Information literacy
and online learning in schools
James E Herring
Charles Sturt University
Questions
 What are the key information - related literacies
that relate to e-learning?
 How might an information literacy model be used
in e-learning?
 How can we integrate information literacy into elearning?
 How can teachers and teacher-librarians
collaborate in e-learning?
Key information - related literacies 1
http://www.kn.sbc.com/wired/21stcent/index.html
Key information - related literacies 2
Today's readers become literate by learning to read
the words and symbols in our world and its
antecedents. They must analyze, compare,
evaluate and interpret multiple representations
from a variety of disciplines and subjects, including
texts, photographs, artwork, and data.
Debbie Abilock http://www.noodletools.com/debbie/consult/present/IRA_files/frame.htm
Key information - related literacies 3
http://www.metiri.com/features.html
Information literacy
How does this
process relate to
E-learning?
Reflect
On
process
Organise,
write or
present
Thinking
about
learning
Identify
Purpose
or need
Information
Literacy
Reflect
and take
notes
Mindstorm/
concept
map
Pose
questions
Read,
understand
evaluate
Locate
sources
Information-related literacies and e-learning
Information skills
Student
learning
Multimedia resources
E-learning format
Task : To integrate information skills into e-learning formats
to provide students with a scaffold – but how?
Information Literacy – the PLUS
model
Purpose
- Identifying exactly what the topic is about
- Exploring existing knowledge
- Using thinking skills in brainstorming and
concept mapping
- Formulating questions
Information Literacy – the PLUS
model
Location
 Ability to find relevant information in a range of
different sources
 Selection skills in assessing the relevance of an
information resource
 ICT skills using electronic resources such as the
web
Information Literacy – the PLUS
model




Use
Reading and understanding skills
Selection and evaluation skills
Recording and synthesising skills
Writing and/or presentation skills
Information Literacy – the PLUS
model
Self-evaluation
 Reflecting on the process
 Identifying areas of improvement
 Transferring skills?
PLUS model - examples
Name of Religion:
.........................
Name of rite of
passage at death:
Sources of information
............................
..........
When does the ceremony to
mark the rite of passage take
place?
What happens in place of
worship (religious building)?
Why?
Does anything happen in the
home?
why?
Is their any special food that
is eaten?
Why?
Are any special clothes
worn?
Why?
Why is this ceremony
important for people of this
faith?
Location: List all the sources of
information you have used for this
section - ` following the format of the
example used below
Website author
Website title
URL
Hinchingbrooke School
Need to
know
Teachers
and Parents
UNITS
ONE
TWO
THREE
FOUR
FIVE
SIX
SEVEN
8-10
EVALUATE
Unit 7 level 7-8
7. Keywords, contents, indexes, data
bases, search engines
Searching in a book, a catalogue and an
online search engine all need the same thing first you must have an idea of what you are
looking for.
Searching in a book you might look at the
contents (at the front) first to find if there is a
whole chapter on your subject. You might look
in the index (at the back) to look for specific
references to your subject.
A search engine searches a data base of
information collected by a person who selects
by using their intelligence or by a robot which
visits online sites automatically.
http://www.putlearningfirst.com/infohand/u7.html
Teacher and teacher-librarian
cooperation
Linlithgow Academy, Scotland (est
1894)
Linlithgow Grammar – 17th Century
 Discipline in those early days
was brutal. Flogging with a rod
or the tawse, public humiliation
or ducking the head in a bowl of
stale porridge: all were
examples of the rigorous control
exercised over a class which
could number up to 100 pupils.
 The school day started at
5.00am and lasted for 10 hours,
with most lessons being
conducted in Latin.
Teacher and teacher-librarian
cooperation
Librarian’s
web skills
Instructional
website
Teacher’s
subject
knowledge
Parent
helper
Argumentative and Discursive/Persuasive Writing
What you have to do.
Summary
We can now sum up the dangers to be avoided:
1. Lack of knowledge of and interest in the subject.
2. Disorganisation.
3. Direct abuse.
4. Illogical leaps.
5. Sweeping generalisations.
Related topics: Bloodsports, Endangered species, Factory farming,
Fur trade, Zoos
http://learn.co.uk/yvote/debates/debates7.htm
A short essay explaining why animals are important for medical
research
http://learn.co.uk/yvote/debates/debates8.htm
A short essay arguing against the use of animals in experiments
www.cofe.anglican.org/view/index.html
The Church of England’s view on animal rights
http://re-xs.ucsm.ac.uk/ethics/animal_rights.html
The ethics and moral issues relating to animal welfare are looked at
through a number of links from this site for schools
Current study
 Ask the
 What they think of
Questionnaire
 Did they like this form of learning?
 Did they get enough help?
 Would they rather use a search engine?
 How did they feel about doing the
assignment at different stages?
Conclusions
 E-learning is here to stay
 Students need a scaffold
 Will students feel less
safe with e-learning?
Conclusions
 An information literacy model MAY provide a
scaffold
 How will we know? – ask the students