Information-Media Literacy… Preparing Our Students for Success

1. Information-Media Literacy…Preparing Our Students for Success

2. All learning begins with the learner. John Dewey

3. The New Basics • Use technology to communicate • Work in groups • Solve problems when answers are not self-evident • Understand how systems work • Collect, analyze, and organize data Olson (1998) School to Work Programs

4. What do we ask from students in the name of research? • Just the facts • What other people think • No new ideas or synthesis from the student Where’s the challenge?

5. Students should be learning to… • think, • question, • find and use information to create new knowledge, • synthesize and apply what they learn, • collaborate with others to share knowledge.

6. What do students learn from this type of research? • That finding information has little significance for them; • That a nice neat colorful paper or PowerPoint presentation will impress the teacher

7. What do students learn from this type of research? • That clip art and other bells and whistles further impresses the teacher; • That cut and paste is sufficient; AND • That Plagiarismis acceptable.

8. So What Needs to Happen? Ensure rigor, relevance, and relationships in the curriculum

9. So What Needs to Happen? • Re-design the lesson or activity so learners must THINK ABOUT the information they collect • Re-design the lesson or activity so that learners MUST DO SOMETHING with the information they collect

10. So What Needs to Happen? • Re-design the lesson or activity to ADDRESS ALL STANDARDS: content, information literacy, and technology • Ask ourselves…..What do we really want students to learn???

11. Ask good questions • Why does your animal live in that region? • What if scientists wanted to remove one system from the human body. Which one should it be and why?

12. Ask good questions • What disease deserves the most research dollars and why? • What would it take to move a country from third world to first world?

13. This is what we want to see happening consistently. • Students involved in learning through social interaction with others. • Students actively engaged and reflecting on their experience. • Students taking responsibility for their own learning.

14. This is what we want to see happening consistently. • Students learning by building on what they already know. • Students confronted with authentic questions drawn from their own experience OR from real-world situations.

15. This is what we want to see happening consistently. • Students learning and practicing higher-order thinking skills. • Students involved in learning through a variety of experiences. • Student work evaluated using authentic assessment tools.

16. What do we want to see happen? • Improved student achievement • School to work connection • Lifelong learning skills and a desire to learn • Productive informed citizens

17. Successful Programs • Constructivist view of learning • Scaffold student learning • Set benchmarks • Collaborative planning and team teaching • Research says library media center is essential component

18. Classroom Teachers Content Library Media Specialist Process

19. Library Media Specialist Classroom Teachers Content Process Instruction is a series of problem-solving activities from which students learn content.

20. "Knowing content" is not sufficient in itself -- Students must apply knowledge to: • construct new understandings • solve problems • make decisions • develop products • communicate

21. The Simple 4 PLAN ACT ORGANIZE REFLECT

22. The Simple Four… • Is easy to use • Fits within instructional strategies • Is aligned with ELA research standard • Was developed for South Carolina • Has a low risk factor • Can change student behavior with use across the curriculum It’s all about Process The Simple Four

23. Students should ask themselves The Simple Four 1. What do I need to do? What’s my assignment? What information do I need? 1. Plan 2. What can I use to find the information I need? Where can I find the resources I need? What information can I use? 2. Act 3. How can I put my information together? 3. Organize 4. How will I know if I did my job well? 4. Reflect

24. 1. PLAN DOGS CATS • Students will • Define their information problem/need • Determine what their assignment is • Identify their information requirements Automobiles College Students actively engaged in problem-solving.

25. Questioning Providing Time for Brainstorming and Examining

26. 2. ACT Students learn and practice their • Information seeking skills and strategies • Strategies to locate and access information resources.

27. Location and Access Students demonstrate the ability to: • Determine what sources are available • Independently gather resources • Critically evaluate the resource • Access appropriate information systems, such as online databases, OPAC, electronic multimedia, WWW

28. Information Search Strategies Students demonstrate the ability to: • Develop alternatives and to seek a variety of materials • Determine which information is most/least important

29. Information Search Strategies Students demonstrate the ability to: • Recognize that information can be gathered from many sources, including investigation, observation, and human resources • Use appropriate criteria for selecting sources and evaluating information

30. 3. Organize Students demonstrate the ability to: • Distinguish facts from opinion (continuation of critical evaluation of information) • Accurately and completely summarize/ paraphrase the main idea from written and oral sources

31. 3. Organize Students demonstrate the ability to: • Accurately cite sources • Read, listen, view, and touch information carefully to apply information to previous learning to createnew knowledge

32. 3. Organize Students demonstrate the ability to: • Organize information in clear, coherent presentations • Present information in ways appropriate to the task

33. 3. Organize Students demonstrate the ability to: • Participate effectively in discussions and debates • Produce personally designed products to communicate content and learning

34. 4. Reflect Students demonstrate the ability to: • Demonstrate a high degree of confidence in the quality of the product produced • Assess the product for completeness, strengths, and weaknesses

35. 4. Reflect Students demonstrate the ability to: • Develop criteria to determine the effectiveness of the process used to solve the problem • Provide recommendations to improve results • Determine the need for further information

36. 4. REFLECT • Judging the result (effectiveness) • Judging the information problem-solving process (efficiency) • Self, Peer, Teacher, LMS • 21st Century assessment tools

37. What’s our Goal? Increase Student Academic Achievement

38. “The illiterate of the 21st Century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” Alvin Toffler

39. Schools must identify the behaviors of problem solving and thinking in order to create academic experiences that develop the skills and strategies that characterize successful intellectual work. Information Power: Building Partnerships for Student Learning (1998) Chicago, IL: American Library Association

40. Research Problem Solving Communication The three critical school-to-life skills

41. Clarification Information-Media Literacyfocuseson content, communication, information searching, analysis, and evaluation.

42. Information literacy is at the very foundation of our country. Our Founding Fathers were well read, read several languages, and when faced with establishing a government, drew on what information they had, thought about it, and applied the information to the problem. Taylor, Joye. (2006) Information Literacy and the School Library Media Center. Westport, CT: Libraries Unlimited.

43. Information literacy is at the very foundation of our country. Everyone uses information today regardless of occupation, education, or social and economic status. Educating students to achieve information literacy competence is a goal that must become the heart of, not just the school library, but the school! Taylor, Joye. (2006) Information Literacy and the School Library Media Center. Westport, CT: Libraries Unlimited.

44. What Needs to Happen? Change the way we “do school” Which requires a paradigm shift by EVERYONE!

45. How can we accomplish integration? Standards Curriculum Content Assessment Resources Info. Lit Technology Education Student Academic Achievement Effective Lessons/ Instructional Design Teachers Library Media Specialists Curriculum Specialists Effective Delivery of Lessons Teacher Technology Education Simple Four Best Practices

46. What Needs to Happen? • Re-design the lesson or activity so learners must THINK ABOUT the information they collect. • Re-design the lesson or activity so that learners MUST DO SOMETHING with the information they collect such as sense-making, performing, trying out, acting, building, etc.

47. What Needs to Happen? • Re-design the lesson or activity TO ADDRESS ALL standards: content, information literacy, and the use of technology. • DECIDE what we really want students to learn!!!

48. Questions to consider • Standards– To which standards (academic, information literacy, technology) does this assignment relate? • Curriculum– What instructional strategies will I use to teach the targeted standards? What is required by my district-approved curriculum?

49. Questions to consider • Information literacy- What skills do students need to be successful in this lesson or unit? What skills will they learn from this lesson or unit? • Use of technology- What resources (hardware and software) will best support this assignment’s objectives?

50. Questions to consider • Assessment- How will the students demonstrate what they learned from the content and about the process?