Library & Information Skills in the Classroom Media & Information Literacy Curriculum for Teacher Education: Training of Trainer’s Workshop Prof Ina Fourie.

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  • Library & Information Skills in the Classroom

    Media & Information Literacy Curriculum for Teacher Education: Training of Trainers WorkshopProf Ina FourieDepartment of Information Science, University of Pretoriaina.fourie@up.ac.za

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • BackgroundUniversal increase in emphasis on life-long learning, information literacy & access to informationAccess to information for all + freedom of expression Eventually: empowerment of citizens and society Studies/academic, work, everyday life (e.g. health and e-government), entertainment --- skills for all of these should be addressed

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Background (cont.)Media and information literacy should be considered as a whole all forms of media or information repository should be dealt withConsider the realities of your situation: access to ICT, skills in using ICT, knowledge and skills in teaching media information literacy, etc.Situation analysis: environment/context, learner, educator

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Background (cont.)Should model the behaviourConsider the subject literature in decisions and problem solving related to studiesMonitor what is happening (i.e. current awareness, alertness)Learn from research on information behaviourEvidence based

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Format of sessionLecture (very brief)Group participationFeedback on draft curriculum

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Training the trainer of the studentYour own information literacyTeachers information literacyStudents / pupils information literacy

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Questions that we need to addressAre the right topics covered in the module?Are the right outcomes addressed?Is the balance between specificity and generality acceptable? Is the level of presentation acceptable for teacher educators who do not have a background in media education?How should Media and Information Literacy be part of the teacher education pedagogy

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • How to integrate library and information skills into a curriculumEmbedded (must link to the curriculum)Work with librarians and media specialists if availableNote differences applying to disciplinesResearch including information needs, information seeking, information searching, information retrieval, using the Internet or World-Wide Web, using social networking tools e.g. library anxiety, impact of self-efficacy

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Need to consider in curriculumLearning styles, personality, whole brain learningInfluence on information seekingInfluence on judging relevance of information resourcesInfluence on information use

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • What do they need to know to be good teachers of media and information literacy?Problems of understanding and expressing information needsTranslating tasks (e.g. assignment or solving a real life problem) into information that need to be searchedExpressing information needs in words Very difficult; core of information literacy

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • What do they need to know to be good teachers of media and information literacy?Strategies to use ICT to seek informationActually searching a variety of sources e.g. library catalogs, databases (e.g. available for free on Internet), WWW search engines social network tools.Search techniques, search heuristics

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Developing own MIL skillsBalance between use/consumption of information and production of information and knowledgeNeed to develop skills themselvesModel the behaviour: educators of teachers, teachers,. students/pupils who will become parents and move on to workplace information literacy

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Understanding the research processInquiry-based, authentic learning assignments that use real-life information sources & real-life scenarios, as well as the academic context and work environment they are preparing forWork of Carol Kuhlthau based on research on information seekingConstructivist learning approaches

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Search strategies & search heuristicsAppropriate selection of information resourcesIdentifying what is available and ensuring accessCriteria for selection (i.e. guidelines for using scholarly resources)Databases available through the Internet (especially those available for free)Open Access information resourcesWebsites identify, build a portal

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Search strategies & search heuristicsAppropriate selection of information resources sources for free:ERICLibrary and Information Science and Technology Abstracts (LISTA through EbscoHost)Scholarly literature on teaching MIL available for free

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Information literate teachers and librariesFamiliarity with a selection of library resources e.g. catalog, dictionaries, encyclopaediasRole of library in gaining accessCooperation with libraries

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • UNESCO: Broad learning outcomes to consider (in draft)Develop the knowledge and skills essential to be an effective teacher in the provision of information services to include libraries (i.e. digital, virtual, etc.) to support information use in decision-making and problem solvingWhat you useWhat you lobby forDevelop effective strategies for using technologies to seek knowledge (i.e. information & knowledge)

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • UNESCO: Broad learning outcomes to consider (in draft) (cont.)Develop research, critical thinking and communication skills for problem solvingDevelop the ability to evaluate, analyze and organise information from a variety of sourcesUse information responsibly and ethically no plagiarism

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Suggested by UNESCO in draftUnit 1: Concepts and applications of Information Literacy (IL)Unit 2: Learning environments and information literacyUnit 3: Digital information literacy

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Suggested by UNESCO in draftUnit 1: Concepts and applications of Information Literacy (IL)Unit 2: Learning environments and information literacyUnit 3: Digital information literacy

    Concept analysis and actual search skills and seeking information from a variety of toolsStaying abreast with informationInformation organisationOpen access to scholarly literature

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Your suggestions on units?

