Creating a Creating a Community of Community of

Lifelong Learners: Lifelong Learners: Informational Informational

LiteracyLiteracy

EDFN 747EDFN 747Curriculum Theory and Practice Curriculum Theory and Practice

PracticumPracticumPat LarsenPat Larsen

July 27, 2004July 27, 2004

Practicum Project Practicum Project PurposePurpose

Professional Development ActivityProfessional Development Activity

Introduce concept to teachersIntroduce concept to teachers Elicit teacher interest in learning more about Elicit teacher interest in learning more about

informational literacy. informational literacy.

Sustained Curriculum Evaluation and Sustained Curriculum Evaluation and DevelopmentDevelopment

How can we weave informational literacy into our core How can we weave informational literacy into our core curriculum?curriculum?

How can we collaborate with our Library Media How can we collaborate with our Library Media Specialists in an effort to include them as vital agents Specialists in an effort to include them as vital agents of change?of change?

A 3A 3rdrd Grade Model… Grade Model…

The Age of InformationThe Age of Information

““A weekday edition of the A weekday edition of the New York Times contains New York Times contains more print information than more print information than the average seventeenth the average seventeenth century Englishman was century Englishman was likely to see in a lifetime.”likely to see in a lifetime.”

(Christina Doyle, Professor of Technology in(Christina Doyle, Professor of Technology in Learning at Northern Arizona University, Learning at Northern Arizona University, 1992) 1992)

What is Informational What is Informational Literacy?Literacy?The Vast World of Informational Literacy: The Vast World of Informational Literacy:

Multiplicity of TermsMultiplicity of TermsPreparing Our Students to Become 21Preparing Our Students to Become 21stst Century Information Century Information

ConsumersConsumersPersonal Personal

EmpowermentEmpowerment

IndependenceIndependence

Personal LiteracyPersonal Literacy

InterdependenceInterdependence

Lifelong LearningLifelong Learning

Individual Individual DevelopmentDevelopment

Learning to LearnLearning to Learn

AttitudesAttitudes

Information Information LiteracyLiteracy

ValuesValues

Informed Decision Informed Decision MakingMaking

SkillsSkills

Technological Technological LiteracyLiteracy

Digital LiteracyDigital Literacy

Electronic LiteracyElectronic Literacy

E-LiteraciesE-Literacies

Media LiteracyMedia Literacy

Critical LiteracyCritical Literacy

Ethical LiteracyEthical Literacy

Moral LiteracyMoral Literacy

Information Information Problem-Solving Problem-Solving

LiteracyLiteracy

Traditional LiteracyTraditional Literacy

Basic LiteracyBasic Literacy

Functional LiteracyFunctional Literacy

Academic LiteracyAcademic Literacy

Cultural LiteracyCultural Literacy

Social LiteracySocial Literacy

Political LiteracyPolitical Literacy

Multicultural Multicultural LiteracyLiteracy

Visual LiteracyVisual LiteracyLanguage ArtsLanguage Arts

ScienceScience

Social ScienceSocial Science MathematicsMathematics

CommunicationCommunication

ScholarlyScholarly Adapted from Colorado State Adapted from Colorado State University Diagram on Subsets of University Diagram on Subsets of Informational LiteracyInformational Literacy

What is Informational What is Informational Literacy?Literacy?Narrowing the Scope: Learning How to LearnNarrowing the Scope: Learning How to Learn

““To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate and effectively use To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate and effectively use the needed information. Since information may be presented in a number of formats, the term information applies to more than just the printed word. the needed information. Since information may be presented in a number of formats, the term information applies to more than just the printed word. Other literacies such as visual, media, computer, network, and basic literacies are implicit in informational literacy.”Other literacies such as visual, media, computer, network, and basic literacies are implicit in informational literacy.”

(Christina Doyle, 1992)(Christina Doyle, 1992)

An information literate person is one who:Recognizes that accurate and complete information is the basis for intelligent decision makingRecognizes the need for informationFormulates questions based on information needsIdentifies potential sources of informationDevelops successful search strategiesAccesses sources of information including computer-based and other technologiesEvaluates informationOrganizes information for practical applicationUses information in critical thinking and problem-solving

What is Informational What is Informational Literacy?Literacy?

