Information Literacy
Curricular Landscape
Exploration
Consideration
Possibilities
Ideas
ALA Task Force on School Libraries
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Current emphasis: connection to 21st Century
Skills including digital literacy and information
literacy
Emphasis on technology skills as a part of
information literacy
PK-16 definition of information literacy skills
New national test of information literacy
State mandated or endorsed information
literacy standards
Focus on digital literacy as SLMP domain
What we know about learners
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Children learn by being actively engaged and reflecting
on that experience
Children learn by building on what they already know
Children develop higher order thinking through guidance
at critical points
Children develop in a sequence of stages
Children have different ways of learning
Children learn through social interaction with others
Children are motivated by problem solving and inquiry
Mastery of content knowledge occurs when it is applied,
manipulated, and original meaning is constructed
That P Word– PARADIGM shift
Information problem solving shifts to INQUIRY
 Inquiry implies attitude of questioning, reflecting
with cognition
 Inquiry means start with a question
 Inquiry means open investigation
 Inquiry is student centered
 Goal is new understanding in the student
 Answers involve messy, recursive building of
ideas
 Open-ended, leads to future questions,
experiences
Information Problem Solving
Differs from INQUIRY:
 Cognition is focus.
 Start with problem defined, information need
stated.
 Investigation is closed, problem static.
 Center is the answer or solution to the external
problem.
 Answers involve selecting, sorting ideas.
 Planned and linear.
 Closed end – final product.
INQUIRY PROCESS –
Kuhlthau, Stripling, Pitts,
Pappas, Tepe, Harada, Todd et al
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Connect –self, prior knowledge, observe
Wonder- Develop questions, predict
Investigate– Find and evaluate information and
develop new questions.
Construct-Construct new understandings
connected to prior knowledge, draw conclusions.
Express- Express new ideas, share.
Reflect- on new learning and process, pose new
questions.
Kuhlthau’s Information Search Process
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Initiation – Contemplate task, identify issue
Selection – Select issue, engaging question
Exploration- Encountering inconsistency in
information
Formulation-Forming a focused perspective
Collection-Gathering, documenting focus info
Presentation- Connecting, extending for presenting
Assessment- Reflecting on process, learning
Past, Present, Future…
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Library Skills-locate and cite library resources
Information Skills-identify and extract information for a
basic information need
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Information and media literacy- understand, evaluate,
manage information constantly presented in a mass
communication world
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Information Inquiry- questioning, exploration,
assimilation, inference, and reflection ; thinking and acting
critically and creatively
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Information Fluency- information evaluation and
management, efficient and effective movement across a variety
of information systems, databases, communication
technologies; assimilation, management, application, creation
of information technologies to address information issues
present and future
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See http:.virtualinquiry.com
“Approaches to Information Inquiry”
“Road Maps for the Journey”- (See Lamb, Milam)
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Big 6
Pathways to Learning
Mackenzie’s Research Cycle
Kuhlthau’s Information Search Process
I-Search
Annette Lamb’s 8Ws
Nine Step Model by Ann Irving
5A’s by Ian Jukes
Flip It by Alice Yucht
Noodle Tools
Variety of Emphasis
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Inquiry based
Problem-solving focus
Affective focus
Constructivist approach
Resource based – ALL
More product oriented, goal based
Systematic
Individualized
Process orientation
Essential Common Elements –
Daniel Callison says…
QUESTIONING
EXPLORATION
ASSIMILATION
INFERENCE
REFLECTION
Another view – Debbie Abilock
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Engaging
Browsing and building knowledge
Defining and focusing
Designing and planning
Gathering, organizing, and analyzing data
Drawing conclusions, forming convictions
Evaluating process and product
Posing a new problem
21st Century Information Literacy…
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Digital-age literacy from NCREL
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Basic, scientific, economic, technological
Visual and information literacy
Multicultural literacy and global awareness
Inventive thinking
Curiosity, creativity
Higher-order thinking and reasoning
Adaptability, self-direction, managing complexity
Effective communication
Teaming, collaboration, interactive communication
Personal and social responsibility
Effective use of real-world tools
Managing, prioritizing, planning
Production of relevant, high quality products
ICT 21st Century Skills
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Learning skills for information, communication, and media
literacy
Accessing and managing information
Integrating and creating information
Evaluating and analyzing information
Understanding, managing, and creating effective
communications—oral, written, multimedia
Exercising sound reasoning
Making complex choices
Understanding the connections among systems
Framing, analyzing, and solving problems
Developing, implementing, communicating new ideas
Demonstrating teamwork, adaptability, respect
Practicing self-direction
A house with many windows…
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Curriculum needs a framework.
Curriculum needs a VISION.
Curriculum needs ESSENTIAL ELEMENTS.
Curriculum needs a unified continuum.
Curriculum needs context.
Curriculum needs benchmarks, scaffolding.
Curriculum needs SKILL orientation and
performance indicators.
Curriculum needs outcomes.
Familiar guideposts –
finding a path in 2006
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Ross Todd said –”Pay attention to the standards
and the state benchmarks.”
National Information Literacy Standards
ISTE Standards
New York State Learning Standards
New York State Core Curriculum –
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English language Arts May 2005
Early Literacy
Social Studies
Science
Regional, local guideposts
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Regional Information Literacy Curriculum
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WSWHE RILSC
Otsego Northern Catskills “Encompass”
Rochester Region grades 9 to 14,
Syracuse University’s S.O.S.
School District Information Literacy Curricula
Shenedehowa, Niskayuna, South Colonie
Best Practice as you know it
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What skills do you teach?
At what level do you teach specific skills?
What skills do your learners need?
What competencies do your graduates need?
What is your vision for preparing graduates
for the digital and multi-media age?
What skills connect with your school’s
existing curriculum?
Ross Remembered
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Transformational learning foundations include
information literacy and technological literacy.
Formational student achievement embraces
knowledge creation, knowledge use,
knowledge production, knowledge
dissemination, knowledge values, and
reading literacy.
Nobody is coming to rescue us. We must
rescue ourselves!