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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 [email protected]

    Media & Information Literacy Curriculum 2009 [email protected]

  • 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 [email protected]

  • 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 [email protected]

  • 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 [email protected]

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

    Media & Information Literacy Curriculum 2009 [email protected]

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

    Media & Information Literacy Curriculum 2009 [email protected]

  • 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 [email protected]

  • 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 [email protected]

  • 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 [email protected]

  • 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 [email protected]

  • 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 [email protected]

  • 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 [email protected]

  • 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 [email protected]

  • 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 [email protected]

  • 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 [email protected]

  • 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 [email protected]

  • 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 [email protected]

  • 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 [email protected]

  • 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 [email protected]

  • 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 [email protected]

  • Your suggestions on units?

    Media & Information Literacy Curriculum 2009 [email protected]

  • 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 [email protected]

  • 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 [email protected]

  • 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 [email protected]

  • Any competencies you would like to add?

    Media & Information Literacy Curriculum 2009 [email protected]

  • 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 [email protected]

  • Pedagogical strategies you would like to add?

    Media & Information Literacy Curriculum 2009 [email protected]

  • 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 [email protected]

  • 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 [email protected]

  • 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 [email protected]

  • 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 [email protected]

  • 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 [email protected]

  • 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 [email protected]

  • 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 [email protected]

  • 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 [email protected]

  • Activities you would like to add?

    Media & Information Literacy Curriculum 2009 [email protected]

  • 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 [email protected]

  • 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 [email protected]

  • 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 [email protected]

  • Unit 1: Concepts and applications of information literacy Assessment approachesUsing a PowerPoint presentation to report on information seeking relevant to a topic of choice (e.g. Civic Education, Science, Social Science, History, Geography) using the Internet, school library (or other library if school library is not available) or both:How was the content of the presentation selected from the vast amount of information available?On which aspect or aspects more information was required, but could not be accessed or could not be found using available resources? How did this affect the presentation?Was the information found and gathered transformed to apply in a particular context, and why?

    Media & Information Literacy Curriculum 2009 [email protected]

  • Anything you would like to add on assessment approaches?

    Media & Information Literacy Curriculum 2009 [email protected]

  • Unit 2: Learning environments and information literacy CompetenciesUnderstand the relationship between information transmission and information for learningUse information to support learningPerform simple, descriptive summaries (textual and statistical) of information from print and electronic sourcesDemonstrate understanding of the importance of information management i.e. use of the classification schemes to locate information and knowledge (e.g. library collection classifications, indexes, bibliographies, databases)

    Media & Information Literacy Curriculum 2009 [email protected]

  • Anything you would like to add on key competencies?

    Media & Information Literacy Curriculum 2009 [email protected]

  • Unit 2: Learning environments and information literacy Key topics(1) Information literacy and life-long learningInter-relationship between the twoLong-standing challenges: how to re-construct knowledge as the result of life-long learningHow does information literacy place a part in the reconstruction of knowledge?How to know what new things to learn (e.g. using current awareness or alerting services or information monitoring)?

    Media & Information Literacy Curriculum 2009 [email protected]

  • Unit 2: Learning environments and information literacy Key topics(2) Learning environments and the relationship to information sourcesHow is learning shaped by what information is available and the format in which it is presented?Who are the authors of the information and why are their backgrounds important for analysing messages from information?Explore this by analysing different forms of text

    Media & Information Literacy Curriculum 2009 [email protected]

  • Unit 2: Learning environments and information literacy Key topics(3) Information literacy in the context of teaching and learningHow does learning styles impact or help shape the information literacy needs of the students?Choose a school subject e.g. social studies. How is ICT used for the transmission of information or for transforming information into knowledge?How can ICT be used for problem-solving and learning in this context?What new ways can be used to explore ICT for problem-solving?

    Media & Information Literacy Curriculum 2009 [email protected]

  • Unit 2: Learning environments and information literacy Key topics(4) LibrariesHow can libraries be used?Value of search tools such as categories and classificationStudy tour to compare and contrast how information is stored and retrieved in a major library in the town, city or the college or university libraryEvaluate the opportunities the major library presents for researching a topical issue such as entertainment, health, education

    Media & Information Literacy Curriculum 2009 [email protected]

  • Unit 2: Learning environments and information literacy Key topics(5) The Big 6Guide to information problem-solvingApplying the Big 6 principles in problem-solvingTask definitionInformation seeking strategiesLocation and accessUse of informationSynthesisEvaluation

    Media & Information Literacy Curriculum 2009 [email protected]

  • Anything you would like to add on key topics?

