© M. Eisenberg 2004 Information Literacy The Whole Enchilada Mike Eisenberg April 2004

© M. Eisenberg 2004

Information LiteracyInformation Literacy

The

Whole

EnchiladaMike Eisenberg

April 2004


Literate Citizens in a Digital World

Ensuring that Students are Effective Users of

Information


Agenda

1. Setting the Scene: The Challenges of Information Age

2. Essential Skills for the Information Age: Information & Technology Literacy

3. Implementation: Context, Context, Context!


Agenda





Problems

• Everyone – information access, overload, quality

• Students – gaining essential information knowledge & skills

• Schools – providing meaningful learning opportunities

• Society – providing opportunity for our children to succeed at the highest possible levels.


“More new information has been produced in the last 30 years than in the

previous 5,000.”

(Source: Large, P., The Micro Revolution, Revisited, 1984)

Information Problem #1: Overload


Today, a daily New York Times has more printed information in it than a

person would come across in an entire lifetime in the

17th Century.David Lewis “Introduction to Dying for Information,”

www.reuters.com/rbb/research/dfiforframe.htm, 1996

Information Overload

http://www.reuters.com/rbb/research/dfiforframe.htm


• Found 145,000 sites via Google

• If spent 5 minutes on each, would take about 12,083 hours to review.

• Assuming at least 100-200 that appear to be right on target. Using these meaningfully could easily take an additional 50 - 100 hours.

• Total Potential time to spend: 503 days or almost 2 years!!!!!

“Should my child be immunized? Are immunizations safe?”

Overload Example


Overload

It’s not going to get

any easier!


Computers today are one million times more powerful than those 20 years ago.


In 20 years computers will In 20 years computers will be one million times more be one million times more powerful than today!powerful than today!


Today: Developing Information Technologies

• Tablet PC

• Wireless

• Convergence devices

• Wearable computers


Overload and Education

• But what does this have to do with us? With education? With learning & teaching?

• Everything!! Learning & teaching are fundamentally information-based activities.

• Information overload & technology affect every aspect of education.


Change


• Not much

• Not really

Has education changed?


Education Solution to Information Overload?

• Speed things up?

• Pack in more and more content?

• Add more technology?


Speeding Up – The Solution?


Change


Information Problem #2: Quality


“More than 2/3 of teens said within the last year that they

use the Internet as their major resource when doing a big

project for school..."

Lester, Will "High School Students Love Net for Research." Syracuse Post Standard, 8/21/01 (from AP )

Quality


In a study of 500 sites used by Colorado high school students to do research, only 27% of the sites were judged to be reliable

for academic research!

Colhoun, Alexander. "But - - I Found It on the Internet!" Christian Science Monitor. 25 April 2000: 16.

Ebersol, Samuel, “Uses and Gratifications of the Web among Students,” Journal of Computer-Mediated Communication, 6(1): September 2000, www.ascusc.org/jcmc/vol6/issue1/ebersole.html

Quality

http://www.ascusc.org/jcmc/vol6/issue1/ebersole.html


The Solution?

• Discourage Web Use?

• Pre-select resources?

• Filtering?


Change


Alternative Solution

• To have students use information and technology effectively and efficiently for success in school, work, and their personal lives.

• To focus on process as well as content.

• For students to be lifelong learners and independent thinkers.


Beyond the 3 R’s

• Helping students become discriminating users of information.

• Helping students learn essential information & technology skills!

INFORMATION LITERACY


Agenda





“To be information literate, a person must be able to recognize when

information is needed and have the ability to locate, evaluate, and use

effectively the needed information.”

American Library Association, 1989

Information Literacy


“Information literacy, the ability to locate, process and use

information effectively, equips individuals to take advantage of the opportunities inherent in the global

information society.”

Assoc. for Supervision and Curriculum Dev, 1991

Information Literacy


A Widely Recognized Need


1

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Freshmen Transfers Seniors 1-Yr Grads 5-Yr Grads 10-Yr Grads

Survey of Valued SkillsFall 2001

www.washington.edu/oea/9811.htm

• Problem Solving• Information Use• Speaking• Independent Work• Technology• Group Work• Writing• Reading

http://www.washington.edu/oea/9811.htm


1. Task Definition1. Task Definition

2. Info Seeking Strategies2. Info Seeking Strategies

3. Location & Access3. Location & Access

4. Use of Information4. Use of Information

5. Synthesis5. Synthesis

6. Evaluation6. Evaluation

Information & Technology LiteracyThe Big6™ Skills



www.big6.com/presentations

www.big6.com



Big6 ExamplesBig6 Workshop Handbook p. 174

• 1st grade – language arts – ABC book

• 7th grade – Leon – recycling

• 10th grade – probability

Help

ing

With

Hom

ew

ork

174 The D

efinitive Big6tm W

orkshop Handbook

The “Big6TM” is copyright

© (1987) Michael B. Eisenberg and Robert E. Berkowitz. For m

ore information, visit: www.big6.org

Information Problem-Solving in School, Life, and Work Contexts

Information Problem- Solving Process

1st Grade Language Arts-Maria's homework is to make an ABC book.

