1. Developing Information Literacy Skills for Problem-Solving as Part of Lifelong Learning (A Workshop Based on the IFLA Information Literacy Guidelines) Introduction Tables Jesús Lau, Ph.D. Director, USBI Veracruz Library, and UV Virtual Library Coordinator Veracruz, México Jlau@uv.mx Personal: www.jesuslau.comwww.jesuslau.com Institutional: www.uv.mx

2. Information Encapsulated knowledge Information: Different type of sources, Recording formats, and delivery media Data Human experience Information

3. Information Literacy Concepts Information Literacy User Education Bibliographic Instruction Information Fluency Development of Information Skills Library Orientation Other concepts Information Competencies User Training

4. Information Competencies 1. Need Awareness Recognition Deciding 2. Access Locate Retrieve Identify Sift Sort Select 3. Evaluation Selecting Examining Interpreting Analyzing Synthesizing Translate into knowledge 4. Use Internalizing Applying Learning Create new ideas New insights Ethical use

5. Use of the guidelines A framework Adapt to national and institutional needs Be flexible in the application of guidelines Begin or reinforce previous information literacy work Do whatever you can with the resources you have

6. Getting Institutional Support Your role of building learning partnerships Personnel, budgets, your institution and communities involved Identify your institutional organization style of working Administrators may not like or ignore the IL benefits Reactions of teachers/ faculty may not be positive, some may have no interest Support may come a broad community: students, teachers/faculty and, administrators

7. Librarian Advocacy Role Start a collaborative academic scheme with teachers/faculty, other librarians, technology coordinators, administrators, curriculum planners and learning facilitators Be prepared for obstacles: human, facilities, and economic resources Be persuasive and focus on what you do Rely on technology to lead your institutional learning collaboration Recognize that something has to be done and be aware that nothing will be perfect Your goal is to ensure that information literacy is incorporated into the curriculum The library should be the center information power

8. Learning Theories Practical problem-solving activity Congnitive developmental stages Building on prior knowledge Conditioning Reinforcement Observation learning Behaviorist view Constructivist Teaching techniques Cognitive psychology

9. Constructivist Education Learning Inquiry learning (Bruner) Meaningful learning Cooperative learning (Slavin) Brain-based learning Student-centered learning

10. Factors in the learning process Multiple intelligences (Gardner ) Learning styles (Gardner) Motivation (Wittrock)

11. Thinking and Learning Bloom´s Taxonomy (Bloom) Metacognition (Blakey and Spence) Critical thinking (Ennis) Creative thinking (Cave) Thinking and learning Mental models (Glynn)

12. Assessment Assesses knowledge and skills before instruction is designed and guides course content and pedagogy An ongoing process of student feedback A teaching adjustment Prescriptive or Diagnostic: Formative: Summative: Takes place at the end of instruction to evaluate student performance

13. Information Literacy Strategic Planning Library Infolit Vision Strengths and Weaknesses Actions Facilities Economic / Money Human Goals Time Schedule Objetives Mision Infolit Resources Costs Evaluation Strategies Opportunities Internal Challenges

14. ELECTRONIC CLASSROOM A LEARNING SPACE Other library spaces Renovation 1. Options Adapting New facilities

15. Space size 2. Standards Building codes Lighting / Darkness Layout Equipment Acoustics Location Furniture

16. Walls Colors Doorways Windows Wheelchair-use Signs Wiring Ceilings 3. Building

17. Forward facing Horse-shoe Double-oval Desk clusters Periphery, desk at center 4. Desk Arrangment V-shaped

18. 5. Management Training strategies Replacement equipment Policies and procedures Inventory list Trouble shooting guide Maintanance plan

19. Tables 6. Furniture Instructor station Materials storage furniture Desks

20. 7. Equipment Multimedia projector Computers Overhead projector Screen TV set DVD drives

21. Group monitoring Lectureware 8. Software Office software Security virus Other software

22. Differences Information literacy is a set of skills Lifelong learning is a good habit Inter-relationships Self-motivated Self-directed Self-empowering Self-actuating Both improve Set of personal choices and options Quality and utility of education and training Prospects of finding and keeping a job Effective participation in social contexts Information Literacy and Lifelong Learning

23. Access Use ASSESSMENT Analyzing Generalizing Evaluating ORGANIZATION Categorizing Structuring Organizing Evaluation NEED Deciding Expressing Initiating LOCATION Searching Selecting Retrieving INFO USE Applying Learning Using COMMUNICATING Ethical use Acknowledging Style standards Information Competencies

24. Identify your IL standards Plan your program Share leadership Become acquainted with your institutional culture Be prepared for challenges Do whatever you can do Do not expect to be perfect Getting Institutional Commitment

25. Opportunities and challenges External environment scan Vision Actions Progra ms Goals of objecti ves Objecti ves Mision and Values Costs/ Budget Resources: Human Economic Facilities Evaluation Strengths and weakness Internal environment Strategic Plan

26. Independent curricular courses Extra curricular courses Independent workshops Courses for faculty/teachers Other activities: Demonstrations, lectures, library visits, training sessions IL Learning Menu

27. Be responsible for your own learning Develop/Reinforce Competencies Pedagogical Technological Self-Management Information Skills Personnel Development

28. Cognitive psychology Teaching techniques Behaviorist viewConstructivist Conditioning Reinforcement Observation learning Practical problem-solving activity Cognitive developmental stages Building on prior knowledge Learning Theories

29. Learning styles (Gardener) Multiple intelligences (Gardner Motivation (Wittrock) Factors: Learning Process

30. Factors in the learning process Multiple intelligences Learning styles Motivation Tools to promote learning process CoachingQuestioning Learning Elements

31. Prescriptive or Diagnostic Assessment of knowledge and skills before instruction Is designed. It guides course content and pedagogy Formative: An ongoing process of student feedback, and teaching adjustment Summative: Takes places at the end of instruction to evaluate student performance Assessment

32. Techniques Checklists Rubrics Conferencing Portfolios Reports Traditional tests Assessment Techniques