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Information Literacy Adapted from a presentation by Anke Tonn Nicholls State University.

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Presentation on theme: "Information Literacy Adapted from a presentation by Anke Tonn Nicholls State University."— Presentation transcript:

1 Information Literacy Adapted from a presentation by Anke Tonn Nicholls State University

2 Information Literacy Standards The student who is information literate 1.accesses information efficiently and effectively. 2.evaluates information critically and competently. 3.uses information accurately and creatively.

3 Independent Learning and Information Literacy The student who is an independent learner and is information literate 1.pursues information related to personal interests. 2.appreciates literature and other creative expression of information. 3.strives for excellence in information seeking and knowledge generation.

4 Information Literacy Standards Social Responsibility The student who contributes positively to the learning community and to society and is information literate 1. recognizes the importance of information to a democratic society. 2. participates in ethical behavior in regard to information and information technology. 3. participates effectively in groups to pursue and generate information.

5  Information Literacy is critical and should be integrated into the curriculum.  The need for collaboration between teachers and librarians is of importance.

6 Teaching Faculty and Its Relationship to the Librarian The library becomes the information center. Librarians will prepare students for an information based society. Both stress that information skills are survival skills. Both focus on the integration of information literacy instruction into the curriculum. The teacher needs to inform the Librarian to prepare for subject-related classroom teaching.

7 New Thinking  Teaching higher thinking skills for students will make a difference if they apply it to information research.  Through critical thinking, students will gain the ability to locate information and evaluate its reliability.  Students will learn to analyze and synthesize information for research and personal interests.  Critical thinking will help in decision making.  These skills will make students become effective as life time learners.

8 Assessment Teachers are often unsure how to define the skills that are needed and how to teach them, therefore: We need to teach the cognitive skills that develop thinking processes. Teachers and Librarians need to define the progression of skills and determine what to expect from students. Teachers and Librarians need to develop assessment tools. Both need to find out where the individual student falls on the progression of skills.

9 Information Literacy Skill Level: None Never used a physical library. Never used an information tool. Never used or copied from an index such as Reader’s Guide to Periodical Literature. Never used or printed from electronic data-bases or indexes such as Lexis-Nexis Academic Universe. Unaware of Internet-related legal and ethical issues.

10 Information Literacy Skill Level: Novice/Beginner Has used a physical library and located materials. May or may not have used an online library catalog (OPAC) or a licensed online database such as Oxford English Dictionary or MAS Ultra-School Edition. Demonstrates little knowledge of Web quality control or Internet related issues.

11 Information Literacy Skill Level: Intermediate Has used at least one OPAC and one licensed online database to identity and locate print materials in a physical library, as well as electronic materials. Evaluates the usefulness of print and electronic materials by applying general criteria including authority, accuracy, and timeliness. Identifies some Web quality control and privacy issues. May or may not identify some intellectual property issues, plagiarism, and other Internet- related legal and ethical issues..

12 Information Literacy Skill Level: Advanced Uses effectively more than one OPAC and licensed online database and more than one print information tool. Identify, locate, evaluate, and use print materials in a physical library, as well as electronic materials. Has used controlled vocabulary to focus information searches. Demonstrates knowledge of limitations of Web search engines and directories and comparison relative values to other information tools and resources.

13 Resource Selection Select the best resource for your need. Encourage students to use a range of resources. Help the students to search and select effectively.

14 The Right Information Source Tool for the Right Purpose Searching an online catalog (OPAC) will help the student to retrieve books, reports, conferences, government documents, theses, and journals held in a library. Selecting the right databases and indexes will help to find citations and full text articles and reports to journal and magazine literature. The knowledge of suitable search engines will retrieve through controlled vocabulary Web-pages and useful information.

15 Evaluating Web Sites When searching the Internet it is important to know that the information provided in Web sites can vary greatly in accuracy and reliability. The Internet is an unregulated medium where anyone is free to express his or her opinion. This freedom is one of the Internet’s biggest strengths, but also one of its biggest weakness. Use some basic critical thinking skills to arm yourself against some of the pitfalls of the Interenet.

16 Basic Guidelines for Evaluation of Web Sites 1.Accuracy 2.Authority 3.Objectivity 4.Bias, Currency 5.Coverage.

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