Turning Information into KnowledgeTurning Information into Knowledge“… This involves a deeper understanding of how and where to find information, the ability to judge whether that information is meaningful, and ultimately, how best that information can be incorporated to address the problem or issue at hand…it is not the same as computer literacy (technological know-how to manipulate computer hardware and software) or library literacy; although there is a strong relationship among all of these concepts. Information literacy goes beyond merely having access to and knowledge of how to use technology because technology alone does not guarantee quality learning experiences.”

(Barbara Humes, 2004)

What is Informational What is Informational Literacy?Literacy?

Three themes predominate in research on informational literacy:

(1) Information literacy is a process. Skills must

be taught in the context of the overall process.

(2) To be successful, informational literacy skills

instruction must be integrated with the curriculum and be reinforced both within

and outside of the educational setting.

(3) Information literacy skills are vital to future

success.

Evolution of Informational LiteracyEvolution of Informational Literacy 1974:1974: Paul Zurkowski Report: Paul Zurkowski Report: National Commission on Libraries and Information National Commission on Libraries and Information

ServicesServices first coined the phrase “Information Literacy. first coined the phrase “Information Literacy.

1983:1983: Report on a Report on a Nation at Risk:Nation at Risk: The development of informational literacy in K-12 The development of informational literacy in K-12 EducationEducation

1986:1986: American Library Association Publication of a concept paper outlining the role of American Library Association Publication of a concept paper outlining the role of the library and the role of information resources in K-12 education.the library and the role of information resources in K-12 education.

1988:1988: The American Association of School Librarians’ publication: The American Association of School Librarians’ publication: Information Power: Information Power: Building Partnerships for LearningBuilding Partnerships for Learning. Emphasized the notion that the mission of the . Emphasized the notion that the mission of the school library media program is to “Ensure that students and staff are effective users of school library media program is to “Ensure that students and staff are effective users of information.”information.”

1991:1991: U.A. Department of Labor’s report from the U.A. Department of Labor’s report from the Secretary’s Commission on Secretary’s Commission on Achieving Necessary Skills (SCANS)Achieving Necessary Skills (SCANS) lists information literacy as one of the five essential lists information literacy as one of the five essential competencies necessary for solid job performance.competencies necessary for solid job performance.

1991:1991: Association for Supervision and Curriculum Development Resolutions: #8: Association for Supervision and Curriculum Development Resolutions: #8: Stressed informational literacy and states it should be a part of every student’s Stressed informational literacy and states it should be a part of every student’s education experience.education experience.

1994:1994: Passage of Educate America Act and Goals 2000. Three of eight goals stress Passage of Educate America Act and Goals 2000. Three of eight goals stress informational literacy.informational literacy.

1995:1995: Carol Collier Kuhlthau paper: Carol Collier Kuhlthau paper: The Process of Learning from InformationThe Process of Learning from Information. . Kuhlthau found that “to be literate was not only to recognize when information was Kuhlthau found that “to be literate was not only to recognize when information was required, but involved the ability to construct one’s own knowledge through a process required, but involved the ability to construct one’s own knowledge through a process that gave meaning and self-interest to the notion of learning throughout a lifetime.that gave meaning and self-interest to the notion of learning throughout a lifetime.

2001:2001: passage of PL 107-110: No Child Left Behind passage of PL 107-110: No Child Left Behind

Is There a Need to Teach Is There a Need to Teach Informational Literacy?Informational Literacy?

National GoalsNational Goals Reform Reform MandatesMandates

SD State SD State StandardsStandards

RCAS District RCAS District StandardsStandards

Educate Educate America Act: America Act: Goals 2000Goals 2000: : Three Three of the eight goals of the eight goals demonstrate the demonstrate the critical nature of critical nature of information literacy information literacy to an information to an information society (#1, School society (#1, School Readiness, #3: Readiness, #3: Student Student Achievement. #5: Achievement. #5: Adult literacy and Adult literacy and lifelong learning.)lifelong learning.)

