developing information literacy skills for problem-solving as part of lifelong learning (a workshop...
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Developing Information LiteracySkills for Problem-Solving as Part of
Lifelong Learning(A Workshop Based on the IFLA Information
Literacy Guidelines)
Introduction Tables
Developing Information LiteracySkills 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 [email protected]
Personal: www.jesuslau.comInstitutional: www.uv.mx
Information Information
Encapsulated knowledge
Information:
Different type of sources,
Recording formats, and delivery media
Data Human experience
Information
Information Literacy Concepts Information Literacy Concepts
Information Information
LiteracyLiteracy
User
Education
BibliographicInstruction
Information Fluency Development
of InformationSkills
Library Orientation
Other concepts
InformationCompetencies
UserTraining
Information Competencies Information Competencies
1. Need1. Need AwarenessRecognitionDeciding
2. Access2. Access
LocateRetrieveIdentifySift SortSelect
3. Evaluation3. Evaluation
Selecting Examining Interpreting Analyzing SynthesizingTranslate into knowledge
4. Use4. Use
InternalizingApplying LearningCreate new ideas New insightsEthical use
Use of the guidelines 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 canwith the resources you have
Getting Institutional Support 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
Librarian Advocacy RoleLibrarian 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
Learning TheoriesLearning Theories
Practical problem-solving activityCongnitive developmental stages
Building on prior knowledge
ConditioningReinforcement
Observation learning
Behaviorist view Constructivist
Teaching techniques
Cognitive psychology
Constructivist Education LearningConstructivist Education Learning
Inquiry learning
(Bruner)
Meaningful
learning
Cooperative learning (Slavin)
Brain-based learning
Student-centered
learning
Factors in the learning process Factors in the learning process
Multiple intelligences
(Gardner )
Learning styles
(Gardner)
Motivation
(Wittrock)
Thinking and LearningThinking and Learning
Bloom´sTaxonomy
(Bloom)
Metacognition(Blakey and
Spence)
Criticalthinking
(Ennis)
Creativethinking(Cave)
Thinking andlearning
Mental
models(Glynn)
AA
ss
ss
ee
ss
ss
mm
ee
nn
tt
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:Prescriptive or Diagnostic:
Formative:Formative:
Summative:Summative:
Takes place at the end of instruction to evaluate student performance
Information Literacy Strategic Planning Information Literacy Strategic Planning
LibraryInfolitVision
Strengths and Weaknesses
Actions
FacilitiesEconomic / Money
Human GoalsTime
ScheduleObjetives
MisionInfolit
ResourcesCosts
Evaluation
Strategies
Opportunities Internal Challenges
ELECTRONIC CLASSROOM A LEARNING SPACE ELECTRONIC CLASSROOM A LEARNING SPACE
Other library spaces
Renovation
1. Options
Adapting New facilities
Space size 2. Standards
Building
codes
Lighting /
Darkness
Layout Equipment
Acoustics
Location
Furniture
Walls
Colors
Doorways
Windows
Wheelchair-use
Signs
Wiring
Ceilings
3. Building
Forward facing
Horse-shoe
Double-oval
Desk clusters
Periphery,
desk at center
4. Desk Arrangment
V-shaped
5. Management
Training strategies
Replacement equipment
Policies
and proceduresInventory list
Trouble shooting guide
Maintanance plan
Tables
6. Furniture
Instructor
station
Materials
storage
furniture
Desks
7. Equipment
Multimedia
projector
Computers
Overhead
projector Screen
TV set
DVD
drives
Group
monitoring
Lectureware
8. Software
Office
software
Security
virus
Other
software
DifferencesInformation literacy is a set of skillsLifelong learning is a good habit
Inter-relationshipsSelf-motivatedSelf-directedSelf-empoweringSelf-actuating
Both improveSet of personal choices and optionsQuality and utility of education and trainingProspects of finding and keeping a jobEffective participation in social contexts
Information Literacy and Lifelong Learning Information Literacy and Lifelong Learning
AccessAccess Use Use
ASSESSMENTAnalyzingGeneralizingEvaluating
ORGANIZATIONCategorizingStructuringOrganizing
Evaluation Evaluation
NEEDDecidingExpressingInitiating
LOCATIONSearchingSelectingRetrieving
INFO USEApplyingLearningUsing
COMMUNICATING Ethical use
AcknowledgingStyle standards
Information Competencies Information Competencies
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 Getting Institutional Commitment
Opportunities and challenges External environment scan
VisionActionsProgra
ms
Goalsof
objectives
Objectives
Misionand
ValuesCosts/Budget
Resources:Human
Economic Facilities
Evaluation
Strengths and weakness Internal environment
Strategic Plan Strategic Plan
Independent curricular courses
Extra curricular courses
Independent workshops
Courses for faculty/teachers
Other activities:Demonstrations, lectures, library visits, training sessions
IL Learning MenuIL Learning Menu
Be responsible for your own learning
Develop/Reinforce Competencies
Pedagogical Technological
Self-Management Information Skills
Personnel DevelopmentPersonnel Development
Cognitive psychology
Teaching techniques
Behaviorist view Constructivist
Conditioning Reinforcement
Observation learning
Practical problem-solving activityCognitive developmental stages
Building on prior knowledge
Learning TheoriesLearning Theories
Learning styles(Gardener)
Multiple intelligences (Gardner
Motivation (Wittrock)
Factors: Learning ProcessFactors: Learning Process
Factors in the learning process
Multipleintelligences
Learning styles
Motivation
Tools to promote learning process
Coaching Questioning
Learning ElementsLearning Elements
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
AssessmentAssessment
Assessment Techniques
Checklists
Rubrics
Conferencing
Portfolios
Reports
Traditional tests
Assessment TechniquesAssessment Techniques