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DEVELOPING AN INFORMATION LITERACY PROGRAM THE ATENEO DE MANILA HIGH SCHOOL EXPERIENCE By: Ronald Jess C. Cabunagan.

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Presentation on theme: "DEVELOPING AN INFORMATION LITERACY PROGRAM THE ATENEO DE MANILA HIGH SCHOOL EXPERIENCE By: Ronald Jess C. Cabunagan."— Presentation transcript:

1 DEVELOPING AN INFORMATION LITERACY PROGRAM THE ATENEO DE MANILA HIGH SCHOOL EXPERIENCE By: Ronald Jess C. Cabunagan

2 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

3 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 ones knowledge base

4 Definition An information literate individual is able to: (contd…) 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

5 Definition Information literacy can be thought of as combining familiar library skills with the process of learning from information (Taylor 8).

6 The Ateneo de Manila High School Information Literacy Program

7 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)

8 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

9 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;

10 Goals and Objectives of the Program Objectives of the ILP (contd): 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.

11 Media Instruction Program Information Literacy Program

12 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

13 Contents and Strategies of the Program First Year Level * Formulating Keywords (Searching) Advanced OPAC Search Plagiarism *no longer included in the current program

14 Contents and Strategies of the Program Second Year Level Copyright and Plagiarism Bibliographic Citation Using the MLA

15 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

16 Contents and Strategies of the Program Third Year Level Evaluation of Information on the Web Authority Accuracy Objectivity Currency Coverage

17 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

18 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

19 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 EMCs Electronic Media Collection (CD- ROMs) *no longer included in the current program

20 Contents and Strategies of the Program Jeopardy-Like Game An interactive game to introduce topics in library orientation.

21 Sample slide: Jeopardy-like game

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23 Contents and Strategies of the Program Amazing Race Activity Students go around the library searching for clues, performing tasks and answering questions.

24 Sample of an activity sheet given to the students.

25 Sample of a question posted in a specific location.

26 Sample of questions posted in a specific location.

27 Sample of first tasks given to students.

28 Answer sheet for the Amazing Race.

29 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.

30 Worksheet example.

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32 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.

33 Exercise on formulating topics.

34 Exercise on OPAC search.

35 Exercise on book location.

36 Exercise on using the vertical files.

37 Exercise on using the periodical indexes.

38 Exercise on using online databases.

39 Developing ILP Modules

40 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).

41 The Big6 Big6 information problem-solving model 1. Task Definition 2. Information Seeking Strategies 3. Location and Access 4. Use of Information 5. Synthesis 6. Evaluation

42 The Big6 Step 1 Task Definition What do I need to do? What information do I need? Step 2 Information- Seeking Skills What information sources can I use? Which information sources are the best? Step 3 Location and Access Where can I find each source? How can I find information in each source? Step 4 Use of Information What information in each source is useful? How should I record my notes? Step 5Synthesis How should I organize the information to meet the requirements of my task? Step 6Evaluation Is my project complete? Did I meet each requirement? Source:

43 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.

44 Guided Inquiry More suited for designing learning activities in the library and requires more collaboration with subject teachers

45 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.

46 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

47 Guided Inquiry Six Characteristics (contd) Students development occurs in a sequence of stages Students have different ways of learning Students learn through social interaction with others

48 Guided Inquiry The information search process occurs in seven stages: 1.Initiation 2.Selection 3.Exploration 4.Formulation 5.Collection 6.Presentation 7.Assessment

49 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

50 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

51 Applying the Information Literacy Models Developing effective information literacy lessons Helping the students to undergo the process of seeking and using information

52 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

53 Task Definition 1. Defining the problem Discussion: Ask the students to think about their research topic and their expected output. This can be a review of their English requirements. 2. Identifying information requirements Exercise: What is your thesis statement? Identify 5 questions that you will ask to clarify your thesis statement.

54 Information Seeking Strategies 1. Determining possible sources Lecture: Overview of the library tools for research. Books Periodicals Databases 2. Evaluating their priority Exercise: Take a look at the 5 questions which you identified. Identify which library tools you think can provide you the answers.

55 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.

56 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 youve found. Using the source that youve found, find the answer to the question.

57 Synthesis 1. Organizing and presenting information. Exercises: Prepare your answer following a 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.

58 Evaluation 1. Judging the product and process Essay: Are you satisfied with the information/answer that youve 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?

59 Ignatian Pedagogical Paradigm (IPP) Context of Learning Experience Reflection Action Evaluation Image Source:

60 CONTEXT Task Definition 1.Defining the problem 2.Identifying information requirements EXPERIENCE Task Definition 1.Defining the problem 2.Identifying information requirements Information Seeking Strategies 1.Determining possible sources 2.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

61 REFLECTION Evaluation 1.Judging the process ACTION Synthesis 1.Organizing and presenting information EVALUATION Evaluation 1.Judging the product

62 Problems and Hindrances in the Implementation Lack of Time Information Overload Relevance and Interest

63 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).

64 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).

65 Thank you! RONALD JESS CABUNAGAN Ateneo de Manila High School Library


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