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Revisiting Information Literacy at AGGS

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Presentation on theme: "Revisiting Information Literacy at AGGS"— Presentation transcript:

1 Revisiting Information Literacy at AGGS
So what is I-LIT? Revisiting Information Literacy at AGGS

2 What is I-LIT? I-lit is a model for learning which helps learners to translate information into understanding  I-lit is a model which helps learners to learn and to become information literate i.e. have the ability to read and decode any type of information The i-lit model is model for learning that can be used by ALL teachers, in ALL curriculum areas

3 What I-LIT is not! I-lit is not just something to do with the internet or computers I-lit is not just a new word for research I-lit is not just something you do in the library

4 Our I-LIT model Our I-LIT model guides students through six steps to assist them in their learning: Defining – working out what I need to know Retrieving – finding relevant information Processing – turning that information into answers Creating – putting my answers into the format Communicating – presenting and sharing my answers Reflecting – thinking about how I could have done each step better or more effectively

5 The “official” definition of Information Literacy
Information literacy is a broad concept that embraces information skills, ICT skills, and library skills along with the problem-solving and cognitive skills, and the attitudes and values, that enable learners to function effectively in the information landscape. (Ministry of Education & National Library of New Zealand, 2002, p. 11).

6 Why use a model? A model is a representation that increases understanding of something that cannot be directly observed. It is a way of connecting our learnings. Think how much easier it is to understand the workings of the solar system or a DNA molecule when you are able to study a model of these concepts. (Branch and Oberg, Focus on Inquiry, 2004) Also by teachers using a common model and common concepts and terms it will help the learner to recognise that there is a common process to learning and decoding information that spans across the curriculum areas.

7 So why are we doing this? Because it will benefit our students - the model is designed to assist students in learning how to learn. In doing this students will hopefully become more successful and more independent learners After extensive research into information literacy, and especially the works of Kuhlthau (2007) and Branch and Oberg (2004), the Westhaven i-lit model was created.

8 Our objectives The main objectives of using the i-lit model for learning are: To scaffold the explicit teaching, modelling and using of core questioning and thinking skills To encourage students and teachers to be reflective learners (cognition and feelings) To use a common language and learning process across curriculum areas and schools To engage students in meaningful tasks To monitor student learning

9 Another good reason for doing this!
Our information literacy programme truly embraces what the implementation of the New Zealand Curriculum is trying to achieve: the vision (we want our young people to be lifelong learners and active seekers, users and creators of knowledge) the principles (encouraging students to reflect on their own learning processes and to learn to learn) the values (inquiry and innovation – thinking critically, creatively and reflectively) the key competencies (thinking; relating to others; using language, symbols and texts; managing self; participating and contributing) effective pedagogy (create a supportive learning environment; encourage reflective thought and action; enhance the relevance of new learning; facilitate shared learning; make connections to prior learning and experience; provide sufficient opportunities to learn; inquire into the teaching–learning relationship)

10 Applying I-lit to different contexts
The aim of the i-lit model is be a model that can be used in any curriculum area for any type of learning. So what might each step look like for writing an essay?

11 Defining Description Actions
You find out what you need to do, and pose questions for yourself using tools like brainstorms. Underline key words in the essay question Discuss what type of essay it is: what is the essay asking you to comment on? Construct a mind map that outlines the key components of what the essay requires e.g. character, qualities, attributes.

12 Retrieving Description Actions
You plan how you will find sources of information, make sure they will help answer your question and gather them together, skimming and scanning sources and possibly using search tools on the internet . Retrieve information from any texts or notes to ‘flesh out’ the mind map: evidence, examples, quotes etc.

13 Processing Description Actions
You identify your sources, highlight information you will use and make notes from each source. You plan answers to your questions by bringing together ideas from each source using tools like thinking maps to develop your ideas. Explain the essay structure i.e. PEE/SEX/SEE Using the mind map/ note taking/ quotes to formulate the order of paragraphs in the essay. Work out where you will put your evidence, examples etc.

14 Creating Description Actions
You make the product identified by your teacher including the answers that you found for your questions, using tools like writing frames. Create an essay plan. Draft the essay. Write a good copy.

15 Communicating Description Actions
You present, share or submit your product. Check that each of the last sentences communicate your ideas by providing an accurate explanation/s and links back to the topic question. Submit your essay.

16 Reflecting Description Actions
At each stage you need to think about how you are doing: Are you finding answers? Do you need more information? What is going well? What can you do better? In an exam situation the students should reflect on what they have written in the essay before they write the conclusion. Proof-reading. Highlight the P-E-E components of the paragraph using different colours and decide whether they are the best examples of each.

17 PLT I-lit Task Working in your PLT, you are to use the I-lit model as a way to guide the student through the task “Create a power point explaining to your class what Environmental Sustainability means” You have been given a planner to fill in that reflects the one that you have just been shown for the I-lit essay writing example.

18 Reflection Get together with another PLT and compare the way you filled in the planner. Questions to consider: What did you do the same? What were the differences? How would the I-lit model have assisted the learner?

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