American Library American Library Association Association (ALA)(ALA) Nine Nine Informational Informational Literacy Standards Literacy Standards for Student Learningfor Student Learning

No Child Left No Child Left BehindBehind

Reform reports Reform reports call for changes in call for changes in approaches to approaches to learning. Information learning. Information literacy as a theme, literacy as a theme, provides a means to provides a means to bring about such bring about such changes.changes.

K-12 K-12 RestructuringRestructuringEducation reform and Education reform and restructuring make restructuring make informational literacy informational literacy skills a necessity as skills a necessity as students seek to students seek to construct their own construct their own knowledge and create knowledge and create their own their own understandings.understandings.

Embedded Embedded throughout throughout content areas.content areas.

Example: Example: Language Arts: Language Arts: Part of Vision Part of Vision for Reading in for Reading in South Dakota South Dakota Statement:Statement:““Today’s rapidly Today’s rapidly changing world changing world demands that demands that students possess students possess the reading skills the reading skills to become to become discriminating discriminating consumers, consumers, effective users of effective users of information, and information, and lifelong learners.”lifelong learners.”

Example: Language Example: Language ArtsArts

Indicator 4: Indicator 4: “Students “Students are able to retrieve, are able to retrieve, analyze, synthesize, and analyze, synthesize, and evaluate a variety of evaluate a variety of informational texts. informational texts. Students gather Students gather information from information from electronic reference electronic reference sources, newspapers, sources, newspapers, magazines, journals, magazines, journals, books and other non-books and other non-fiction sources. Students fiction sources. Students synthesize by combining synthesize by combining new information with new information with existing knowledge to existing knowledge to form original ideas of form original ideas of interpretations…use of interpretations…use of textual features and textual features and graphic features is graphic features is essential. All of these essential. All of these concepts help extend concepts help extend students’ control in students’ control in reading and writing reading and writing informational text.informational text.

Is There a Need to Teach Is There a Need to Teach Informational Literacy?Informational Literacy?

“We live in an age of information, and reading informational texts critically and analytically-gaining what is called informational literacy-is something every student must learn to do to succeed at school, in life, and eventually in the workplace.”

(Robb, 2003)

“Today, all persons are users of information – as citizens, business people, problem-solvers in private life, as lifelong learners. Schools provide the optimal setting for assuring that all citizens acquire competence in knowing how to learn.”

(Doyle, 1992)

A Link to Learning TheoriesA Link to Learning Theories“The process of information literacy provides a constellation of skills, a way of “The process of information literacy provides a constellation of skills, a way of

thinking to construct meaning in learning.” (Doyle 1992)thinking to construct meaning in learning.” (Doyle 1992)

ConstructivismConstructivism Bloom’s Bloom’s TaxonomyTaxonomy

Cognitive Learning Cognitive Learning TheoryTheory

Self-directed Self-directed learning/learner-based learning/learner-based inquiryinquiryIndependent, active Independent, active learning prepares learning prepares students for real-life students for real-life problem-solvingproblem-solvingStudents seek to Students seek to construct their own construct their own knowledge and knowledge and understandingunderstandingShift in teacher’s role Shift in teacher’s role from giver of information from giver of information to facilitator of learningto facilitator of learningMake connections Make connections between prior and new between prior and new knowledgeknowledgeConnect meaningful Connect meaningful search for information to search for information to problem-solving, to the problem-solving, to the real world, and the use of real world, and the use of information.information.Allows teachers to Allows teachers to develop learning develop learning strategies to meet the strategies to meet the needs of individual needs of individual students.students.

Requires Requires application of application of all Levels:all Levels:KnowledgeKnowledgeComprehensioComprehensionnApplicationApplicationAnalysisAnalysisSynthesisSynthesisEvaluationEvaluation

Teaches students learning how Teaches students learning how to learn.to learn.Students monitor individual Students monitor individual progress and utilize progress and utilize metacognition to improve their metacognition to improve their own skills by devising their own own skills by devising their own strategies for improvement.strategies for improvement.Students choose materials that Students choose materials that match their academic levels and match their academic levels and preferred learning styles thus preferred learning styles thus individualizing the learning individualizing the learning process for the individual process for the individual student.student.Empowers students to analyze Empowers students to analyze how they learn and have choices how they learn and have choices on how to improve.on how to improve.

