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Finding, Evaluating, Understanding, and Using Information:
Information Literacy in Action
Elizabeth Dobler Emporia State University
Kansas Reading Association Conference October 5, 2015
search engines
images
booksvideo
audiodiscussion
websites
apps real objects
experiences
To be ready for college, workforce training, and life in a technological society, students need the ability to gather,
comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer
questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media
forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of
today’s curriculum.
Inquire, think cri.cally, and gain knowledge
Draw conclusions, make informed decisions, apply knowledge to new situa.ons, and create new knowledge.
Share knowledge and par.cipate ethically and produc.vely as members of our democra.c society.
Crea.vity and Innova.on
Communica.on and Collabora.on
Research and Informa.on Fluency
Cri.cal Thinking, Problem Solving, Decision-‐Making
Digital Ci.zenship
Technology Opera.ons and Concepts
Informa(on)Literacy)
Digital)Literacy)
Web)Literacy)
American Library Association, 2000
“Information literacy entails recognizing when information is needed and having the ability to
locate, evaluate, and use effectively the needed information.”
Determine the extent of informa.on needed
Access the needed informa.on effec.vely and efficiently
Evaluate informa.on and its sources cri.cally
Incorporate selected informa.on into one’s knowledge base Use informa.on effec.vely to accomplish a specific purpose
Understand the economic, legal, and social issues surrounding the use of informa.on, and access and use informa.on ethically and legally
Digital literacy is the ability to understand information and—more important—to evaluate and integrate information in
multiple formats that the computer can deliver.
Paul Gilster, 1997
Digital Literacies
• loca.ng & filtering
• sharing & collabora.ng
• organizing & cura.ng
• crea.ng & genera.ng
• reusing & repurposing
hOp://evradver.sing.com/wp-‐content/uploads/2012/02/ EVR-‐leading-‐trends-‐infographic-‐nh.jpg
Web Literacy
Additional Sources of Prior Knowledge
Website Structures
Search Engines
Thinking around corners
interential reasoning - predicting
Self-regulated reading is critical
cognitive flexibility
thinking + physical actions
Is this information what I need? Where do I want to go next? Is this the information I need? Do I have enough information? What am I going to do with this information?
QUEST: A Model for Internet Inquiry
Think in Questions
Ask as many questions as you can.
Do not stop to discuss, judge, or answer any of the questions.
Write down every question exactly as it was stated.
Change any statements into questions.
Questioning Activity
Step 1: Brainstorm 10 or more ques.ons about your topic on 3x5 notecards – one ques.on per card.
Step 2: Sort the notecards into categories.
Step 3: Create a name that describes each category that would make a good focus area (not too big or too small).
Step 4: Choose your two favorite categories and turn them into research ques.ons
Understanding
People of all ages are surprisingly inefficient at finding information using the uniquely flexible resource of the Internet.
Eagleton & Dobler, 2007
Understanding Activity
What is the most popular cat breed in the world?
Evaluation TruthfulnessUsefulness
Evaluation Activity• Reader Friendliness
Checklist• Bogus Websites
Synthesis“…sum of information from the text, other relevant texts,
and the reader’s background knowledge, ideas, and opinions, produced in an original way.”
—Keene, 2008, p. 252
Synthesis Activity
• SQ3R • Survey
• Question
• Read
• Recite
• Review
TransformingTeacher: What have you learned about inquiry?
Student: I have learned that if you set your mind to something that you may learn something that you didn’t know before.
Transforming Activity
hOp://search.crea.vecommons.org/
Creative Commons
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