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InFlow : An integrated model of applied information literacy. Sarah McNicol. About iTEC. A four-year European project (2010-14) Creating educational tools and resources piloted in over 2,000 classrooms across 19 European countries

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about itec
About iTEC
  • A four-year European project (2010-14)
  • Creating educational tools and resources piloted in over 2,000 classrooms across 19 European countries
  • Based around innovative Learning Activities that effectively use and exploit both existing and emerging technologies
the starting point itec cycle 4 learning activities
The starting point: iTEC Cycle 4 Learning Activities

See http://itec.aalto.fi/2013/01/cycle-4-full-pilot-material/

this led to the development of inflow
This led to the development of InFlow

See http://issuu.com/happinessdragon/docs/inflow_model__nov_13_

general principles
General principles
  • Student-centred and encourages student engagement with information
  • Supports collaborative working
  • Supports authentic and creative learning
  • Is a flows, rather than discrete activities
  • Can be undertaken in any order
  • Makes the iterative nature of tasks explicit
  • Flexibility: resources, time, age range, subject…
an investigation into the history of popular music in manchester
An investigation into the history of popular music in Manchester

Planning phase

Imagine: students familiarise themselves with the brief and consider possible outputs (eg essay, exhibition, composition)

Map: Students map various information sources which may be relevant

Map: Students add to their map of information sources

Collaborate: Students share their mind maps with friends, family, other students, teachers, librarians etc

Ask: Students ask for additional ideas for information sources

library research phase
Library research phase

Reflect: students reflect on the information they have found and identify where there are gaps in their knowledge

Map: Students map topics and keywords they could use to search for information

Collaborate: Students share their findings with other students and external collaborators (eg people they have interviewed)

Ask: Students ask friends, family, other students, teachers, librarians for other topics or keywords

Explore: Students search for information using various databases

Explore: Students search for further information to fill these gaps

presentation phase
Presentation phase

Reflect: students reflect on the feedback they receive

Show: Students presented their finished output

Ask: Students for feedback from a range of people eg other students, lecturers, people they have interviewed, experts

Imagine: Students plan how they will use this information to produce their finished output

Make: Students produce their exhibition, composition etc

Make: Students edit/remodel their output based on feedback

further information
Further information
  • Inflow model: http://issuu.com/happinessdragon/docs/inflow_model__nov_13_
  • Or http://bit.ly/1jWwPYI
  • Email:s.mcnicol@mmu.ac.uk
  • iTEC: http://itec.eun.org