Information Literacy

Why and What?

Discussion on LV

What do our Students Learn now?

What our students should learn in this modern society?

What should we do?

What is happening in student learning Now Overwhelmed with information:

choices/Hit-and-print/ cut-and-paste Collecting information but not

constructing knowledge Clicking and not reading Reading and not understanding Repeating ideas of others but not

creating original thoughts

What to Learn? Can remembering of facts, figures, and

formulas make students ready to enter the world?

Do textbooks contain all information important and relevant for a student to survive in today’s marketplace?

Can the curriculum touch upon all of the topics that a student needs to know to be an effective member of society?

Can educators provide all the information important for students to know so they can become contributing members of society?

What we should Learn

At schools Basic Knowledge How to learn (Learn to Learn) Use information to construct

knowledge Life-long learning

Use information to construct knowledge

There is a quest for There is a quest for Information Literacy Information Literacy

Simple Simple Library SkillsLibrary Skills

Life-long Life-long learning Skillslearning Skills

70’s70’s 21st 21st CenturyCentury

An Australian Model An Australian Model (2004)(2004)

http://www.anziil.org/resources/Info%20lit%202nd%20edition.pdf

Relationship of information Relationship of information literacy to lifelong learningliteracy to lifelong learning

An Australian Model An Australian Model

(2004)(2004)

The Quest for Information The Quest for Information LiteracyLiteracy

THE PRAGUE DECLARATION (2003) "TOWARDS AN INFORMATION LITERATE

SOCIETY" Draft Declaration of Principles: Building

the Information Society: a global challenge in the new Millennium

The Quest for Information The Quest for Information LiteracyLiteracy

Information LiteracyInformation Literacy is regarded as a prerequisite for participating effectively in the Information Society; and basic human right of life long learning

Shifts in Teaching and Learning From linear to hypermedia learning From direct instruction to construction and

discovery From teacher-centered to learner-centered. From absorbing pre-selected facts to discovering

relevant information From school-based to life-based learning From uniform instruction to customized learning From learning as torture to learning as fun - The

student is motivated to learn, and feels more responsible for his progress.

From teacher as transmitter to teacher as facilitator.

Tapscott, Don.  “Educating the Net Generation”.  Educational Leadership. February 1999.  Vol. 56, No. 5. Pp. 7-11.

The information-literate student can:

Recognize the need for information Identify and locate appropriate information

sources Access information contained in those

sources Evaluate the quality of information obtained Organize the information Use the information effectively (Doyle,

1992) Doyle, C. (1992) Final report to National Forum on Information Literacy. Sycracuse. NY: ERIC Clearinghouse on Information Resources. (ED 351 033).

Information Literacy Information Literacy Framework for Hong Kong Framework for Hong Kong StudentsStudents

Declaration of Principles

Capacity building“Each person should have the opportunity to acquire the necessary skills and knowledge in order to understand, participate actively in, and benefit fully from, the Information Society and the knowledge economy”2

Plan of Action

“Capacity building Everyone should have the necessary skills to benefit fully from the Information Society. Therefore capacity building and ICT literacy are essential”2

“ICTs can contribute to achieving universal education worldwide, through delivery of education and training of teachers, and offering improved conditions for lifelong learning….”2

responsive to the 3 main social development trends The Emerging Knowledge Society

Capability for Information Processing Digital culture

Know “how” and know “why” Globalization

Capacity Building with global perspectives

IL for Hong Kong should be:

well-articulated in entire curriculum/education reform

Moral & Civic Education

Information literacy

Reading to Learn

IT for Interactive Learning

Project learning

IL for Hong Kong should be:

InformationTechnology

Information Literacy

IL for Hong Kong should NOT be:IL should not be equivalent to IT literacy

The IL Framework for HK Students

A Conceptual Framework for Information Literacy

19

Objectives of the IL framework for HK Students

The primary objectives of the IL framework are four fold To enable students to master the necess

ary skills to comprehend, locate, analyse, critically evaluate and synthesize information and apply their knowledge to inform decisions and problem solving;

To develop students as reflective learners who are able to plan, reflect upon and regulate their process of inquiry in a rapidly changing, information-based environment;

To enable students to appreciate that being an independent learner will contribute to personal growth, enjoyment and lifelong learning;

Objectives of the IL framework for HK Students

To empower students with greater autonomy and social responsibility over the use of information in their individual as well as collaborative learning.