7th Grade Social Studies-Leon has to do a social studies report (three minute oral with visual aids) on recycling.

10th Grade Math-Joanne is working on probability homework prOblems. She missed two days of school this week.

Task Definition After the teacher explains the assignment, Maria decides that she will make an ABC book based on the topic of food. In talking with her mother, she realizes she will need to gather lots of foods (and spellings).

Leon decides to narrow the topic of recycling to investigate ways of recycling tires.

Joanne realizes that because she missed school, she doesn't really know how to do the problems assigned.

Information Seeking Strategies

Maria decides to ask her mother for help in getting information about foods. Together they realize that a cookbook might help and that maybe she can find one for kids in the library media center.

Leon talks to the school library media specialist about his idea. She suggests using CD-ROM magazine indexes and searching the World Wide Web as two good sources.

Joanne asks her older brother what she should do. He asks what the teacher relies on most-the textbook or class notes. Joanne says that the class notes are most important.

Location & Access

The library media specialist helps Maria to find a children's cookbook.

Leon searches using the Magazine.Articles Summaries CD-ROM and also searches the World Wide Web using Yahoo.

Joanne calls her friend Tonya and arranges to go over to her house to look over her notes.

Use of Information

Maria reads through the book to find the names of fruits, vegetables, and other foods. She writes each name on a card.

Leon reads the articles on the screen and is able to cut and paste directly into his word processor.

Tonya explains how the notes are organized and shows Joanne the pages that specifically relate to the homework. Joanne copies Tonya's notes.

Synthesis Maria uses pictures from magazines, construction paper, and crayons to illustrate her book. She puts all the pages in alphabetical order and staples them together. Maria practices reading her ABC book to her mother.

He practices his presentation. He makes a few changes in order to be more specific about the benefits of recycling tires.

Joanne is able to do three of the problems but gets stuck on the other three. She writes a note on her homework that she needs additional help.

Evaluation Maria decides that she likes her book but that coming up with an idea for the letter "X" was hard.

Leon reviews his draft and realizes he has plenty of specific information on recycling tires but needs to add more general information about recycling in the introduction.

Joanne realizes that she still needs direct information from her teacher and arranges to come in for extra help.


The Big6 Example (p. 174):7th Grade Social Studies

• Leon -

• Recycling project

• Short paper and oral presentation on the problems and solutions regarding recycling of one type of waste.


Task Definition

1.1 Define the problem

1.2 Identify the information needed


Information Seeking Strategies

2.1 Determine all possible sources

2.2 Select the best sources


Location & Access

3.1 Locate sources

3.2 Find information within sources


Use of Information

4.1 Engage (read, hear, view)

4.2 Extract relevant, quality information


Synthesis

5.1 Organize

5.2 Present


Evaluation

6.1 Judge the result

6.2 Judge the process


SREB Big6 Example

• South Carolina


Example: South CarolinaInformation & Technology Literacy Standards





Agenda





Agenda





#1 - the process Not isolated skills; within a problem-solving

process (e.g., the Big6)

#2 - technology in context not isolated technologies; within a problem-

solving process (e.g., the Big6)

#3 - curriculum connected to assignments standards state tests

Context


Context: The Process

1. The Big6 process can be applied in all subjects, with students of all ages, and across all grade levels (K-20).

The Big6 is not just for kids.



2. The Big6 is adaptable and flexible; it can be applied to any information situation.


Everyday Contexts

buying a birthday gift

deciding what movie to attend

finding out if somebody likes you

winning in a sport

choosing colleges or careers or jobs

making a banana split

________________???



3. Using the Big6 is not always a linear, step-by-step process.

TDTD

ISSISSL&AL&A

UIUISS

EE


The Big6: Non-Linear

TDTD

L&AL&A

UIUI

ISSISS

SS

EE


The Big6: Not LinearTDTD

L&AL&A

UIUI

SS

EE

ISSISS

EE

L&AL&AUIUI

UIUI

ISSISS

SS

SS

SS


The Big6: Not LinearTask

Definition

Information Seeking

Strategies

Location and Access

Information Use

Synthesis

Evaluation



4. The Big6 process is necessary and sufficient for solving problems and completing tasks.








The Big6™ SkillsNecessary and Sufficient


































Context: Technology

5. Technology skills take on meaning within the Big6 process.


The new A, B, C’s…?