Model for Weaving Model for Weaving Informational Literacy into Informational Literacy into

Core Curriculum:Core Curriculum:“Infotectives”“Infotectives”

A Plan for 3A Plan for 3rdrd Grade: Grade: Two Pieces ofthe Puzzle

(1) Learning How to Extract Information from Nonfiction Sources

(2) Incorporating Technology into Beginning Research Techniques

“In order to produce learners who are information literate, schools will need to integrate information literacy skills across the curriculum in all subject areas beginning in the earliest grades.” (Barbara Humes, 2004)

Link for Ideas Across the Content Areas

ReadingReading Standards

(Applies to other content areas as well)

Indicator 1: Students are able to apply various reading strategies to comprehend and interpret text.

3.R.1.3 Identify organizational features and their purpose in fiction and informational text.

Indicator 4: Students are able to

retrieve, analyze, synthesize, and

evaluate a variety of informational texts.

3.R.4.2 Gather information to research a topic.

Reading Reading Examples(Taken from SD and RCAS Supporting Skills/Examples)

Indicator 1Indicator 1: : Students are able to apply various reading Students are able to apply various reading strategies to comprehend and interpret text.strategies to comprehend and interpret text.

Standard, Supporting Skills, and ExamplesStandard, Supporting Skills, and Examples

3.R.1.3 Students are able to identify organizational features and their purpose in 3.R.1.3 Students are able to identify organizational features and their purpose in fiction and informational text.fiction and informational text.

For example: For example: Fiction-table of contents, chapter headings, title page, illustrations, poetic Fiction-table of contents, chapter headings, title page, illustrations, poetic forms; informational-glossary, table of contents, index, headings, bold print, italicsforms; informational-glossary, table of contents, index, headings, bold print, italics

Indicator 4Indicator 4: : Students are able to retrieve, analyze, synthesize, Students are able to retrieve, analyze, synthesize, and evaluate a variety of informational texts.and evaluate a variety of informational texts.

Standard, Supporting Skills, and ExamplesStandard, Supporting Skills, and Examples

3.R.1.3 Students are able to gather information to research a topic. To meet this 3.R.1.3 Students are able to gather information to research a topic. To meet this standard, students may:standard, students may: use text marking and organizing strategies to identify essential ideas (for use text marking and organizing strategies to identify essential ideas (for example: example: sticky notes, highlighting and guided note-taking, webbing, computer sticky notes, highlighting and guided note-taking, webbing, computer applications)applications)Locate information from multiple sources for reference purposes (for example: Locate information from multiple sources for reference purposes (for example: atlas, web sites, maps, CD ROM, traditional encyclopedia)atlas, web sites, maps, CD ROM, traditional encyclopedia)Use features of books to locate information (for example: Use features of books to locate information (for example: table of contents, table of contents, headings, bold print, italics, index, topic sentences, key words, guide words, illustrations, headings, bold print, italics, index, topic sentences, key words, guide words, illustrations, charts, maps, tables, graphs, diagrams.)charts, maps, tables, graphs, diagrams.)

Reading Reading Activities

Digital CurriculumDigital CurriculumExpand classroom library to include nonfiction trade Expand classroom library to include nonfiction trade books andbooks and magazines for children. Ask for Rapid City Journal magazines for children. Ask for Rapid City Journal subscription?subscription?Brief strategy lessons utilizing nonfiction texts such as Brief strategy lessons utilizing nonfiction texts such as read-read- alouds, listening centers, classroom displays, writer’s alouds, listening centers, classroom displays, writer’s workshops,workshops, author’s studies, themes, projects, content-area author’s studies, themes, projects, content-area instruction,instruction, home reading programs, and sustained silent readinghome reading programs, and sustained silent readingBrowse books and explore structure by actively involving Browse books and explore structure by actively involving studentsstudents in searching for and discovering the framework of a textin searching for and discovering the framework of a textFountas and Pinnell: Teach Features of Informational Fountas and Pinnell: Teach Features of Informational Text andText and Teach Key WordsTeach Key WordsReader’s Handbook: Mini-lessons on Organizational Reader’s Handbook: Mini-lessons on Organizational StructureStructureTeaching Reading in Content Areas Lessons Teaching Reading in Content Areas Lessons (Laura Robb)(Laura Robb)

