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Information-Media Literacy… Preparing Our Students for Success Information-Media Literacy… Preparing Our Students for Success.

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Presentation on theme: "Information-Media Literacy… Preparing Our Students for Success Information-Media Literacy… Preparing Our Students for Success."— Presentation transcript:

1 Information-Media Literacy… Preparing Our Students for Success Information-Media Literacy… Preparing Our Students for Success

2 All learning begins with the learner. John Dewey

3 The New Basics Use technology to communicate Work in groups Solve problems when answers are not self-evident Understand how systems work Collect, analyze, and organize data Olson (1998) School to Work Programs

4 What do we ask from students in the name of research? Just the facts What other people think No new ideas or synthesis from the student Where’s the challenge?

5 Students should be learning to… think,think, question,question, find and use information to create new knowledge,find and use information to create new knowledge, synthesize and apply what they learn,synthesize and apply what they learn, collaborate with others to share knowledge.collaborate with others to share knowledge.

6 What do students learn from this type of research? That finding information has little significance for them;That finding information has little significance for them; That a nice neat colorful paper or PowerPoint presentation will impress the teacherThat a nice neat colorful paper or PowerPoint presentation will impress the teacher

7 What do students learn from this type of research? That clip art and other bells and whistles further impresses the teacher;That clip art and other bells and whistles further impresses the teacher; That cut and paste is sufficient; ANDThat cut and paste is sufficient; AND That Plagiarism is acceptable.That Plagiarism is acceptable.

8 Ensure rigor, relevance, and relationships in the curriculum So What Needs to Happen?

9 So What Needs to Happen? So What Needs to Happen? THINK ABOUTRe-design the lesson or activity so learners must THINK ABOUT the information they collect MUST DO SOMETHINGRe-design the lesson or activity so that learners MUST DO SOMETHING with the information they collect

10 So What Needs to Happen? ADDRESS ALL STANDARDSRe-design the lesson or activity to ADDRESS ALL STANDARDS: content, information literacy, and technology Ask ourselves….. What do we really want students to learn???

11 Ask good questions Why does your animal live in that region? What if scientists wanted to remove one system from the human body. Which one should it be and why?

12 Ask good questions What disease deserves the most research dollars and why?What disease deserves the most research dollars and why? What would it take to move a country from third world to first world?What would it take to move a country from third world to first world?

13 This is what we want to see happening consistently. Students involved in learning through social interaction with others.Students involved in learning through social interaction with others. Students actively engaged and reflecting on their experience.Students actively engaged and reflecting on their experience. Students taking responsibility for their own learning.Students taking responsibility for their own learning.

14 This is what we want to see happening consistently. Students learning by building on what they already know. Students confronted with authentic questions drawn from their own experience OR from real-world situations.

15 This is what we want to see happening consistently. Students learning and practicing higher-order thinking skills.Students learning and practicing higher-order thinking skills. Students involved in learning through a variety of experiences.Students involved in learning through a variety of experiences. Student work evaluated using authentic assessment tools.Student work evaluated using authentic assessment tools.

16 What do we want to see happen? Improved student achievementImproved student achievement School to work connectionSchool to work connection Lifelong learning skills and a desire to learnLifelong learning skills and a desire to learn Productive informed citizensProductive informed citizens

17 Successful Programs Constructivist view of learningConstructivist view of learning Scaffold student learningScaffold student learning Set benchmarksSet benchmarks Collaborative planning and team teachingCollaborative planning and team teaching Research says library media center is essential componentResearch says library media center is essential component

18 Classroom Teachers Library Media Specialist

19 Classroom Teachers Library Media Specialist Instruction is a series of problem-solving activities from which students learn content.

20 "Knowing content" is not sufficient in itself -- Students must apply knowledge to: ¤ construct new understandings ¤ solve problems ¤ make decisions ¤ develop products ¤ communicate

21 The Simple 4 PLAN ACT ORGANIZE REFLECT

22 The Simple Four… Is easy to use Fits within instructional strategies Is aligned with ELA research standard Was developed for South Carolina Has a low risk factor Can change student behavior with use across the curriculum It’s all about Process

23 4. How will I know if I did my job well? 3. How can I put my information together? 2. What can I use to find the information I need? Where can I find the resources I need? What information can I use? 1. What do I need to do? What’s my assignment? What information do I need? Students should ask themselves 1. Plan 2. Act 3. Organize 4. Reflect

24 1. PLAN Students will Define their information problem/needDefine their information problem/need Determine what their assignment isDetermine what their assignment is Identify their information requirementsIdentify their information requirements Students actively engaged in problem-solving. DOGS CATS A utomobiles College

25 Questioning Time Providing Time for Brainstorming and Examining

26 2. ACT Students learn and practice their Information seeking skills and strategiesInformation seeking skills and strategies Strategies to locate and access information resources.Strategies to locate and access information resources.

