1. By: Ronald Jess C. Cabunagan
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 one’s knowledge base

4. Definition An information literate individual is able to: (cont’d…)
• 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 (cont’d):
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. Information Literacy Program
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
EMC’s 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

22. Sample slide: Jeopardy-like game

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.

31. Worksheet example.

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 Task Definition
Information Seeking Strategies
Location and Access
Use of Information
Synthesis
Evaluation

42. The Big6 Task Definition Evaluation Information- Seeking Skills
Step 1
Task Definition
What do I need to do?
What information do I need?
The Big6
Step 6
Evaluation
Is my project complete?
Did I meet each requirement?
Step 2
Information- Seeking Skills
What information sources can I use?
Which information sources are the best?
Step 5
Synthesis
How should I organize the information to meet the requirements of my task?
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?
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 (cont’d)
Students’ development occurs in a sequence of stages
Students have different ways of learning
Students learn through social interaction with others

48. Guided Inquiry 1. Initiation 2. Selection 3. Exploration
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 you’ve found. Using the source that you’ve 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 you’ve 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 EXPERIENCE Task Definition Information Seeking Strategies
1. Defining the problem
2. Identifying information requirements
EXPERIENCE
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 ACTION EVALUATION Evaluation Synthesis
1. Judging the process
ACTION
Synthesis
1. Organizing and presenting information
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