““Clearly, research points to the need for teachers to set aside Clearly, research points to the need for teachers to set aside time to familiarize students with textbook and nonfiction trade time to familiarize students with textbook and nonfiction trade book structures.”book structures.”

(Robb, 2003)(Robb, 2003)

“One of the challenges faced in education is how to help students read informational articles for understanding.” (Doyle, 1992)

Reading Reading Activities: Teaching Features of Informational Texts

Guiding Readers and

Writers: Fountas and

Pinnellp. 401

Link to Digital Curriculum

“Readers of informational texts must analyze where information is located within the overall organizational framework”…they must know what to expect-

to anticipate the kinds of organizational structures they may encounter. (Fountas and Pinnell, 2001)

Features of Informational TextsFeatures of Informational TextsPrint FeaturesPrint Features

fontfontbold printbold printcolored printcolored print

bulletsbulletstitlestitlesheadingsheadingssubheadingssubheadings

italicsitalicslabelslabelscaptionscaptions

Graphic AidsGraphic Aidsdiagramsdiagramssketchessketchesgraphsgraphsfiguresfigures

mapsmapschartschartstablestables

cross-sectionscross-sectionstimelinestimelinesoverlaysoverlays

Organizational AidsOrganizational Aidstable of contentstable of contentsindexindex

glossaryglossaryprefacepreface

pronunciation guidepronunciation guideappendixappendix

IllustrationsIllustrationscolored photographscolored photographscolored drawingscolored drawingsblack and white photosblack and white photosblack and white drawingsblack and white drawings

labeled drawingslabeled drawingsenlarged photographsenlarged photographsacrylic, watercolor, oil acrylic, watercolor, oil paintingspaintings

Reading Reading Activities: Teaching Text Structures

Guiding Readers

and Writers: Fountas

and Pinnellp. 402

The languag

e authors use can signal what

type of text

structure is

utilized.

When students possess a heightened awareness of text structures, and then utilize this awareness, they tend to read more strategically.

(Robb, 2003)

Patterns of Text Structure in Informational TextsPatterns of Text Structure in Informational Texts

Text PatternText Pattern DefinitionDefinition Key WordsKey Words

DescriptionDescription Use language to help Use language to help the reader from the reader from images or visualize images or visualize processesprocesses

Descriptive details-words like Descriptive details-words like on, over, beyond, withinon, over, beyond, within descriptive adjectivesdescriptive adjectives

TemporalTemporal

SequenceSequence

Present ideas or Present ideas or events in the order in events in the order in which they happenwhich they happen

first, second, before, after, first, second, before, after, finally, then, next, earlier, finally, then, next, earlier, later, lastlater, last

Comparison/Comparison/

ContrastContrast

Discuss two ideas, Discuss two ideas, events, or events, or phenomena, showing phenomena, showing how they are similar how they are similar and differentand different

while, yet, but, rather, most, while, yet, but, rather, most, either, like, either, like, and and unlike, same, unlike, same, as opposed to, as well as, as opposed to, as well as, likewise, on the other hand, likewise, on the other hand, although, the, same, similarly, although, the, same, similarly, oppositesopposites

Cause and Cause and EffectEffect

Provide explanations Provide explanations or reasons for or reasons for phenomenaphenomena

because, since, thus, so that, because, since, thus, so that, if…then, therefore, if…then, therefore, nevertheless, due to, this led nevertheless, due to, this led to, as a result, then…so, for to, as a result, then…so, for this reason, on account of, this reason, on account of, consequentlyconsequently

Problem/Problem/

SolutionSolution

Identify problems and Identify problems and pose solutionspose solutions

Propose, conclude, a solution, Propose, conclude, a solution, the problem the problem or or the question, the question, research shows, the evidence research shows, the evidence is, a reason foris, a reason for

What About the Other What About the Other Content Areas?Content Areas?

