Information Literacy
From WikEd
[edit] Descriptions, definitions, synonyms, organizer terms, types of
Information Literacy is defined as the set of skills needed to find, retrieve, analyze, and use information (Introduction).
The American Association of School Librarians (AASL), a division of the American Library Association (ALA), describes the information literate student as one who
- accesses information efficiently and effectively
- evaluates information critically and competantly
- uses information accurately and creatively
- pursues information related to personal interests
- appreciates literature and other creative expressions of information
- strives for excellence in information seeking and knowledge generation
- recognizes the importance of information to a democratic society
- practices ethical behavior in regard to information and infromation technology
- participates effectivley in groups to pursue and generate information (Information).
[edit] Application in classrooms and similar settings
Library skills instuction is instumental in building Information Literacy. This instruction is comprised of three approaches, Source, Pathfinder and Process Model.
The Source Approach consists of instuction in library materials in a particular library. It includes instuction to the specific reference books and other material that can be found there. There are limitations to this apporach in that lessons are presented in a preplanned sequence and do not take advantage of individual student needs. Additionally, they exist in isolation from broader curricular activities and priorities that engage the student (Thomas 29).
The Pathfinder Approach requires that students move through a series of pre-established general sources to progressivley more specific ones. It has the advantage of allowing a student to develop a background in a specific topic before engaging in additional research. However, it is a fairly rigid process and has little ability to generalize to future independent reseach activities (Thomas 29).
The Source and Pathfinder Approaches are both resource-centered views of library skills instruction. Their primary focus is on how to use specific texts, documents and materials available rather than on the user and the user's individual research needs. The Process Model Approach shifts the primary focus to the user and the information need as articulated by the student. The major process models are detailed below with links to additional resources.
Information Search Process (ISP) Models
Kuhlthau's Information Search Process: Regarded as the "classic" Information Search Process, Kuhlthau's ISP Model is the result of a series of user based studies over a ten year period. The stages of Kuhlthau's model include: Task Initiation, Topic Selection, Topic Exporation, Focus Formulation, Resource Collection and Presentation (Thomas 33-34).
Big 6: Developed by Mike Eisenberg and Robert Berkowitz, the reseach process is divided into six steps: Task Identification, Informaiton Seeking, Infomration Seeking Strategies, Location/Access, Use of Information, Synthesis and Evaluation.
8W's: Annette Lamb of Indiana University, as a result of evaluating ten process models, intoroduces her own variation that includes 8W's: Watching, Wondering, Webbing, Wiggling, Weaving, Wrapping, Waving and Wishing.
I- Search: As part of the Make-it-Happen Approach, I-Search incorporates technology into inquiry-based learning units.
McKenzie's Research Cycle: Jamie McKenzie's model is a research cycle that includes: Questioning, Planning, Gthering, Sorting & Shifting, Synthesizing and Evaluating. The cycle repeats several times to insure that meaningful information is accummulated and assimilated before the final step, Reporting, is conducted.
Independent Investigation Method (IIM): The two skill levels, Basic and Proficient, give IIM flexibility for use in proimary, middle and upper grades. It consisits of seven research steps: Topic, Goal Setting: Reseach, Organizing, Goal Evaluation, Product and Presentation.
Stripling and Pitts Research Process Model: Brenda Stripling and Judy Pitts have developed the REACTS Taxonomy to encourage a higher level thought and reseach process. REACTS stands for Recalling, Explaining, Analysing, Challenging, Transforming, and Synthesizing. REACTS is used in conjunction with a ten step reseach process that moves from topic selection through thesis formulation to the creation of a the final product.
The ISP Models all share a focus on the user's reseach needs and involve, to varing degrees, common steps of topic indentification, resource determination, and information accumulation. More variance occurs in the approaches to synthesizing data, presentation of the findings, and evaluation of the information and/or search process.
[edit] Evidence of effectiveness
The Ohio Research Study: Ross Todd and Carol Kuhlthau of Rutgers University and the Center for International Scholarship in School Libraries conducted a study of 13,123 students in grades 3-12 and 879 faculty members. A total of 39 school libraries were examined between October 2002 and December 2003. The study indicated that "an effective school library, lead by a credentialed school librarian who has a clearly defined role in information-centered pedagogy, plays a critical role in facilitating student learning for building knowledge." The study indicates that Ohio school libraries are more than repositories for information, but function as "knowledge spaces" where students "develop the appropriate information literacy scaffolds to enable them to engage with information and build new knowledge" (Findings).
Powerful Libraries Make Powerful Learners: The Illinois Study: Keith Curry Lance of Library Reseach Services conducted a study of 657 Illinois schools, grades K-12, in the fall of 2003. The findings from the Illinois research are consistent with the conclusions in 14 other states on similiar studies. Four significant findings resulted for the reseach:
- Schools with better-staffed libraries have more students who succeed on tests.
- High schools with computers that connect to library cataglogs and databases averace 6.2% improvement on ACT scores.
- Students that visit the library more frequently recieve imporved reading and writing scores.
- Students with access to larger, more current book collections achieve higher reading, writing and ACT scores (Illinois).
