Teaching Information Literacy :Teaching Information Literacy Empowering Future Generations through High School Librarianship


This presentation will: :This presentation will: Focus on information literacy in HS libraries Teach you: Why information literacy matters What 3 skills comprise information literacy What sub-skills must be taught to teach each skill How each sub-skill may be taught


Why teach information literacy? :Why teach information literacy? Growing knowledge with the internet Increased potential for societal growth


Information Literacy Enables: :Information Literacy Enables: Active participation in society Personal and economic success Independent learning Social responsibility (democracy)


Dangers of Information-Illiteracy: :Dangers of Information-Illiteracy: Information overload Settle for “good enough” information Not know it. Trust what they see. Manipulation and potential domination


Slide 6:We must enable students to “swim in the sea [of] information, rather than sink under it.”


American Association of School Librarians (AASL) :American Association of School Librarians (AASL) Students who are information literate can: “Access information efficiently and effectively” (Standard 1) “Evaluate information critically and competently” (Standard 2) “Use information accurately and creatively (Standard 3)


Standard 1: Access Information :Standard 1: Access Information “Recognize the need for information” “Recognize that accurate and comprehensive information is the basis for intelligent decision making” “Formulate questions based on information needs” “Identify a variety of potential sources of information” “Develop and use successful strategies for locating information”


1.1 Recognize the need for information :1.1 Recognize the need for information Help students identify: What they ALREADY know What they NEED TO know Strategies (Langhorne): KWL Webbing/ clustering


1.2 Recognize that accurate and comprehensive information is the basis for intelligent decisions :1.2 Recognize that accurate and comprehensive information is the basis for intelligent decisions “Information literacy interview” (Neely): What information do you need? What do you know? What is your bias? How much information do you need? What types of information do you want? “Chaining” (Ellis): Use citations to SEE how an author used many sources to form their own conclusions. Source Conclusion + + = Source Source


1.3 Formulate questions based on information needs :1.3 Formulate questions based on information needs “Idea Tactics” (Bates): Thinking Plan Ahead Brainstorming New ideas, terms, & sources Meditating Combine logic with originality Consulting Asking others Rescuing Avoid giving up too soon


1.4 Identify a variety of potential sources of information :1.4 Identify a variety of potential sources of information “Information literacy interview” (Neely) “Differentiating” & “Monitoring” (Ellis): Criteria—Most useful sources Author, Date, Organization, Bias, Title Avoid overlooking current information.


1.5 Develop and use successful strategies for locating information :1.5 Develop and use successful strategies for locating information Teach varying search types: Boolean, author, title, keyword Different Search “Tactics” (Bates): “Berry Picking” to decide upon a topic Reexamining the question Use new information to generate deeper questions Look at it from another group’s perspective Narrowing or expanding the search Considering subtopics to see the big picture


Standard 2: Evaluate Information :Standard 2: Evaluate Information Determine accuracy, relevance, and comprehensiveness Distinguish among fact, point of view, and opinion Identify inaccurate and misleading information Select information appropriate to the problem or question at hand


2.1 Determine accuracy, relevance, and comprehensiveness :2.1 Determine accuracy, relevance, and comprehensiveness Langhorne suggests students evaluate: Relevance to the topic Suitability to the researcher Authority of the author Objectivity and currency of information Neely’s criteria for websites: Domain (.com, .edu, .gov, etc.) Bias Length Use of meta-data


2.2 Distinguish among fact, point of view, and opinion :2.2 Distinguish among fact, point of view, and opinion Few opinion statements say “I think,” “I feel,” or “I believe.” Newspaper—uses quotes (point of view) Collaborate (English and history teachers) Determine bias Identify emotional language


2.3 Identify inaccurate and misleading information :2.3 Identify inaccurate and misleading information Students are often given factual information. Librarians must collaborate: Propaganda techniques Fallacies of logic


2.4 Select information appropriate to the problem or question at hand :2.4 Select information appropriate to the problem or question at hand Strategies (Langhorne): Skimming & Scanning Looking for trends / patterns Note-taking methods: “Trash-N-Treasure” “Two-Column” “Index Cards” (MLA)


Standard 3: Use Information :Standard 3: Use Information Organize information for practical application Integrate new information into one’s own knowledge Apply information in critical thinking and problem solving Produce and communicate information and ideas in appropriate formats


3.1 Organize information for practical application :3.1 Organize information for practical application Look at sub-topics and relationships to break down a topic (Langhorne) Use graphic organizers (Riedling) Color-code MLA note-cards


3.2 Integrate new information into one’s own knowledge :3.2 Integrate new information into one’s own knowledge BEFORE they research, have students outline/ map what they know. (Riedling) Have them revisit this when trying to make meaning.


3.3 Apply information in critical thinking and problem solving :3.3 Apply information in critical thinking and problem solving Librarians should: Consider the student’s assignment/ purpose Ask questions to help them achieve their goal Solving a problem  Possible solutions? Interpreting literature  Trends? Their thoughts?


3.4 Produce and communicate information and ideas in appropriate formats :3.4 Produce and communicate information and ideas in appropriate formats Require various presentation formats: Written Visual Oral Teach consideration of target audience Teach proper use of sources: Summarize, paraphrase, quote Citations—parenthetical, end-notes, Works Cited


Slide 24:For the good of individuals, for the good of our nation—for justice—we must ensure that all high school graduates are able to effectively access, evaluate, and use information so that they may make ethical decisions and engage in the information society.