1. Information Literacy Why and What?

2. Discussion on LV What do our Students Learn now? What our students should learn in this modern society? What should we do?

3. What is happening in student learning Now Overwhelmed with information: choices/Hit-and-print/ cut-and-paste Collecting information but not constructing knowledge Clicking and not reading Reading and not understanding Repeating ideas of others but not creating original thoughts

4. What to Learn? Can remembering of facts, figures, and formulas make students ready to enter the world? Do textbooks contain all information important and relevant for a student to survive in today ’ s marketplace? Can the curriculum touch upon all of the topics that a student needs to know to be an effective member of society? Can educators provide all the information important for students to know so they can become contributing members of society?

5. What we should Learn At schools Basic Knowledge How to learn (Learn to Learn) Use information to construct knowledge Life-long learning Use information to construct knowledge

6. There is a quest for Information Literacy Simple Library Skills Life-long learning Skills 70’s 21st Century

7. An Australian Model (2004) http://www.anziil.org/resources/Info%20lit%202nd%20edition.pdf

8. Relationship of information literacy to lifelong learning An Australian Model (2004)

9. The Quest for Information Literacy THE PRAGUE DECLARATION (2003) "TOWARDS AN INFORMATION LITERATE SOCIETY" Draft Declaration of Principles: Building the Information Society: a global challenge in the new Millennium

10. The Quest for Information Literacy Information Literacy Information Literacy is regarded as a prerequisite for participating effectively in the Information Society; and basic human right of life long learning

11. Shifts in Teaching and Learning From linear to hypermedia learning From direct instruction to construction and discovery From teacher-centered to learner-centered. From absorbing pre-selected facts to discovering relevant information From school-based to life-based learning From uniform instruction to customized learning From learning as torture to learning as fun - The student is motivated to learn, and feels more responsible for his progress. From teacher as transmitter to teacher as facilitator. Tapscott, Don. “Educating the Net Generation”. Educational Leadership. February 1999. Vol. 56, No. 5. Pp. 7-11.

12. The information-literate student can: Recognize the need for information Identify and locate appropriate information sources Access information contained in those sources Evaluate the quality of information obtained Organize the information Use the information effectively (Doyle, 1992) Doyle, C. (1992) Final report to National Forum on Information Literacy. Sycracuse. NY: ERIC Clearinghouse on Information Resources. (ED 351 033).

13. Information Literacy Framework for Hong Kong Students

14. Declaration of Principles Capacity building “ Each person should have the opportunity to acquire the necessary skills and knowledge in order to understand, participate actively in, and benefit fully from, the Information Society and the knowledge economy ” 2

15. Plan of Action “ Capacity building Everyone should have the necessary skills to benefit fully from the Information Society. Therefore capacity building and ICT literacy are essential ” 2 “ ICTs can contribute to achieving universal education worldwide, through delivery of education and training of teachers, and offering improved conditions for lifelong learning …. ” 2

16. responsive to the 3 main social development trends The Emerging Knowledge Society Capability for Information Processing Digital culture Know “ how ” and know “ why ” Globalization Capacity Building with global perspectives IL for Hong Kong should be:

17. well-articulated in entire curriculum/education reform Moral & Civic Education Information literacy Reading to Learn IT for Interactive Learning Project learning IL for Hong Kong should be:

18. Information Technology Information Literacy IL for Hong Kong should NOT be: IL should not be equivalent to IT literacy

19. The IL Framework for HK Students A Conceptual Framework for Information Literacy 19

20. Objectives of the IL framework for HK Students The primary objectives of the IL framework are four fold To enable students to master the necessary skills to comprehend, locate, analyse, critically evaluate and synthesize information and apply their knowledge to inform decisions and problem solving;

21. To develop students as reflective learners who are able to plan, reflect upon and regulate their process of inquiry in a rapidly changing, information-based environment; To enable students to appreciate that being an independent learner will contribute to personal growth, enjoyment and lifelong learning; Objectives of the IL framework for HK Students