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Unit 1: Concepts and applications of information literacy - competencies(1)Understanding of key concepts in information literacy such as: information, information literacy, computer literacy, e-literacy, ICT, information societyChanges in meaning and interpretation of conceptsDistinguish between these conceptStages of information literacy e.g. as identified by Woody Horton Jnr

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Unit 1: Concepts and applications of information literacy - competencies(2)Identify and evaluate general information sources and their implications for any of the following: development, health, civic society, education, work and economic activitiesInformation resources that are availableMeans of identifying appropriate information resourcesImplications of information literacy in a variety of contextsDistinguishing between routine communication of information and use of information to create knowledge

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Unit 1: Concepts and applications of information literacy - competencies(3)Identify and evaluate ethical and responsible uses of information tools and resources

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Any competencies you would like to add?

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Unit 1: Concepts and applications of information literacy pedagogical strategiesTextual analysis e.g. of changes in the concepts relevant to information literacyReading listsLearning logsCase studies e.g. on the ethical use of information

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Pedagogical strategies you would like to add?

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Unit 1: Concepts and applications of information literacy Activities (e.g. at least 4 of these activities)Debate onInformation is an input to action or decision-making and not simply for transferInformation management is a source of power and control in societyHow is information literacy a distinct capacity from ICT e.g. can people be information literate in the absence of ICT?

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Unit 1: Concepts and applications of information literacy Activities (e.g. at least 4 of these activities)Group discussions to compare and contrast different kinds of information regardinghow they are generatedcommon characteristicsuses and value

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Unit 1: Concepts and applications of information literacy Activities (e.g. at least 4 of these activities)Evaluation of information generated from different sources (e.g. radio, TV, Internet), based on the following questions: What are the main areas of emphasis of these sources?What is the relationship with the medium through which the information is provided?What does the text say or try to convey?What does the text try to hide?

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Unit 1: Concepts and applications of information literacy Activities (e.g. at least 4 of these activities)Evaluation of the appropriateness, timeliness, completeness and accuracy of information gathered on topics (both print & electronic resources). Suggested fieldsHealthEducationInformation literacy

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Unit 1: Concepts and applications of information literacy Activities (e.g. at least 4 of these activities)Discussion on cultural attitudes to information:How is information valued in their society?How do views on print information (e.g. newspapers or popular magazines) compare with others e.g. information generated through the electronic media?What are the views on information from the Internet?What are the preferences for oral information and personal contact?What can they discern about information and power? Who is behind information and what is the discernable agenda? (Important to understand the culture in a country concern freedom of access to information FAIFE reports)

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Unit 1: Concepts and applications of information literacy Activities (e.g. at least 4 of these activities)Mapping out information resources (i.e. sources to search for information) and specific sources of information available for learningIn their institutionAvailable for free in a wider context (e.g. open access journals, encyclopaedias, dictionaries and databases available through the Internet)Record the strengths and limitations of information resources and information sources

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Unit 1: Concepts and applications of information literacy Activities (e.g. at least 4 of these activities)Examine forms of access to information available locally e.g.InstitutionLocal society (e.g. community, country)This can include community radio, TV, newspapers.To what extent does the available access to information empower people and improve their lives?How can it be ensured that such information empower users?

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Unit 1: Concepts and applications of information literacy Activities (e.g. at least 4 of these activities)Group discussions on the stages of information literacy (e.g. according to Woody Horton Jnr 2007) and how it applies in different problem-solving contexts.Suggestions for exploration:How does one identify and accurately define information needed to solve a problem and make a decision e.g. information offering financial advice to deal with a financial problem?How to define information needs for teaching in a particular subject?How does one solve a problem in a subject?

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Activities you would like to add?

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Unit 1: Concepts and applications of information literacy Assessment approachesCase study analysis of different information resources and sources e.g. choosing one resource or source and exploring Who is producing the information?Why is it produced in a particular format?What are the potential limitations and opportunities for utilizing the information for problem-solving tasks in school curriculum contexts?Group workGroup report

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Unit 1: Concepts and applications of information literacy Assessment approachesInvestigation exploring the relationship between information and the information societyAssessing the value of informationAssessing the cost associated with the storage, retrieval and use of informationConsidering the value of information based on the benefits it may generateRealistic consideration of the value of information based on its availability or non-availabilityCost to userCost to user if information is not available

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Unit 1: Concepts and applications of information literacy Assessment approachesGroup work discussion / report on information literacy and adult skills:How are information literacy skills relevant as adult skills in combating diseases, enhancing employment opportunities, improving teachers classroom pedagogical practices?

    Media & Information Literacy Curriculum 2009 ina.fourie@up.ac.za

  • Unit 1: Concepts and applicatio...

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