Technology - Out of Context

• Multimedia production (PowerPoint)

• ftp• Programming

• Instant Messaging

• HTML• Telnet

• Algorithms

• Video production

• E-Mail • Word processing

• Group discussion

• Use of operating systems

• Statistical analysis presentation

• Database management systems

• CAD/CAM

• Copy/paste

• Web page design

• Graphics

• Chat

• Web browsing

• Electronic indexes

• Web searching• Online catalogs

• Electronic spreadsheets

• Upload/download

• Spell/grammar check

• Brainstorming software• PDAs

• Inspiration

• Hyperstudio


• E-Mail • Word processing• Group discussion• Online catalogs• Electronic indexes• Web browsing• Web searching• Electronic spreadsheets• Upload/download• HTML• Spell/grammar check• Brainstorming software• PDAs• Video production• Algorithms

• Multimedia production (PowerPoint, Hyperstudio)

• ftp• Chat• Graphics• Database management• Inspiration• Use of operating systems• Web page design• Copy/paste• Statistical analysis presentation• CAD/CAM• Telnet• Programming• Instant Messaging

Better, But Still Out of Context


Technology in Context

TASK DEFINITION

Students use e-mail, listservs, newsgroups, chat, videoconferencing, and other online communication methods to clarify assignments and brainstorm problems. May also use software to generate timelines, organizational charts, etc. to plan and organize complex problems

INFO SEEKING STRATEGIES

Students identify and assess computerized resources as they develop information seeking strategies toward their problem.

LOCATION & ACCESSStudents use online catalogs, searchable periodical indexes, electronic encyclopedias, Web search engines, and other online searching tools to locate useful information.

USE OF INFORMATIONStudents connect to and access online or locally stored electronic information sources, view, download, and decompress files, and use copy-and-paste features to extract relevant information.

SYNTHESIS

Students organize and communicate their results using word processing, database management, spreadsheet and graphics software, and distribute their projects via e-mail, Web publishing, or other media.

EVALUATIONStudents evaluate the impact of the technology they used, including its effectiveness and efficiency



Technology Big6

Word processing

Electronic indexes/Web searching/Online catalogs

Spell/grammar check

Brainstorming software

Presentation software (PowerPoint, Hyperstudio)

Email



Technology Big6

Word processing Synthesis, Use of Information

Electronic indexes/Web searching/Online catalogs

Location & Access

Spell/grammar check Evaluation

Brainstorming software Task Definition, Synthesis

Presentation software (PowerPoint, Hyperstudio)

Synthesis, Use of Information

Email Task Definition, Evaluation


Context: Curriculum

6. Information & Technology skills should not be taught in isolation.

Instruction must connect to:

» Units and assignments

» Standards

» State tests


WARNING! Teaching information & technology

skills out of context is hazardous to your students’ health.

The Big6

Big6 Skills-Unit Matrix

GR Tch Unit Subj Assign M_Per Standards 1 2 3 4 5 6 Tech Tools Notes

The Big6

Big6 Skills-Unit Matrix

Task

Defin

ition

Info

See

k Stra

tegie

s

Locatio

n & A

cces

s

Use o

f Info

rmat

ion

Synth

esis

Evalu

atio

n

GR Tch Unit Subj Assign M_Per Standards 1 2 3 4 5 6 Tech Tools Notes

07-07 TCH Recycling SS product x23x X X X x X xwp, ppoint,

searchlots of technology

08-08 HJ W Map Skills SS worksheet 1xxx x X web use of maps

08-08 TMJ Noise Sciwritten report

x2xx x X X X xwp, ppoint,

searchbuild on gr 7, technology

09-12 CERDiet &

NutritionHealth posters 1x3x X X x x X x graphic

health reaches all students; repeats 2x year

09-12 CERTobacco

& Smoking

Health test 1x3x X X X Xcooperative teacher, test-taking strategies & the Big6

09-12 CER Drugs Health product x2x4 X x x x x X wp, ppoint, search

11-12 CJ CCatcher in the Rye

LA report xx3x X X webliteracy criticism resources

11-12 BDESupply & Demand

SS obs/swa xx3x X X X first effort with this teacher


Connecting to Standards


Content Area Standards

• South Carolina

• Maryland

• Florida


South Carolina




South Carolina Standards – Big6

Content Area

Standard Big6

ELA

Reading

Reading Goal (R) The student will draw upon a variety of strategies to comprehend, interpret, analyze, and evaluate what he or she reads.

