DEVELOPING AN
INFORMATION LITERACY
PROGRAM
THE ATENEO DE MANILA HIGH SCHOOL
EXPERIENCE
By: Ronald Jess C. Cabunagan
Definition
Information literacy is a set of abilities
requiring individuals to “recognize when
information is needed and have the
ability to locate, evaluate, and use
effectively the needed information.”
- American Library Association
Definition
An information literate individual is able to:
• Determine the extent of information
needed
• Access the needed information
effectively and efficiently
• Evaluate information and its sources
critically
• Incorporate selected information into
one’s knowledge base
Definition
An information literate individual is able to:
(cont’d…)
• Use information effectively to accomplish
a specific purpose
• Understand the economic, legal, and
social issues surrounding the use of
information, and access and use
information ethically and legally
Definition
Information literacy can be thought of as
combining familiar library skills with the
process of learning from information
(Taylor 8).
The Ateneo de Manila
High School Information
Literacy Program
School Background
 Ateneo de Manila High School is a
“Filipino, college-preparatory, Catholic
and Jesuit” high school for boys
 2,300++ students across the four year
levels (1st Year to 4th Year)
 Educational Media Center (EMC)


Library (Print)
ITC or Instructional Technology Center
(Non-Print)
School Background
 4 professional librarians and 9 support
staff
 Teaching of information literacy is one of
the responsibilities of the librarian
 Information literacy classes are
conducted at least once a year for each
year level
Goals and Objectives of the
Program
Objectives of the ILP:
1. To teach students to analyze and
evaluate information for accuracy and
bias;
2. for students to gain the ability to find and
use information purposefully;
3. for students to become adept at using
search and retrieval skills to locate
information;
Goals and Objectives of the
Program
Objectives of the ILP (cont’d):
4. to introduce the students to materials
that they can use to enhance their
reports and presentations;
5. to familiarize students with trends in
instructional media and online
information retrieval; and
6. to inform the students about the services
offered by the EMC.
Media Instruction Program
Information Literacy Program
Contents and Strategies of
the Program
First Year Level
 Orientation to the EMC




Different Sections of the Library
Rules and regulations
Services offered
Using the OPAC
Contents and Strategies of
the Program
First Year Level *
 Formulating Keywords (Searching)
 Advanced OPAC Search
 Plagiarism
*no longer included in the current program
Contents and Strategies of
the Program
Second Year Level
 Copyright and Plagiarism
 Bibliographic Citation Using the MLA
Contents and Strategies of
the Program
Second Year Level *
 Use of Library Reference Sources for
Research
 Preparation and Use of Non-Print
Materials in the Classroom
*no longer included in the current program
Contents and Strategies of
the Program
Third Year Level
 Evaluation of Information on the Web





Authority
Accuracy
Objectivity
Currency
Coverage
Contents and Strategies of
the Program
Third Year Level *
 Using the Internet for Research




Online Search Tools
Tips on Keyword Searching
Web 2.0
Virtual Libraries
*no longer included in the current program
Contents and Strategies of
the Program
Fourth Year Level
 Use of Library Tools for Research




Advanced OPAC Search Strategies
Vertical Files
Periodical Indexes
Online Databases
Contents and Strategies of
the Program
Fourth Year Level *
 How to do Research


Research Process
Formulating a Thesis Statement
 Types of Indexes
 Online Search Techniques
 Copyright and Plagiarism
 EMC’s Electronic Media Collection (CD-
ROMs)
*no longer included in the current program
Contents and Strategies of
the Program
Jeopardy-Like Game
 An interactive game to introduce topics
in library orientation.
Sample slide: Jeopardy-like game
Sample slide: Jeopardy-like game
Contents and Strategies of
the Program
Amazing Race Activity
 Students go around the library searching
for clues, performing tasks and
answering questions.
Sample of an activity sheet given to the students.
Sample of a question posted in a specific location.
Sample of questions posted in a specific location.
Sample of first tasks given to students.
Answer sheet for the Amazing Race.
Contents and Strategies of
the Program
Hands-on Activity on Using Reference
Sources
 Students are presented with questions
and they look for answers from the
reference books on their tables.
Worksheet example.
Worksheet example.
Contents and Strategies of
the Program
Hand-on Activity on Using Library Tools
 Students accomplish a worksheet that
will require them to look for relevant
materials to the topics of their research.
Exercise on formulating topics.
Exercise on OPAC search.
Exercise on book location.
Exercise on using the vertical files.
Exercise on using the periodical indexes.
Exercise on using online databases.
Developing ILP
Modules
Information Literacy Models
Big6
Guided Inquiry
Students will learn more if the lesson
follows and information problem-solving
model and other principles of learning.
(Taylor 95).
The Big6
 Big6 information problem-solving model
1.
2.
3.
4.
5.
6.
Task Definition
Information Seeking Strategies
Location and Access
Use of Information
Synthesis
Evaluation
Step 1
Task Definition
The Big6
What do I need to do?
What information do I need?
Step 6
Evaluation
Is my project complete?
Did I meet each requirement?
Step 2
InformationSeeking Skills
What information sources can I use?
Which information sources
are the best?
Step 3
Step 5
Synthesis
How should I organize the
information to meet the
requirements of my task?
Location and Access
Step 4
Where can I find each source?
How can I find information
Use of Information
in each source?
What information in each source
is useful?
How should I record my notes?
Source: http://teachers.saschina.org/stoa/files/2010/04/Big-6-bookmark.jpg
The Big6
 Big6 information problem-solving model


