Developing Information LiteracySkills for Problem-Solving as Part of

Lifelong Learning(A Workshop Based on the IFLA Information

Literacy Guidelines)

Introduction Tables

Developing Information LiteracySkills for Problem-Solving as Part of

Lifelong Learning(A Workshop Based on the IFLA Information

Literacy Guidelines)

Introduction Tables

Jesús Lau, Ph.D.Director, USBI Veracruz Library, and UV Virtual Library Coordinator

Veracruz, México Jlau@uv.mx

Personal: www.jesuslau.comInstitutional: www.uv.mx

Information Information

Encapsulated knowledge

Information:

Different type of sources,

Recording formats, and delivery media

Data Human experience

Information

Information Literacy Concepts Information Literacy Concepts

Information Information

LiteracyLiteracy

User

Education

BibliographicInstruction

Information Fluency Development

of InformationSkills

Library Orientation

Other concepts

InformationCompetencies

UserTraining

Information Competencies Information Competencies

1. Need1. Need AwarenessRecognitionDeciding

2. Access2. Access

LocateRetrieveIdentifySift SortSelect

3. Evaluation3. Evaluation

Selecting Examining Interpreting Analyzing SynthesizingTranslate into knowledge

4. Use4. Use

InternalizingApplying LearningCreate new ideas New insightsEthical use

Use of the guidelines Use of the guidelines

A framework

Adapt to national and institutional needs

Be flexible in the application of guidelines

Begin or reinforce previous information

literacy work

Do whatever you canwith the resources you have

Getting Institutional Support Getting Institutional Support

• Your role of building learning partnerships

• Personnel, budgets, your institution and communities involved

• Identify your institutional organization style of working

• Administrators may not like or ignore the IL benefits

• Reactions of teachers/ faculty may not be positive, some may have no interest

• Support may come a broad community: students, teachers/faculty and, administrators

Librarian Advocacy RoleLibrarian Advocacy Role

• Start a collaborative academic scheme with teachers/faculty, other librarians, technology coordinators, administrators, curriculum planners and learning facilitators

• Be prepared for obstacles: human, facilities, and economic resources

• Be persuasive and focus on what you do

• Rely on technology to lead your institutional learning collaboration

• Recognize that something has to be done and be aware that nothing will be perfect

• Your goal is to ensure that information literacy is incorporated into the curriculum

• The library should be the center information power

Learning TheoriesLearning Theories

Practical problem-solving activityCongnitive developmental stages

Building on prior knowledge

ConditioningReinforcement

Observation learning

Behaviorist view Constructivist

Teaching techniques

Cognitive psychology

Constructivist Education LearningConstructivist Education Learning

Inquiry learning

(Bruner)

Meaningful

learning

Cooperative learning (Slavin)

Brain-based learning

Student-centered

learning

Factors in the learning process Factors in the learning process

Multiple intelligences

(Gardner )

Learning styles

(Gardner)

Motivation

(Wittrock)

Thinking and LearningThinking and Learning

Bloom´sTaxonomy

(Bloom)

Metacognition(Blakey and

Spence)

Criticalthinking

(Ennis)

Creativethinking(Cave)

Thinking andlearning

Mental

models(Glynn)

AA

ss

ss

ee

ss

ss

mm

ee

nn

tt

Assesses knowledge and skills before instruction is designed and guides course content and pedagogy

An ongoing process of student feedback A teaching adjustment

Prescriptive or Diagnostic:Prescriptive or Diagnostic:

Formative:Formative:

Summative:Summative:

Takes place at the end of instruction to evaluate student performance

Information Literacy Strategic Planning Information Literacy Strategic Planning

LibraryInfolitVision

Strengths and Weaknesses

Actions

FacilitiesEconomic / Money

Human GoalsTime

ScheduleObjetives

MisionInfolit

ResourcesCosts

Evaluation

Strategies

Opportunities Internal Challenges

ELECTRONIC CLASSROOM A LEARNING SPACE ELECTRONIC CLASSROOM A LEARNING SPACE

Other library spaces

Renovation

1. Options

Adapting New facilities

Space size 2. Standards

Building

codes

Lighting /

Darkness

Layout Equipment

Acoustics

Location

Furniture

Walls

Colors

Doorways

Windows

Wheelchair-use

Signs

Wiring

Ceilings

3. Building

Forward facing

Horse-shoe

Double-oval

Desk clusters

Periphery,

desk at center

4. Desk Arrangment

V-shaped

5. Management

Training strategies

Replacement equipment

Policies

and proceduresInventory list

Trouble shooting guide

Maintanance plan

Tables

6. Furniture

Instructor

station

Materials

storage

furniture

Desks

7. Equipment

Multimedia

projector

Computers

Overhead

projector Screen

TV set

DVD

drives

Group

monitoring

Lectureware

8. Software

Office

software

Security

virus

Other

software

DifferencesInformation literacy is a set of skillsLifelong learning is a good habit

Inter-relationshipsSelf-motivatedSelf-directedSelf-empoweringSelf-actuating

Both improveSet of personal choices and optionsQuality and utility of education and trainingProspects of finding and keeping a jobEffective participation in social contexts

Information Literacy and Lifelong Learning Information Literacy and Lifelong Learning

AccessAccess Use Use

ASSESSMENTAnalyzingGeneralizingEvaluating

ORGANIZATIONCategorizingStructuringOrganizing

Evaluation Evaluation

NEEDDecidingExpressingInitiating

LOCATIONSearchingSelectingRetrieving

INFO USEApplyingLearningUsing

COMMUNICATING Ethical use

AcknowledgingStyle standards

Information Competencies Information Competencies

Identify your IL standards

Plan your program

Share leadership

Become acquainted with your institutional culture

Be prepared for challenges

Do whatever you can do Do not expect to be perfect

Getting Institutional Commitment Getting Institutional Commitment

Opportunities and challenges External environment scan

VisionActionsProgra

ms

Goalsof

objectives

Objectives

Misionand

ValuesCosts/Budget

Resources:Human

Economic Facilities

Evaluation

Strengths and weakness Internal environment

Strategic Plan Strategic Plan

Independent curricular courses

Extra curricular courses

Independent workshops

Courses for faculty/teachers

Other activities:Demonstrations, lectures, library visits, training sessions

IL Learning MenuIL Learning Menu

Be responsible for your own learning

Develop/Reinforce Competencies

Pedagogical Technological

Self-Management Information Skills

Personnel DevelopmentPersonnel Development

Cognitive psychology

Teaching techniques

Behaviorist view Constructivist

Conditioning Reinforcement

Observation learning

Practical problem-solving activityCognitive developmental stages

Building on prior knowledge

Learning TheoriesLearning Theories

Learning styles(Gardener)

Multiple intelligences (Gardner

Motivation (Wittrock)

Factors: Learning ProcessFactors: Learning Process

Factors in the learning process

Multipleintelligences

Learning styles

Motivation

Tools to promote learning process

Coaching Questioning

Learning ElementsLearning Elements

Prescriptive or Diagnostic

Assessment of knowledge and skills before instruction Is designed. It guides course content and pedagogy

Formative:

An ongoing process of student feedback, and teaching adjustment

Summative:

Takes places at the end of instruction to evaluate student performance

AssessmentAssessment

Assessment Techniques

Checklists

Rubrics

Conferencing

Portfolios

Reports

Traditional tests

Assessment TechniquesAssessment Techniques