ELA

Reading

Gr 3-5

R1.2 Demonstrate the ability to read independently for extended periods of time to derive pleasure and to gain information.

ELA

Writing

3-4-5

3-4-5-W1.1 Demonstrate the ability to choose a topic, generate ideas, and use oral and written prewriting strategies.

ELA

Writing

Writing Goal (W) The student will write for different audiences and purposes.

ELA

Research

Research Goal (RS) The student will access and use information from a variety of appropriately selected sources to extend his or her knowledge.

ELA

Research

RS3 The student will use a variety of strategies to prepare and present selected information.


South Carolina Standards – Big6

Content Area

Standard Big6

ELA

Reading

Reading Goal (R) The student will draw upon a variety of strategies to comprehend, interpret, analyze, and evaluate what he or she reads.

Use of Info

ELA

Reading

Gr 3-5

R1.2 Demonstrate the ability to read independently for extended periods of time to derive pleasure and to gain information.

Synthesis

ELA

Writing

3-4-5


Task Definition

ELA

Writing

Writing Goal (W) The student will write for different audiences and purposes.

Task Definition

ELA

Research


Info SeekStrat

Loc & Access

ELA

Research

RS3 The student will use a variety of strategies to prepare and present selected information.

Synthesis


Maryland




Maryland Standards – Big6Content

AreaStandard Big6

LA

Gr 4

Generate topics independently using strategies, such as graphic organizers, prior writing, and/or prior experiences

LA

Gr 4

Plan and organize ideas for writing

LA

Gr 4

Write a first draft for a specified purpose and/or audience

LA

Gr 4Share/Present/ Publish using a variety of formats

Math

Gr 6Identify the question in the problem

Math

Gr 6Decide if enough information is present to solve the problem

Math

Gr 6

Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation


Maryland Standards – Big6Content

AreaStandard Big6

LA

Gr 4

Generate topics independently using strategies, such as graphic organizers, prior writing, and/or prior experiences

Task Definition

LA

Gr 4

Plan and organize ideas for writingTask

Definition

Synthesis

LA

Gr 4

Write a first draft for a specified purpose and/or audienceSynthesis

LA

Gr 4Share/Present/ Publish using a variety of formats Synthesis

Math

Gr 6Identify the question in the problem Task Def

Math


Task Def

Eval

Math

Gr 6

Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation

Synthesis


Florida




Florida Standards – Big6

Content Area

Standard Big6

LA

Gr 3 – 5

A.2.2.8: The student selects and uses a variety of appropriate reference materials, including multiple representations of information , such as maps, charts and photos, to gather information for research projects.

LA

Gr 6-8

A.2.3.5: The student locates, organizes, and interprets written information for a variety of purposes, including classroom research, collaborative decision making, and performing a school or real-world task.

Sci

3-5

(Nature of Science) SC.H.1.2 The student uses the scientific processes and habits of mind to solve problems

Sci

3-5

SC.H.1.2 1. knows that it is important to keep accurate records and descriptions to provide information and clues on causes of discrepancies in repeated experiments.

Sci

3-5

SC.H.1.2 2. knows that a successful method to explore the natural world is to observe and record, and then analyze and communicate the results.


Florida Standards – Big6

Content Area

Standard Big6

LA

Gr 3 – 5


Info Seeking

Strategies

LA

Gr 6-8

A.2.3.5: The student locates, organizes, and interprets written information for a variety of purposes, including classroom research, collaborative decision making, and performing a school or real-world task.

Use of Info

Synthesis

Sci

3-5

(Nature of Science) SC.H.1.2 The student uses the scientific processes and habits of mind to solve problems

ALL

Sci

3-5


Use of Info

Sci

3-5

SC.H.1.2 2. knows that a successful method to explore the natural world is to observe and record, and then analyze and communicate the results.

Use of Info

Synthesis


Alignment/Connection

Big6 – Content Area


Big6 - Standards Connection

Big6 State Area Content Standard

Task Definition

SC

ELA

Writing

3-4-5


Info Seeking Strategies

FLLA

Gr 3 – 5


Location & Access

SCELA

Research


Use of Information

FLSci

3-5


Synthesis MDMath

Gr 6Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation

Evaluation MDMath



• http://www.libsci.sc.edu/shannon/StandardsAlign/index.html

© M. Eisenberg 2004http://www.libsci.sc.edu/shannon/StandardsAlign/pdfs/cur_info/math_6_8.pdf


http://www.libsci.sc.edu/shannon/StandardsAlign/pdfs/info_cur/math_infolit_6_12.pdf


The Final Chapter

• But - connecting to standards is not enough!

