IIII ZZZZ IIII NNNN GGGG EEEE VVVV AAAA LLLL UUUU AAAA TTTT IIII NNNN GGGG

6. KEY COMPETENCIES TTTThinking UUUUsing language, symbols and texts MMMManaging self RRRRelating to others PPPParticipating and contributing Are used throughout this process

7. Information Literacy A problem-solving process for:  exploring and questioning  defining an information need  creating a plan to locate relevant information  reading the medium  synthesizing information to create knowledge  applying insight to personal, social or global contexts to create wisdom  self-evaluating the process and the product

8. Student Skills and Strategies The student uses habits of mind to: habits of mindhabits of mind  recognise problems  formulate hypotheses  make good predictions  ask important questions  locate, analyse, interpret, evaluate and record information and ideas  assume multiple stances  apply heuristic strategies  develop complex understanding  extend understanding through creative models  apply understanding to new problems

9. Student Outcomes The student as a learner is:  independent  disciplined  planful  self-motivated  metacognitive  flexible  adventurous

10. Curriculum and Teaching Design The learning design provides: aaaauthentic contexts ssssimulations, real applications and problems rrrreiterative opportunities for unique performances oooongoing assessments llllongitudinal rubrics iiiintegration of information literacy ccccreative roles for teachers ccccollegiality cccculture of innovation

11. THE STUDENT AS A LEARNER The Model The Model  independent  disciplined  planful  self-motivated  metacognitive  flexible  adventurous Botany School  positive attitude, resilient  risk takers  co-operative  persistent, determined  supported  sift information, reflective, reach understandings  focussed  independent learner  instrinsically motivated  questioners, curious  open minded  communicative  lifelong learners

12. Does it fit Botany Downs School? DDDDoes not accommodate the current stage of development of inquiry for the school NNNNot appropriate given the inceptional phase of ICT literacy at BDS TTTThe model includes caters for most of the elements identified as making a good learner i.e. risk takers, supported, sift information, reflective, reach understandings, independent learner, instrinsically motivated, questioners, curious, open minded, communicative BBBBut excludes the qualitative values identified for the school i.e. co- operative, persistent, determined, focussed, lifelong learners TTTToo complex – risk of overload