22. To empower students with greater autonomy and social responsibility over the use of information in their individual as well as collaborative learning. Objectives of the IL framework for HK Students

23. IL framework for HK Students 11 standards 4 3 2 2 cognitive meta-cognitive affective social-cultural 14 indicators 7 indicators 5 indicators 6 indicators 11 standards 32 indicators learning outcomes

24. Meta-Analysis Coding Scheme cognitive dimension meta-cognitive dimension affective dimension socio-cultural dimension find comprehend apply analyse synthesize evaluate attitude motivation value communal/cultural social awareness planning monitoring reflection

25. Standards- Cognitive C1 An information literate person is able to determine the extent of and locate the information needed. C2 An information literate person is able to apply information to problem-solving and decision making. C3 An information literate person is able to analyse the collected information and construct new concepts or understandings. C4 An information literate person is able to critically evaluate information and integrate new concepts with prior knowledge.

26. Standards- Meta-cognitive M1 An information literate person is able to be aware that information processing is iterative, time-consuming and demands effort. M2 An information literate person is able to plan and monitor the process of enquiry. M3 An information literate person is able to reflect upon and regulate the process of enquiry.

27. Standards- Affective A1 An information literate person is able to recognise that being an independent reader will contribute to personal enjoyment and lifelong learning. A2 An information literate person is able to recognise that information processing skills and freedom of information access are pivotal to sustaining the development of a knowledge society

28. Standards- Socio-cultural S1 An information literate person is able to contribute positively to the learning community in knowledge building. S2 An information literate person is able to understand and respect the moral, legal, political and cultural contexts in which information is being used.

29. Standards and Indicators- Cognitive C1 An information literate person is able to determine the extent of and locate the information needed. Indicators C1.1 Comprehend An information literate person is able to: 1. frame appropriate questions based on information needs; 2. determine the nature and scope of the information needed; C1.2 Find An information literate person is able to: 1. identify a variety of potential sources of information; 2. develop strategies for locating information; 3. collect primary/empirical data to address the research questions;

30. Standards and Indicators- Cognitive C2 An information literate person is able to apply information to problem-solving and decision making. Indicators C2.1 Apply An information literate person is able to: 1. apply information to inform decisions; 2. apply information in critical thinking and problem solving;

31. Standards- Cognitive (con’t) C3 An information literate person is able to analyse the collected information and construct new concepts or understandings C3.1 Analyse C3.2 Synthesize C3.3 Present C4 An information literate person is able to critically evaluate information and integrate new concepts with prior knowledge. C4.1 Evaluate C4.2 Integrate

32. Standards- Meta-cognitive M1 An information literate person is able to be aware that information processing is iterative, time-consuming and demands effort. M1.1 Awareness M2 An information literate person is able to plan and monitor the process of enquiry. M2.1 Planning and monitoring M3 An information literate person is able to reflect upon and regulate the process of enquiry. M3.1 Reflecting

33. Standards- Affective A1 An information literate person is able to recognise that being an independent reader will contribute to personal enjoyment and lifelong learning. A1.1 Attitude A2 An information literate person is able to recognise that information processing skills and freedom of information access are pivotal to sustaining the development of a knowledge society A2.1 Motivation and value

34. Standards- Socio-cultural S1 An information literate person is able to contribute positively to the learning community in knowledge building. S1.1 Communal S2 An information literate person is able to understand and respect the moral, legal, political and cultural contexts in which information is being used. S2.1 Social

35. Learning Outcomes Proposed 4 levels of attainment Level I (~Junior Primary) Level II (~Senior Primary) Level III (~Junior Secondary) Level IV (~Senior Secondary)

36. Examples of Learning outcomes- Cognitive (PBL) Indicators C1.1.1: able to frame appropriate questions based on information needsC1.1.1 Level I: articulate the focus of the given research topic Level II: identify and clarify research inquiry Level III: formulate questions for research inquiry Level IV: formulate and criticize own questions as essential and non-essential for research inquiry