• Must make the direct link to state standardized tests.


Tests


Approach1. Analyze state standards to determine

direct connections to information skills instruction.

2. Analyze test items to determine direct connections to information skills instruction.

3. Target information & technology skills instruction to specific test items (connected to standards).

4. Evaluate the impact of these interventions on student performance on test items.


Testing

• South Carolina Exams

• PACT

• HSAP

• Example - ENGLISH LANGUAGE ARTS RELEASE ITEMS




Use of Information Lesson

• How to skim and scan a text. Key element - read for a purpose

Look at the questions being asked of them before you start reading the text.

• How to highlight relevant parts of a reading passage.

Look at the questions being asked, highlight relevant words in the question.

Read the text and highlight key parts.







Task Definition Lesson

• Learning key words in questions:

Highlight and define the key words in questions.

Students make flash cards to help them study and remember terms.

Some terms tell the students what they are to do (usually the verbs). Other terms tell the students what they should be looking for (usually nouns).



Task Definition LessonTo Do – To Look For

To do: Use information from the passage. Write using complete sentences.

To look for: Extinct – what and why


Example - Florida

• Synthesis – Charting Questions


Florida (FCAT)8th Grade Reading

900+ word reading passage:

America’s Saltiest Sea: Great Salt Lake”

by Angela B. Haight







Use of Information/Synthesis Lesson: Charting Questions

History

Interesting Features

Why a Landmark


Use of Information/Synthesis Lesson: Charting Questions

History - In 1847, settlers arrived in Salt Lake City

- Once, during a swarm of crickets, seagulls saved the settlers’ crops

Interesting Features

- 25 percent salt

- 75 miles long by 50 miles wide

- the largest body of water west of the Mississippi River.

Why a Landmark - the largest body of water west of the Mississippi River.


Maryland Example


Example - Maryland

• Math

• Evaluation – describing process



Evaluation LessonProcess in Mathematics


Evaluation LessonProcess in Mathematics


EvaluationLearning to Explain Process

• Students should be able to reflect on their process and communicate what they did.

• Learn to break down their thoughts and actions into steps:

List actions and thoughts - one at a time - on index cards or PowerPoint slides (or Inspiration).

Review the order and revise until satisfied. Add actions or thoughts if necessary. Look at the result as a “process with steps.” Be able to describe the process orally and verbally.

• Practice written self-reflection on various assignments, classwork, and tests.


Remember

• Students won’t “get it” from just one lesson. Repeat!

• Put in context – the Big6 process.


In Closing…


Change


This is Not An Add-on!

• It is possible AND HIGHLY DESIRABLE: to link individual information skills and

technology skills to process—the information problem-solving (Big6) process.

to link information and technology skills standards to content area standards.

to integrate information & technology skills instruction to existing assignments, units, and lessons.

to get much more specific – to link information & technology skills instruction to student success on standardized tests.


To Help Make It Happen

• Library & Information Programs

• Teacher-Librarians


Library & Information Programs

“To ensure that students… are effective

users of ideas and information.”

(Information Power, 1988,1998)


TEACHER teach essential information & technology skills

READING ADVOCATE

provide reading guidance and promotion

INFORMATION MANAGER (CIO)

provide information & technology services, systems, resources, and facilities

Teacher-Librarian Roles


Library & Information Program Connection

ROLE DESCRIPTION CONNECTION TO STATE TESTS

TEACHERteach essential information & technology skills

• Combine information and technology skills curriculum – focused on process

• Connect to State Tests

• Analyze State Tests for grades in school

• Target teaching and learning to State Test requirements

• Integrate teaching with classroom curriculum

• Assess Performance

READING ADVOCATE

guide and promote reading, books, media, technology

• Focus on skills and process

• Connect to State Tests

• Analyze State Tests for grades in school

• Target teaching and learning to State Tests requirements

• Integrate reading advocacy with classroom curriculum

• Assess Performance

INFORMATION MANAGER (CIO)

provide information & technology services, systems, resources, facilities

• Analyze State Tests in relation to information skills and reading advocacy

• Document in matrices specific learning activities in the school targeted to State Tests and Standards

• Analyze report card scores

• Work with classroom teachers and administrators on understanding report card scores and targeting instruction


The Result

• Schools – providing meaningful learning opportunities

• Society – providing opportunity for our children to succeed at the highest possible levels.

• Students – gaining essential information and technology knowledge & skills

• Students – achieving and succeeding throughout their lives.


Thanks for Listening


All Big6 resources available from:

Linworth [email protected]

www.big6.com

Documents

© M. Eisenberg 2004 Information Literacy The Whole Enchilada Mike Eisenberg April 2004