27 Location and Access Students demonstrate the ability to: Determine what sources are available Independently gather resources Critically evaluate the resource Access appropriate information systems, such as online databases, OPAC, electronic multimedia, WWW

28 Information Search Strategies Students demonstrate the ability to: Develop alternatives and to seek a variety of materialsDevelop alternatives and to seek a variety of materials Determine which information is most/least importantDetermine which information is most/least important

29 Information Search Strategies Students demonstrate the ability to: Recognize that information can be gathered from many sources, including investigation, observation, and human resourcesRecognize that information can be gathered from many sources, including investigation, observation, and human resources Use appropriate criteria for selecting sources and evaluating informationUse appropriate criteria for selecting sources and evaluating information

30 3. Organize Students demonstrate the ability to: Distinguish facts from opinion (continuation of critical evaluation of information)Distinguish facts from opinion (continuation of critical evaluation of information) Accurately and completely summarize/ paraphrase the main idea from written and oral sourcesAccurately and completely summarize/ paraphrase the main idea from written and oral sources

31 3. Organize Students demonstrate the ability to: Accurately cite sourcesAccurately cite sources Read, listen, view, and touch information carefully to apply information to previous learning to create new knowledgeRead, listen, view, and touch information carefully to apply information to previous learning to create new knowledge

32 3. Organize Students demonstrate the ability to: Organize information in clear, coherent presentations Present information in ways appropriate to the task

33 3. Organize Students demonstrate the ability to: Participate effectively in discussions and debatesParticipate effectively in discussions and debates Produce personally designed products to communicate content and learningProduce personally designed products to communicate content and learning

34 4. Reflect Students demonstrate the ability to: Demonstrate a high degree of confidence in the quality of the product producedDemonstrate a high degree of confidence in the quality of the product produced Assess the product for completeness, strengths, and weaknessesAssess the product for completeness, strengths, and weaknesses

35 4. Reflect Students demonstrate the ability to: Develop criteria to determine the effectiveness of the process used to solve the problemDevelop criteria to determine the effectiveness of the process used to solve the problem Provide recommendations to improve resultsProvide recommendations to improve results Determine the need for further informationDetermine the need for further information

36 Judging the result (effectiveness)Judging the result (effectiveness) Judging the information problem-solving process (efficiency)Judging the information problem-solving process (efficiency) Self, Peer, Teacher, LMSSelf, Peer, Teacher, LMS 21 st Century assessment tools21 st Century assessment tools 4. REFLECT

37 What’s our Goal? Increase Student Academic Achievement

38 “The illiterate of the 21 st Century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” Alvin Toffler

39 Schools must identify the behaviors of problem solving and thinking in order to create academic experiences that develop the skills and strategies that characterize successful intellectual work. Information Power: Building Partnerships for Student Learning (1998) Chicago, IL: American Library Association

40 Research Problem Solving Communication The three critical school-to-life skills

41 Information-Media Literacy focusescontent communication information searching analysisevaluation Information-Media Literacy focuses on content, communication, information searching, analysis, and evaluation. Clarification

42 Information literacy is at the very foundation of our country. Our Founding Fathers were well read, read several languages, and when faced with establishing a government, drew on what information they had, thought about it, and applied the information to the problem. Taylor, Joye. (2006) Information Literacy and the School Library Media Center. Westport, CT: Libraries Unlimited.

43 Information literacy is at the very foundation of our country. Everyone uses information today regardless of occupation, education, or social and economic status. Educating students to achieve information literacy competence is a goal that must become the heart of, not just the school library, but the school ! Taylor, Joye. (2006) Information Literacy and the School Library Media Center. Westport, CT: Libraries Unlimited.

44 Change the way we “do school” Which requires a paradigm shift by EVERYONE! What Needs to Happen?

45 How can we accomplish integration? Student Academic Achievement Standards Assessment Curriculum Content Resources Info. Lit Technology Education Teachers Library Media Specialists Curriculum Specialists Effective Delivery of Lessons Best Practices Effective Lessons/ Instructional Design Simple Four Teacher Technology Education

46 What Needs to Happen? Re-design the lesson or activity so learners must THINK ABOUT the information they collect.Re-design the lesson or activity so learners must THINK ABOUT the information they collect. Re-design the lesson or activity so that learners MUST DO SOMETHING with the information they collect such as sense-making, performing, trying out, acting, building, etc.Re-design the lesson or activity so that learners MUST DO SOMETHING with the information they collect such as sense-making, performing, trying out, acting, building, etc.

47 What Needs to Happen? Re-design the lesson or activity TO ADDRESS ALL standards: content, information literacy, and the use of technology.Re-design the lesson or activity TO ADDRESS ALL standards: content, information literacy, and the use of technology. DECIDE what we really want students to learn!!!DECIDE what we really want students to learn!!!

48 Questions to consider Standards – To which standards (academic, information literacy, technology) does this assignment relate?Standards – To which standards (academic, information literacy, technology) does this assignment relate? Curriculum – What instructional strategies will I use to teach the targeted standards? What is required by my district-approved curriculum?Curriculum – What instructional strategies will I use to teach the targeted standards? What is required by my district-approved curriculum?

49 Information literacy - What skills do students need to be successful in this lesson or unit? What skills will they learn from this lesson or unit?Information literacy - What skills do students need to be successful in this lesson or unit? What skills will they learn from this lesson or unit? Use of technology - What resources (hardware and software) will best support this assignment’s objectives?Use of technology - What resources (hardware and software) will best support this assignment’s objectives? Questions to consider

50 Assessment - How will the students demonstrate what they learned from the content and about the process?Assessment - How will the students demonstrate what they learned from the content and about the process? Questions to consider

51 Vision without action is a dream. Action without vision is just passing the time. Vision with action can change the world. National Productivity and Competitiveness Council


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