    Media & Information Literacy Curriculum 2009 [email protected]

  • Unit 2: Learning environments and information literacy Pedagogical strategiesTextual analysis & readingSeeking relevant information sourcesContextual analysisCase studies

    Media & Information Literacy Curriculum 2009 [email protected]

  • Anything you would like to add on pedagogical strategies?

    Media & Information Literacy Curriculum 2009 [email protected]

  • Unit 2: Learning environments and information literacy ActivitiesThe activities for this Unit can be varied and diversified. Activities should explore the relationship between learning and the information environment.It is suggested that the activities presented here need to be explored in depth.

    Media & Information Literacy Curriculum 2009 [email protected]

  • Unit 2: Learning environments and information literacy ActivitiesTake a particular subject and explore what information literacy skills are mostly needed to engage with the information it provides.Identify important information required to understand a particular topical issue e.g. HIV/AIDS infection rates and prevention.What are the information needs to understand its transmission and prevention?Where can the information be located?Which is the best forms of presenting information on HIV/AIDs in particular cultures and contexts?

    Media & Information Literacy Curriculum 2009 [email protected]

  • Unit 2: Learning environments and information literacy Activities(2) Examine a learning environment where elements of information literacy is embedded in the curriculum and assess the effectiveness of this type of environmentE.g. how will the availability or non-availability of digital/visual media affect the promotion of effective learning in the classroom?

    Media & Information Literacy Curriculum 2009 [email protected]

  • Unit 2: Learning environments and information literacy Activities(3) Evaluate sources for providing information on a range of issues/topics e.g. current events, entertainment guides. Apply the Big 6 in table format to solve a particular problem in a chosen topic.

    Media & Information Literacy Curriculum 2009 [email protected]

  • Unit 2: Learning environments and information literacy Activities(4) Using journals in print or electronic format.Access a journal in print or electronic format in the library (city library, institution library) on education e.g. teacher education, special education, comparative education Identify a topic on which more information is required or you want to learn more aboutSummarise the key findings/issues on this topic Assess how useful the information is for professional practice as a teacherConsider whether the information is applicable in a specific country contextIf so, consider how the information can be applied and what the limits of the application might beIf not, explain where and how else suitable/appropriate information might be found

    Media & Information Literacy Curriculum 2009 [email protected]

  • Anything you would like to add on activities?

    Media & Information Literacy Curriculum 2009 [email protected]

  • Unit 2: Learning environments and information literacy AssessmentThe following are examples of assessment that may be considered(1) Evaluate a school environment where a number of initiatives have been put in place for improving information literacy

    Media & Information Literacy Curriculum 2009 [email protected]

  • Unit 2: Learning environments and information literacy Assessment(2) Applying the Big 6 to problem-solvingUse information resources in the library to explore a topical or current affair issue e.g. voting rights, democracy, HIV/AIDS, etc.Apply the stages in the Big 6 to a particular information need. The stages include:Task definition: Define the information problem; define the information need Information seeking strategies: determine all possible sources; select the best sourceLocate and access: Locate sources; find information within sourcesUse of information: Engage (e.g. read, hear, view, touch); extract relevant informationEvaluation: Judge the product (effectiveness); judge the process (efficiency) (cont.)

    Media & Information Literacy Curriculum 2009 [email protected]

  • Unit 2: Learning environments and information literacy AssessmentApplying the Big 6 to problem-solving (cont.)What information resources are lacking in the library which limits deeper understanding?Where can additional information be located?What are the challenges of locating such information? How can such challenges be addressed?Use a computer-based technology to access information on the subject and present the information (textual or numeric) in prose, tabular and graphical formats

    Media & Information Literacy Curriculum 2009 [email protected]

  • Unit 2: Learning environments and information literacy Assessment(3) Evaluate the different information presentation strategies of political parties in the countryAre the they similar or vastly different?Analyze the messages they present and the media formats they useWhat effect on the electorate is the information seeking to have?How is the use of radio (FM), mobile phone technology changing the face of information generation and use in modern or young democracies?Conduct a survey on the above issues and make a presentation of findings to the class

    Media & Information Literacy Curriculum 2009 [email protected]

  • Unit 2: Learning environments and information literacy Assessment(4)Reflective diary: self entry and self reflection on what has been learnt

    Media & Information Literacy Curriculum 2009 [email protected]

  • Any assessment methods you would like to add?

    Media & Information Literacy Curriculum 2009 [email protected]

  • Unit 3: Digital information literacy - CompetenciesUse the basic capabilities of productivity tools for word processing, storage of files, access to remote information resources / sources and interpersonal communicationUse information and technology to re-define many aspects of academic and personal experienceUse terminology related to digital information appropriately in written and oral communicationUnderstand and apply copyright laws and laws which protect computer software and electronic data in their own workUsing social bookmarking or reference management software to store and retrieve information

    Media & Information Literacy Curriculum 2009 [email protected]

  • Any competencies you would like to add?

