Information Literacy Curricular Landscape Exploration Consideration Possibilities Ideas

ALA Task Force on School Libraries Current emphasis: connection to 21 st Century Skills including digital literacy and information literacy Emphasis on technology skills as a part of information literacy PK-16 definition of information literacy skills New national test of information literacy State mandated or endorsed information literacy standards Focus on digital literacy as SLMP domain

What we know about learners Children learn by being actively engaged and reflecting on that experience Children learn by building on what they already know Children develop higher order thinking through guidance at critical points Children develop in a sequence of stages Children have different ways of learning Children learn through social interaction with others Children are motivated by problem solving and inquiry Mastery of content knowledge occurs when it is applied, manipulated, and original meaning is constructed

That P Word– PARADIGM shift Information problem solving shifts to INQUIRY Inquiry implies attitude of questioning, reflecting with cognition Inquiry means start with a question Inquiry means open investigation Inquiry is student centered Goal is new understanding in the student Answers involve messy, recursive building of ideas Open-ended, leads to future questions, experiences

Information Problem Solving Differs from INQUIRY: Cognition is focus. Start with problem defined, information need stated. Investigation is closed, problem static. Center is the answer or solution to the external problem. Answers involve selecting, sorting ideas. Planned and linear. Closed end – final product.

INQUIRY PROCESS – Kuhlthau, Stripling, Pitts, Pappas, Tepe, Harada, Todd et al Connect –self, prior knowledge, observe Wonder- Develop questions, predict Investigate– Find and evaluate information and develop new questions. Construct-Construct new understandings connected to prior knowledge, draw conclusions. Express- Express new ideas, share. Reflect- on new learning and process, pose new questions.

Kuhlthau’s Information Search Process Initiation – Contemplate task, identify issue Selection – Select issue, engaging question Exploration- Encountering inconsistency in information Formulation-Forming a focused perspective Collection-Gathering, documenting focus info Presentation- Connecting, extending for presenting Assessment- Reflecting on process, learning

Past, Present, Future… Library Skills-locate and cite library resources Information Skills-identify and extract information for a basic information need Information and media literacy- understand, evaluate, manage information constantly presented in a mass communication world Information Inquiry- questioning, exploration, assimilation, inference, and reflection ; thinking and acting critically and creatively Information Fluency- information evaluation and management, efficient and effective movement across a variety of information systems, databases, communication technologies; assimilation, management, application, creation of information technologies to address information issues present and future See

“Approaches to Information Inquiry” “ Road Maps for the Journey ”- (See Lamb, Milam) Big 6 Pathways to Learning Mackenzie’s Research Cycle Kuhlthau’s Information Search Process I-Search Annette Lamb’s 8Ws Nine Step Model by Ann Irving 5A’s by Ian Jukes Flip It by Alice Yucht Noodle Tools

Variety of Emphasis Inquiry based Problem-solving focus Affective focus Constructivist approach Resource based – ALL More product oriented, goal based Systematic Individualized Process orientation

Essential Common Elements – Daniel Callison says… QUESTIONING EXPLORATION ASSIMILATION INFERENCE REFLECTION

Another view – Debbie Abilock Engaging Browsing and building knowledge Defining and focusing Designing and planning Gathering, organizing, and analyzing data Drawing conclusions, forming convictions Evaluating process and product Posing a new problem

21 st Century Information Literacy… Digital-age literacy from NCREL Basic, scientific, economic, technological Visual and information literacy Multicultural literacy and global awareness Inventive thinking Curiosity, creativity Higher-order thinking and reasoning Adaptability, self-direction, managing complexity Effective communication Teaming, collaboration, interactive communication Personal and social responsibility Effective use of real-world tools Managing, prioritizing, planning Production of relevant, high quality products

ICT 21 st Century Skills Learning skills for information, communication, and media literacy Accessing and managing information Integrating and creating information Evaluating and analyzing information Understanding, managing, and creating effective communications—oral, written, multimedia Exercising sound reasoning Making complex choices Understanding the connections among systems Framing, analyzing, and solving problems Developing, implementing, communicating new ideas Demonstrating teamwork, adaptability, respect Practicing self-direction

A house with many windows… Curriculum needs a framework. Curriculum needs a VISION. Curriculum needs ESSENTIAL ELEMENTS. Curriculum needs a unified continuum. Curriculum needs context. Curriculum needs benchmarks, scaffolding. Curriculum needs SKILL orientation and performance indicators. Curriculum needs outcomes.

Familiar guideposts – finding a path in 2006 Ross Todd said –”Pay attention to the standards and the state benchmarks.” National Information Literacy Standards ISTE Standards New York State Learning Standards New York State Core Curriculum – English language Arts May 2005 Early Literacy Social Studies Science

Regional, local guideposts Regional Information Literacy Curriculum WSWHE RILSC Otsego Northern Catskills “Encompass” Rochester Region grades 9 to 14, Syracuse University’s S.O.S. School District Information Literacy Curricula- Shenedehowa, Niskayuna, South Colonie

Best Practice as you know it What skills do you teach? At what level do you teach specific skills? What skills do your learners need? What competencies do your graduates need? What is your vision for preparing graduates for the digital and multi-media age? What skills connect with your school’s existing curriculum?

Ross Remembered Transformational learning foundations include information literacy and technological literacy. Formational student achievement embraces knowledge creation, knowledge use, knowledge production, knowledge dissemination, knowledge values, and reading literacy. Nobody is coming to rescue us. We must rescue ourselves!