Practicum Project Paper
Informational Literacy: An Overview
Summer 2004
EDFN 747
Curriculum Theory and Practice
Patricia Larsen
334 St. Charles
Rapid City, SD 57701
(605) 342-5877
July 27, 2004
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Informational Literacy: An Overview
Perhaps no area has greater potential to prepare our students for the 21st Century and is less
well known to educators, especially elementary educators, than informational literacy. The world of
informational literacy is vast. A search of the internet reveals a plethora of articles and a multiplicity of
terms; almost to the extent of an information overload….articles geared toward the business world,
post-secondary education, high school education, and library-media specialists. It is not until one has a
chance to read a monograph on Informational Literacy by Christina Doyle, Professor of Technology at
Northern Arizona University, that one begins to get a sense of relevance and need for introducing and
teaching these skills early in the primary years because, “we live in an age of information…gaining
what is called informational literacy is something every student must learn to do to succeed at school,
life, and eventually the workplace” (Robb, 2003). Doyle describes the process of informational
literacy as a “constellation of skills, a way of thinking to construct meaning in learning” and identifies
nine characteristics of an information literate person. According to Doyle, an information literate
person
“Must be able to recognize when information in 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. Other literacies such
as visual, media, computer, network, and basic literacies are implicit in informational literacy.”
(1992).
Barbara Humes further clarifies the definition of informational literacy by explaining how to
turn information into knowledge. She describes that,
“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 of software) or library literacy;
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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” (Humes, 2004).
The purpose of this practicum project is two-fold: (1) to introduce the concept of informational
literacy to staff members in order to pique their curiosity about the topic, and (2) a potential curriculum
development and evaluation project to weave informational literacy into the fabric of the core
curriculum. It examines the evolution of informational literacy, correlates the need to teach these skills
beginning in the early grades to national goals, reform mandates, and skills that are embedded
throughout the South Dakota and Rapid City Area Schools Content Standards. This project links
informational literacy to learning theories, Constructivism, and Bloom’s Taxonomy. Finally, this
project presents a model for facilitating 3rd grade students’ growth in the area of informational literacy
beginning in the fall of 2004. This model addresses two key areas: teaching students how to extract
information from nonfiction sources and incorporating technology into beginning research techniques.
The content areas of reading, math, science, and social studies are addressed. Technology integration
and working with students with special needs is also examined. A host of internet links for further
exploration and activities is built into the project presentation. Finally, two video clips from the
Kentucky State Education Department’s programs on informational literacy will reveal how to
intertwine these skills into math and science activities.
If educators are truly going to prepare students to not only become wise consumers of the vast
arena of information that is now available, but to prepare them to become lifelong learners in our everchanging 21st Century, teaching them skills to become information literate will be the key to success.
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