Objectives of the IL framework for HK Students

IL framework for HK Students

11 standards

43 2 2

cognitivecognitivemeta-cognitivemeta-cognitive affectiveaffective social-culturalsocial-cultural

14 indicators14 indicators7 indicators7 indicators 5 indicators5 indicators

6 indicators6 indicators

11 standards

32 indicators

learning outcomes

Meta-AnalysisMeta-Analysis

Coding SchemeCoding Scheme

cognitive dimension

meta-cognitive dimension

affective dimension

socio-cultural dimension

findcomprehendapply

analysesynthesizeevaluate

attitude

motivation

value

communal/cultural

social

awareness

planning

monitoring

reflection

Standards- Cognitive C1 An information literate person is able to determi

ne the extent of and locate the information needed. C2 An information literate person is able to apply inf

ormation to problem-solving and decision making. C3 An information literate person is able to analyse t

he collected information and construct new concepts or understandings.

C4 An information literate person is able to critically evaluate information and integrate new concepts with prior knowledge.

Standards- Meta-cognitive

M1 An information literate person is able to be aware that information processing is iterative, time-consuming and demands effort.

M2 An information literate person is able to plan and monitor the process of enquiry.

M3 An information literate person is able to reflect upon and regulate the process of enquiry.

Standards- Affective

A1 An information literate person is able to recognise that being an independent reader will contribute to personal enjoyment and lifelong learning.

A2 An information literate person is able to recognise that information processing skills and freedom of information access are pivotal to sustaining the development of a knowledge society

Standards- Socio-cultural

S1 An information literate person is able to contribute positively to the learning community in knowledge building.

S2 An information literate person is able to understand and respect the moral, legal, political and cultural contexts in which information is being used.

Standards and Indicators- Cognitive

C1 An information literate person is able to determine the extent of and locate the information needed.

Indicators C1.1 Comprehend

An information literate person is able to: 1. frame appropriate questions based on information

needs; 2. determine the nature and scope of the information

needed; C1.2 Find

An information literate person is able to: 1. identify a variety of potential sources of information; 2. develop strategies for locating information; 3. collect primary/empirical data to address the

research questions;

Standards and Indicators- Cognitive

C2 An information literate person is able to apply information to problem-solving and decision making.

Indicators C2.1 Apply

An information literate person is able to: 1. apply information to inform decisions; 2. apply information in critical thinking and

problem solving;

Standards- Cognitive (con’t) C3 An information literate person is able to analyse the co

llected information and construct new concepts or understandings

C3.1 Analyse C3.2 Synthesize C3.3 Present

C4 An information literate person is able to critically evaluate information and integrate new concepts with prior knowledge.

C4.1 Evaluate C4.2 Integrate

Standards- Meta-cognitive M1 An information literate person is able to be aware that

information processing is iterative, time-consuming and demands effort.

M1.1 Awareness

M2 An information literate person is able to plan and monitor the process of enquiry.

M2.1 Planning and monitoring

M3 An information literate person is able to reflect upon and regulate the process of enquiry.

M3.1 Reflecting

Standards- Affective A1 An information literate person is able to recognise that

being an independent reader will contribute to personal enjoyment and lifelong learning.

A1.1 Attitude

A2 An information literate person is able to recognise that information processing skills and freedom of information access are pivotal to sustaining the development of a knowledge society

A2.1 Motivation and value

Standards- Socio-cultural S1 An information literate person is able to contribute

positively to the learning community in knowledge building.

S1.1 Communal

S2 An information literate person is able to understand and respect the moral, legal, political and cultural contexts in which information is being used.