    Media & Information Literacy Curriculum 2009 [email protected]

  • Unit 3: Digital information literacy Key topicsNature of online information (e.g. various educational and civic online information sites, characteristics, similarities, differences, purposes)Opportunities and challenges of extracting digital information and uses in teachingCopyright laws in the digital information age protecting computer software and electronic dataLearning via the Internet, i.e. e-learning (http://www.worldwidelearn.com)

    Media & Information Literacy Curriculum 2009 [email protected]

  • Any key topics you would like to add?

    Media & Information Literacy Curriculum 2009 [email protected]

  • Unit 3: Digital information literacy Pedagogical strategiesContextual analysisCase studyProduction

    Media & Information Literacy Curriculum 2009 [email protected]

  • Any pedagogical strategies you would like to add?

    Media & Information Literacy Curriculum 2009 [email protected]

  • Unit 3: Digital information literacy ActivitiesSearch the Internet and other online resources to get information on a specific research topicHow do you reduce the information sources to fit the purposes of the search?Which key words can be used?How would keywords be combined? Which works best?Other

    Media & Information Literacy Curriculum 2009 [email protected]

  • Unit 3: Digital information literacy Activities(2) Study an Internet site used to deliver a course on teacher education What information on learning to teach is presented? (IL)What is emphasised on this site?How do teachers or trainees participate in learning to use this site?

    Media & Information Literacy Curriculum 2009 [email protected]

  • Unit 3: Digital information literacy Activities(3) Visit various blogs and wikisWhat kind of information exchange is happening on these online mediums?What purpose does the information serve?Who are those providing the information?What are there motivations and motives?

    Media & Information Literacy Curriculum 2009 [email protected]

  • Unit 3: Digital information literacy Activities(4) Visit an educational wiki site or teacher education website and analyze how the website uses digital technologies to deliver the course or curriculum.As a group:Discuss how such an application can be fitted into class teaching or into a subject module.Develop a plan for achieving this on a particular topic.

    Media & Information Literacy Curriculum 2009 [email protected]

  • Unit 3: Digital information literacy Activities(5) Visit an educational wiki site or teacher education website and analyze how the website uses digital technologies to deliver the course or curriculum.As a group:Discuss how such an application can be fitted into class teaching or into a subject module.Develop a plan for achieving this on a particular topic.

    Media & Information Literacy Curriculum 2009 [email protected]

  • Unit 3: Digital information literacy Activities(6) Produce a lesson plan which uses at least two different digital mediums (blogs, wikis, interactive online community and online assessment) for the subject in which specialising.What challenges were faced?To what extent does it enrich the lesson and motivate student learning?

    Media & Information Literacy Curriculum 2009 [email protected]

  • Unit 3: Digital information literacy Activities(7) Produce an activity plan or set of activities which will have students use various digital media resources to prepare a project, assessment or homework

    Media & Information Literacy Curriculum 2009 [email protected]

  • Any activities you would like to add?

    Media & Information Literacy Curriculum 2009 [email protected]

  • Unit 3: Digital information literacy Assessment approachesUsing a wikiSet up a wiki on a topical issue in education e.g. reflections on learning to teachOrganise a discussion forum for a teacher training assignment on the wikiReview the benefits and limits of sharing information using this platform

    Media & Information Literacy Curriculum 2009 [email protected]

  • Unit 3: Digital information literacy Assessment approachesVisit a subject course websiteWhat online digital information resources are being used?How are digital resources integrated with course materials?What are the advantages and disadvantages?Any assessment approaches you would like to add?

    Media & Information Literacy Curriculum 2009 [email protected]

    Information literacy stressed world wide e.g. Obahma speech in October on information literacy; imbedded in generic skills in South African outcomes based education; important in problem based learning, and evidence based practices e.g. in healthcare.

    Article 19 of the Universal Declaration of Human Rights states that Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through media and regardless of frontiers.

    Discussion activity: What does this entail in terms of access to information through ICT (i.e. computers and Internet, libraries), information literacy skills, ethical use of information)? What is the impact of the digital divide, restriction on the use of resources (e.g. Facebook and other social networking tools or specific websites e.g. websites for adults)? How to support the ideal of information literacy, but also act responsibly within a teaching environment.Discussion activity: How can media and information literate teachers and children support a media and information literate society (MIL), and why is substantial effort to this regard worthwhile?


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