It is not necessary to follow the stages in
linear order
In most successful problem-solving
situations, all stages are addressed.
Guided Inquiry
 More suited for designing learning
activities in the library and requires more
collaboration with subject teachers
Guided Inquiry
“Guided inquiry is a carefully planned,
closely supervised targeted intervention
of an instructional team of school
librarians and teachers to guide students
through curriculum based inquiry units
that build deep knowledge and deep
understanding of a curriculum topic, and
gradually lead towards independent
learning.”
Guided Inquiry
Six Characteristics
 Students learn by being actively
engaged and reflecting on that
experience
 Students learn by building on what
they already know
 Students develop higher order
thinking through guidance at critical
points in the learning process
Guided Inquiry
Six Characteristics (cont’d)
 Students’ development occurs in a
sequence of stages
 Students have different ways of
learning
 Students learn through social
interaction with others
Guided Inquiry
The information search process occurs in seven stages:
1. Initiation
2. Selection
3. Exploration
4. Formulation
5. Collection
6. Presentation
7. Assessment
Guided Inquiry
1. Initiation - students are asked to
contemplate on a research question
2. Selection - students choose what
specific information to pursue
3. Exploration - students develop
questions of their own from what they
already know
Guided Inquiry
4. Formulation - students form their own
focused perspective
5. Collection - students gather relevant
information
6. Presentation - students prepare to
share what they learned
7. Assessment - students reflect on what
they learned
Applying the Information
Literacy Models
Developing effective information literacy
lessons
Helping the students to undergo the
process of seeking and using information
Developing Modules Using
the Big6
Create a lesson content and activities for
each stage of the Big6:
CONTENT AND ACTIVITIES
Task Definition
Information Seeking Strategies
Location and Access
Use of Information
Synthesis
Evaluation
Task Definition
1. Defining the
problem
Discussion:
2. Identifying
information
requirements
Exercise:
Ask the students to think about
their research topic and their
expected output. This can be a
review of their English
requirements.
What is your thesis statement?
Identify 5 questions that you will
ask to clarify your thesis
statement.
Information Seeking Strategies
1. Determining
possible sources
Lecture:
Overview of the library tools for
research.
Books
Periodicals
Databases
2. Evaluating their Exercise:
Take a look at the 5 questions
priority
which you identified. Identify
which library tools you think can
provide you the answers.
Location and Access
1. Locating the
sources and
locating the
information in
them
Lecture:
Using the Library Tools
Using the OPAC to Search for Materials
Using the Vertical Files
Looking for Periodical Articles Using the
IPP
Using the Online Databases
Exercise:
Identify keywords which you can use in
searching.
Look for relevant sources of information
on your topic: 3 books, 1 periodical
article, 1 vertical files entry and 1 article
from EBSCOHOST.
Information Usage
1. Reading
information and
then extracting
details
Exercises:
Looking at the five questions
you formulated, choose one
question which you think can be
answered using one of the
sources that you’ve found.
Using the source that you’ve
found, find the answer to the
question.
Synthesis
1. Organizing and Exercises:
presenting
Prepare your answer following a
information.
format.
Question: ___
Answer: ___
Citation: ___
Look for another source (you
may use the Internet this time)
that provides the same answer
or verification of your answer.
Provide the citation.
Evaluation
1. Judging the
product and
process
Essay:
Are you satisfied with the
information/answer that you’ve
found? Why?
Given your topic, do you think
you can get sufficient sources in
the library? Why?
Do you consider changing or
revising your topic? Why?
Ignatian Pedagogical
Paradigm (IPP)
 Context of Learning
 Experience
 Reflection
 Action
 Evaluation
Image Source: http://pinaytraveller.com/
CONTEXT
Task Definition
1.
2.
Defining the problem
Identifying information requirements
EXPERIENCE
Task Definition
1.
2.
Defining the problem
Identifying information requirements
Information Seeking Strategies
1.
2.
Determining possible sources
Evaluating their priority
Location and Access
1.
Locating the sources and locating the information in them
Information Usage
1.
Reading information and then extracting details
REFLECTION
Evaluation
1.
Judging the process
ACTION
Synthesis
1.
Organizing and presenting information
EVALUATION
Evaluation
1.
Judging the product
Problems and Hindrances in
the Implementation
 Lack of Time
 Information Overload
 Relevance and Interest
Future Challenges
More School Librarian and
Subject Teachers Collaboration
Through collaboration, information skills are
taught when needed and therefore
students see the skills as being relevant to
their learning (Taylor 51).
Future Challenges
More Curriculum Integration
Students need to use information literacy
skills in various situations so that their
skills will always be practiced and will not
be eventually lost (Taylor 40).
Thank you!
RONALD JESS CABUNAGAN
Ateneo de Manila High School Library
http://emc.hs.admu.edu.ph/
rcabunagan@ateneo.edu