37. Examples- Cognitive (PBL & IT) Indicators C1.1.2: able to determine the nature and scope of the information neededC1.1.2 Level I: use simple mind-maps for brainstorming ideas and thoughts Level II: construct simple mind-maps to articulate ideas & thoughts Level III: construct mind-maps to frame research questions Level IV: construct mind-maps to build research framework

38. Examples- Cognitive (IT) Indicators C1.2.2: able to develop strategies for locating informationC1.2.2 Level I: use simple keywords to search for information with search engines Level II: use logical operators to search Level III: use logical operators to search; sort and rank the information in search engines Level IV: use logical operators to search; sort and rank the information; search Internet using a range of strategies available in a variety of meta-search engines

39. Examples- Cognitive (Reading & IT) Indicators C1.2.2: able to develop strategies for locating informationC1.2.2 Level I: browse library shelves to locate information Level II: use keywords with logical operators to search library catalogues Level III: access on-line library catalogues and electronic resources Level IV: expand the search beyond the school library, such as, use public libraries, electronic resources, etc.

40. Examples- Meta-Cognitive (Independent Learning (IDL)) Indicators M3.1.3: able to review the information seeking process and revise search strategies as necessaryM3.1.3 Level I: be aware of the importance of self-reflection for improving learning Level II: compare information selected and interpreted with information needs Level III: compare information selected and interpreted and adjust research strategies if necessary Level IV: suggest areas for further research

41. Examples- Meta-Cognitive (PBL & IDL) Indicators M2.1.1: able to decompose a complex task/ problem into manageable componentsM2.1.1 Level I: － Level II: use simple statements to describe the purpose of the given task Level III: identify the key components Level IV: identify the key components; arrange the components into sequences and rankings for effectively completing the task

42. Examples- Affective Indicators A2.1.3: able to recognise the importance of freedom of information access to a knowledge societyA2.1.3 Recognise that freedom of information access Level I: helps people make right judgment Level II: informs decision making Level III: informs decision making and contribute to community-wide knowledge building Level IV: is pivotal to intellectual, economical, political and social development of a society

43. Examples- Socio-cultural (Moral & Civic Education) Indicators S2.1.4: able to observe laws, regulations, institutional policies, and social etiquette related to the access and use of information resources.S2.1.4 Level I: describe the information sources Level II: respect and acknowledge the ownership; be aware of the laws governing intellectual property rights Level III: respect and acknowledge the ownership; be aware of the laws governing intellectual property rights and privacy Level IV: respect the ownership and use one of the standards of citations e.g. APA and MLA, etc.; be aware of the laws governing intellectual property rights and privacy; respect institutional policies for proper use of and access to information

44. Examples- Socio-cultural (PBL) Indicators S1.1.2: able to collaborate effectively in groups to pursue and construct knowledgeS1.1.2 Level I: take turns speaking in a group, sharing ideas Level II: listen to, acknowledge and consider different opinions for group work Level III: respect and accept divergent ideas and opinions expressed by classmates and others and able to resolve conflicts Level IV: respect and accept divergent ideas and opinions expressed by classmates and others and able to manage conflicts

45. Modern Form of Learning: Resource-Based Learning information is growing and changing so rapidly, it is unrealistic to rely solely upon a static, text-based delivery system for learning. The textbook can best serve as a map suggesting a direction for resource-based learning where students are put in charge of the process of learning provide the opportunity for all students to develop independent learning skills, in conjunction with the acquisition of a basic body of knowledge which will enable them to become life-long learners.

46. IL Assignment 1 The following website shows an example on how IL can be trained: http://www3.fed.cuhk.edu.hk/ited/IL/drugabuse/index.html Pick one of the standards given in Appendix I (Page 22) of the IL framework for the Hong Kong students http://www3.fed.cuhk.edu.hk/ited/IL/Public_(Final_version).pdf, write in about 100 words on how students can develop their IL ability regarding the standard you chose. http://www3.fed.cuhk.edu.hk/ited/IL/Public_(Final_version).pdf Upload your assignment with the name IL training.doc to Moodle.