““Problems in reading Problems in reading nonfiction text are most nonfiction text are most acute in the content areas acute in the content areas of science, social studies, of science, social studies, health, and math, in which health, and math, in which students are expected to students are expected to read a nonfiction text and read a nonfiction text and acquire new information acquire new information from it.”from it.”

(Robb, 2003)(Robb, 2003)

MathMathMathematics is “more than a collection of concepts and Mathematics is “more than a collection of concepts and skills to be mastered; it includes methods of investigating skills to be mastered; it includes methods of investigating and reasoning, means of communication, and notions of and reasoning, means of communication, and notions of context. It involves the development of personal self-context. It involves the development of personal self-confidence. Information literacy, as presented within this confidence. Information literacy, as presented within this curriculum area involves problem-solving, the use of curriculum area involves problem-solving, the use of estimation, thinking strategies for basic facts, formulating estimation, thinking strategies for basic facts, formulating and investigating questions from problem situations, and and investigating questions from problem situations, and use of computers, calculators, and other technologies.” use of computers, calculators, and other technologies.” (Doyle, 1992)(Doyle, 1992)

Reading in math can be different from reading material organized Reading in math can be different from reading material organized in paragraphs. In solving problems, students must extract the in paragraphs. In solving problems, students must extract the information they need, eliminate extraneous information, plan information they need, eliminate extraneous information, plan strategies for solving problem.strategies for solving problem.

2004 Plan for 32004 Plan for 3rdrd Grade Math Grade Math August: Investigations Summer CampAugust: Investigations Summer CampTeach students how to extract Teach students how to extract informationinformation

from texts, questions, tables, graphs, andfrom texts, questions, tables, graphs, and

charts.charts.Purposely teach math vocabulary Purposely teach math vocabulary Promote acquisition of basic facts.Promote acquisition of basic facts.Focus of evaluation will be using Focus of evaluation will be using information ininformation in

meaningful ways to demonstrate meaningful ways to demonstrate understanding.understanding.

Social StudiesSocial Studies1994: National Council for Social Studies created a set of curriculum standards that have informational literacy skills embedded throughout.Rapid City Area Schools Social Studies Mission Statement:

“The primary purpose of the social studies program in Rapid City Area Schools is to prepare young people to be positive and productive citizens who actively participate in civic affairs, who understand their role in a changing global society, and who can apply knowledge and skills from the social sciences in order to make informed and reasoned decisions for public and personal good.

2004 Plan for 3rd Grade Social Studies2004 Plan for 3rd Grade Social Studies Fall 2004: Introduce a student action research project to Fall 2004: Introduce a student action research project to ascertain how students learn best.ascertain how students learn best.Introduce beginning research techniques.Introduce beginning research techniques.Utilize Weekly Readers to teach students how to extract Utilize Weekly Readers to teach students how to extract information from charts, tables, graphs, etc.information from charts, tables, graphs, etc.

ScienceScience“Science offers special insights and contributions to the development of informational literacy skills.”

(Doyle, 1992)

Rapid City Area Schools Philosophy Statement:

“In the elementary grades, students will experience hands-on opportunities that encourage the active construction of scientific ideas, knowledge, and explanations. Students will investigate, process, and communicate earth, physical, and life sciences. Developmentally appropriate activities will be structured around the scientific processes.

“Student’s difficulties in science may be related to their difficulties with informational text because science achievement is associated with the ability to read informational text but not with the ability to read narrative text.”

(Bernhardt, et. al. 1995)Develop activities to monitor and assess students’comprehension of informational text to determine ifadditional teacher-led instruction needs to occur.

Students with Special NeedsStudents with Special Needs

Informational text may be key to literacy success not Informational text may be key to literacy success not experienced through story forms.experienced through story forms.