S2.1 Social

Learning Outcomes

Proposed 4 levels of attainment

Level I (~Junior Primary)

Level II (~Senior Primary)

Level III (~Junior Secondary)

Level IV (~Senior Secondary)

Examples of Learning outcomes- Cognitive (PBL)

Indicators C1.1.1: able to frame appropriate questions based on information needs

Level I: articulate the focus of the given research topic

Level II: identify and clarify research inquiry

Level III: formulate questions for research inquiry

Level IV: formulate and criticize own questions as essential and non-essential for research inquiry

Examples- Cognitive (PBL & IT) Indicators C1.1.2: able to determine the nature and

scope of the information needed Level I: use simple mind-maps for brainstorming ideas and

thoughts

Level II: construct simple mind-maps to articulate ideas & thoughts

Level III: construct mind-maps to frame research questions

Level IV: construct mind-maps to build research framework

Examples- Cognitive (IT) Indicators C1.2.2: able to develop strategies for

locating information Level I: use simple keywords to search for information with

search engines

Level II: use logical operators to search

Level III: use logical operators to search; sort and rank the information in search engines

Level IV: use logical operators to search; sort and rank the information; search Internet using a range of strategies available in a variety of meta-search engines

Examples- Cognitive (Reading & IT)

Indicators C1.2.2: able to develop strategies for locating information Level I: browse library shelves to locate information

Level II: use keywords with logical operators to search library catalogues

Level III: access on-line library catalogues and electronic resources  

Level IV: expand the search beyond the school library, such as, use public libraries, electronic resources, etc.

Examples- Meta-Cognitive (Independent Learning (IDL))

Indicators M3.1.3: able to review the information seeking process and revise search strategies as necessary

Level I: be aware of the importance of self-reflection for improving learning

Level II: compare information selected and interpreted with information needs

Level III: compare information selected and interpreted and adjust research strategies if necessary

Level IV: suggest areas for further research

Examples- Meta-Cognitive (PBL & IDL)

Indicators M2.1.1: able to decompose a complex task/ problem into manageable components

Level I: － Level II: use simple statements to describe the purpose of th

e given task

Level III: identify the key components

Level IV: identify the key components; arrange the components into sequences and rankings for effectively completing the task

Examples- Affective Indicators A2.1.3: able to recognise the importance of free

dom of information access to a knowledge society

Recognise that freedom of information access

Level I: helps people make right judgment

Level II: informs decision making

Level III: informs decision making and contribute to community-wide knowledge building

Level IV: is pivotal to intellectual, economical, political and social development of a society

Examples- Socio-cultural(Moral & Civic Education)

Indicators S2.1.4: able to observe laws, regulations, institutional policies, and social etiquette related to the access and use of information resources.

Level I: describe the information sources

Level II: respect and acknowledge the ownership; be aware of the laws governing intellectual property rights

Level III: respect and acknowledge the ownership; be aware of the laws governing intellectual property rights and privacy

Level IV: respect the ownership and use one of the standards of citations e.g. APA and MLA, etc.; be aware of the laws governing intellectual property rights and privacy;respect institutional policies for proper use of and access to information

Examples- Socio-cultural (PBL) Indicators S1.1.2: able to collaborate effectively in

groups to pursue and construct knowledge Level I: take turns speaking in a group, sharing ideas

Level II: listen to, acknowledge and consider different opinions for group work

Level III: respect and accept divergent ideas and opinions expressed by classmates and others and able to resolve conflicts

Level IV: respect and accept divergent ideas and opinions expressed by classmates and others and able to manage conflicts

Modern Form of Learning: Resource-Based Learning information is growing and changing so

rapidly, it is unrealistic to rely solely upon a static, text-based delivery system for learning.

The textbook can best serve as a map suggesting a direction for resource-based learning where students are put in charge of the process of learning

provide the opportunity for all students to develop independent learning skills, in conjunction with the acquisition of a basic body of knowledge which will enable them to become life-long learners.

IL Assignment IL Assignment 11

The following website shows an example on how IL can be trained: http://www3.fed.cuhk.edu.hk/ited/IL/drugabuse/index.html

Pick one of the standards given in Appendix I (Page 22) of the IL framework for the Hong Kong students http://www3.fed.cuhk.edu.hk/ited/IL/Public_(Final_version).pdf , write in about 100 words on how students can develop their IL ability regarding the standard you chose.

Upload your assignment with the name IL training.doc to Moodle.