[edit] Critics and their rationale
[edit] Alternative explanations due to Diversity considerations
In order to provide the most supportive environment for all students, librarians must "enrich the context within which instruction and information seeking proceeds and learn more about their students" (Thomas 63). To that end, a significant body of educational and library reseach has application.
In particular, Anderson's (1988) work on differences in "worldview" and how that translates to thinking and learning is important. Andreson examined Nonwestern and Western views on a number of dimensions including values, social orientation and cogitive style. These results are presented by Nancy Pickering Thomas in her book Information and Literacy Skills Instuction: Applying Research to Practice in the School Libray Media Center (1999).
Nonwestern Worldview
- Emphasis on cooperation/group achievement
- Social orientation
- Emotionally expressive
- Strong extended family relationships
- Value harmony with nature
- Time is relative
- Religion permeates culture
- Accepts worldviews of others
- Holistic/relational thinking
Western Worldview
- Emphasis on individual/competition
- Task orientation
- Emotional expressions are limited
- Strong nuclear family orientation
- Values mastery and control of nature
- Time provides an invarient structure
- Religion is seperate from culture
- Believes Western worldview is superior
- Analytical thinking (Thomas 83).
In addition to cultural differences, gender differences have been noted in the information search process. Burdick's 1996 study focused on high school students (grades 10-12) involved in research for their English classes. The conclusions offered by Burdick include the following gender differences:
Girls were
- more likely to seek assistance
- more likely to work together
- more likely to be optimistic at task initiation and doubtful and uncertain at completion
- more reflective
- more interested in exploring and focusing topics
- less confident overall in their abilities
Boys were
- less likely to ask for help
- more likey to express confidence
- more active
- more emphatic in collecting data and completing assignmnets
- more comfortable in expressing personal opinions (Thomas 86-87).
[edit] Signed �?life experiences�?, testimonies and stories
I am always overwhelmed by the amount of information available, mainly on the internet, when I do research for a topic I am presenting in class. I teach a course for the College of Education called Instructional Technology and the main objective of the course it to teach pre-service teachers how to integrate technology into the K-12 classroom. I have done searches on the internet, mainly using Google, for topics such as web quests, web logs, utilizing M.S. Office products, and electronic portfolios. I am amazed by the information available. Most of the time I am so bombarded that I end up selecting the first three or four results and ignoring the rest. The other amazing part is how easy it is. I can find anything I am looking for from my home computer in minutes. The area that alarms me the most is the quality of the material. Living in a society the focuses on instant gratification, it is difficult to take the time necessary to evaluate the material being used. This is especially important for my students to understand because a lot of the materials they find on the internet are lesson plans that they will eventually use in a classroom. It is important to teach techniques on determine what is good and what is bad. Because of this, I do think information literacy is important and should be a topic covered in the first year of college. I see information literacy fitting into my course easily. Like I mentioned above, my students rely heavily on the internet for tools they can use in the classroom. They also need to model good search skills for their future students so that the cycle of information illiteracy can be changed to one of information literacy. --Benish 22:26, 30 Apr 2005 (CDT)
Information Literacy is essential in this information age. Who better to teach information literacy skills than librarians? Make sure you talk with your school librarian when considering teaching information literacy skills. Librarians would be happy to teach or co-teach lessons to prepare students for research papers, or just to teach the skills. -L. Weinstein
In this age of instant information via the internet, one of my biggest concerns is how do I teach my students to critically evaluate the information they find on the internet for its validity. I teach 5th grade, and this is such a complicated issue. But at 5th grade, when they are asked to research a topic, the first place they go to for information is the internet. I like the suggestion above about enlisting the help of the librarian. I think teaching students this skill will require the guidance of teachers, librarians, and parents. But it is very complicated. -E. Remington
[edit] References and other links of interest
References
“Findings of the Ohio Research Study.�? (2004). Ohio Educational Library Media Association. Accessed 10 April 2005. http://www.oelma.org/StudentLearning/SLFindings.asp
"The Illinois Study Fact Sheet." (2005). Illinois School Library Media Assocaition. Accessed 10 April 2005. http://www.islma.org/pdf/ILStudyFactSheet.pdf.
"Information Literacy Standards for Student Learning: Standards adn Indicators." (1998). AASL. Accessed 10 April 2005.http://www.ala.org/ala/aasl/aaslproftools/informationpower/InformationLiteracyStandards_final.pdf.
"Introduction to Information Literacy." (2003). ACRL. Accessed 10 April 2005. http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitoverview/introtoinfolit/introinfolit.htm.
Thomas, N. P. (1999). Information Literacy and Information Skills Instruction: Applying reseach to Practice in the School Library Media Center. Westport, CT: Libraries Unlimited.
Other Links of Interest
Wikipedia's Information Literacy
Information Search Process: A Search for Meaning Rather than Answers by Carol Kulhthau
American Association of School Librarians (AASL) Information Literacy Standards for Student Learning
Information Literacy Skills - Mankato (Minnesota) Schools Information Literacy Framework
INFOLIT: The Building Blocks of Research: An Overview of Design, Process and Outcomes