Informational text can cater to each student’s individual Informational text can cater to each student’s individual interests (i.e. weather, volcanoes, space, dinosaurs, etc.)interests (i.e. weather, volcanoes, space, dinosaurs, etc.)

Research shows that when students are interested in what Research shows that when students are interested in what they are reading, their skills develop better and faster.they are reading, their skills develop better and faster.

Informational text may provide motivation needed to Informational text may provide motivation needed to persevere through decoding difficultiespersevere through decoding difficulties

(Information adapted from Scholastic article: (Information adapted from Scholastic article: Using Nonfiction to Increase Reading Using Nonfiction to Increase Reading Achievement and World KnowledgeAchievement and World Knowledge, Nell Duke 2004), Nell Duke 2004)

Help students understand structure and vocabulary of Help students understand structure and vocabulary of informational text.informational text.

Provide ample support for research/investigations.Provide ample support for research/investigations.

(Fountas and Pinnell, 2001)

Low-achieving students often stumble with (informational literacy) because they experience “double jeopardy: (1) they possess ineffective reading processes which makes it difficult to use reading to gain information and (2) they lack background knowledge to bring to informational text.

(Fountas and Pinnell, 2001)

Technology Integration and Informational Technology Integration and Informational LiteracyLiteracy

““Information technology is the great enabler. It provides, for those who Information technology is the great enabler. It provides, for those who have access to it, an extension of their powers of perception, have access to it, an extension of their powers of perception, comprehension, analysis, thought, concentration and articulation comprehension, analysis, thought, concentration and articulation through a range of activities that include: writing, visual images, through a range of activities that include: writing, visual images, mathematics, music, physical movement, sensing the environment, mathematics, music, physical movement, sensing the environment, simulation and communication. Technology, in all its various forms, offers simulation and communication. Technology, in all its various forms, offers users the tools to access, manipulate, transform, evaluate, use and users the tools to access, manipulate, transform, evaluate, use and present information. Technology instruction in schools includes present information. Technology instruction in schools includes computers (Internet), televisions, video cameras, video editing computers (Internet), televisions, video cameras, video editing equipment and TV studios. equipment and TV studios.

((Teacher LibrarianTeacher Librarian, Eric Plotnick, 2000), Eric Plotnick, 2000)

33rdrd Grade Plan Grade PlanMake technology integration a priority/consistent inclusion into daily Make technology integration a priority/consistent inclusion into daily planningplanningIntroduce Beginning Research Techniques (utilize Introduce Beginning Research Techniques (utilize Big6Big6 strategy and strategy and InformationInformation

Process Adventure Process Adventure))Collaborate with Library Media Specialist/5Collaborate with Library Media Specialist/5thth Grade Teacher Grade Teacher

Activities:Activities:Handheld Computer Project (Blue Tooth Technology?) Handheld Computer Project (Blue Tooth Technology?) Digital CurriculumDigital CurriculumMultimedia PresentationsMultimedia Presentations

““There is some empirical indication that students who use technology as There is some empirical indication that students who use technology as a tool may become better at managing information, communicating, and a tool may become better at managing information, communicating, and presenting ideas.”presenting ideas.” (Plotnick)(Plotnick)

Creating a Lifelong Learning Creating a Lifelong Learning CommunityCommunity

The definition of literacy is changing…it no longer consists solely of mastery of the 3 Rs…

“,,,to be literate (is) not only to recognize when information (is) required, but (involves) the ability to construct one’s own knowledge through a process that (gives) meaning and self-interest to the notion of learning throughout a lifetime.” (Langford, 1998)

“…Information literacy forms the basis for lifelong learning. It is common to all disciplines, all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning.” (Lamb, 2003)

If we are to promote the essence of a lifelong learning community, all members – administrators, teachers, parents, community and business partners will need to demonstrate their belief in the power of lifelong learning.

A Call for ActionA Call for Action How can we weave informational literacy into our core How can we weave informational literacy into our core

curriculum?curriculum?

How can we collaborate with our Library Media How can we collaborate with our Library Media Specialists in an effort to include them as vital agents of Specialists in an effort to include them as vital agents of change? change?

Do we begin with Action Research?Do we begin with Action Research?

- Where are we at with informational literacy in our- Where are we at with informational literacy in our school?school?

- Is there a need to include informational literacy- Is there a need to include informational literacy within the scope of our teaching…SAT-10/D-STEPwithin the scope of our teaching…SAT-10/D-STEP results?results?

- Where do we need to go with Informational Literacy? - Where do we need to go with Informational Literacy? Can we create a long-term plan?Can we create a long-term plan?

- What steps will it take for us to get there?- What steps will it take for us to get there?

- How will we evaluate the success of our efforts? - How will we evaluate the success of our efforts?

ConclusionConclusion

“ “In this next century, an ‘educated’ In this next century, an ‘educated’ graduate will no longer be defined as graduate will no longer be defined as one who has absorbed a certain body one who has absorbed a certain body of factual information, but as one who of factual information, but as one who knows how to find, evaluate, and apply knows how to find, evaluate, and apply needed information. Our ability to be needed information. Our ability to be information literate depends upon our information literate depends upon our willingness to be lifelong learners as willingness to be lifelong learners as we are challenged to master new we are challenged to master new technologies that will forever alter the technologies that will forever alter the landscape of information.”landscape of information.”

(Breivik, 1998)(Breivik, 1998)

ReferencesReferences

Berhnardt, E., T. Destino, M. Kamil, and M. Rodriguez-Munoz. "Accessing Science Knowledge in Berhnardt, E., T. Destino, M. Kamil, and M. Rodriguez-Munoz. "Accessing Science Knowledge in an English/Spanish bilingual elementary school." Cognosos, 4, (1995): 4-6an English/Spanish bilingual elementary school." Cognosos, 4, (1995): 4-6

http:/teacher.scholastic.com/professional/literacypapers/duke.htmhttp:/teacher.scholastic.com/professional/literacypapers/duke.htm "Best Practices of Technology Integration: Action Research for Students." Madeja, Deborah. July "Best Practices of Technology Integration: Action Research for Students." Madeja, Deborah. July

9, 2004. http://dmadejafc.novi.k12.mi.us9, 2004. http://dmadejafc.novi.k12.mi.us Breivik, P.S. & Senn, J.A. (1998). "Information literacy: Educating Children for the 21st Century. Breivik, P.S. & Senn, J.A. (1998). "Information literacy: Educating Children for the 21st Century.

(2ed.). Washington, DC: National Education Association. July 9, 2004(2ed.). Washington, DC: National Education Association. July 9, 2004http://lib.sdstate.edu:2067/itw/infomark/171/681/51550319w5/purl+rcl_SP00_0_A6592&dyhttp://lib.sdstate.edu:2067/itw/infomark/171/681/51550319w5/purl+rcl_SP00_0_A6592&dy

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http://www.newhorizons.org/strategies/technology/gallaher.htmhttp://www.newhorizons.org/strategies/technology/gallaher.htm "I am a Lifelong Learner: The Information Process Adventure." July 22, 2004."I am a Lifelong Learner: The Information Process Adventure." July 22, 2004.

http://www.in2edu.com/downloads/infolit/Process.PDFhttp://www.in2edu.com/downloads/infolit/Process.PDF "Information Literacy." Colorado State University. July 10, 2004. "Information Literacy." Colorado State University. July 10, 2004.

http://golum.riv.csu.edu.au~llangfor/papers/infolitmap.gifhttp://golum.riv.csu.edu.au~llangfor/papers/infolitmap.gif "Information Literacy." Doyle, Christina (July 9, 2004). "Information Literacy." Doyle, Christina (July 9, 2004).

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http://www.ri.net/RITTI_Fellows/Barton/infolit.htmlhttp://www.ri.net/RITTI_Fellows/Barton/infolit.html "Information literacy? Seeking Clarification." Langford, Linda. July 10, 2004"Information literacy? Seeking Clarification." Langford, Linda. July 10, 2004

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