finished ila presentation
TRANSCRIPT
Year 12 Information Learning Activity – Visual Art
Analysis and recommendations for
the teaching of Information Literacy
and Inquiry Skills
This artwork is named The Journey 2011 by contemporary Indoneasian artist Uji Handoko EkoSaputro ://www.qagoma.qld.gov.au/exhibitions/current/apt7_asia_pacific_triennial_of_contemporary_art
Information literate learners are able to access, process, organise, create and present information in a range of ways that make meaning for them and all the construction of personal knowledge. Information skills must be embedded across the school curriculum andexplicitly taught in the context of teaching and learning programs. ASLA , Oct 10, 2012 http://www.asla.org.au/policy/information-literacy.aspx
“Inquiry draws on student’s life experiences, beginning with things that matter to them and that motivate them to want to know more. Motivation and interest are key elements in inquiry learning” (Kuhlthau, 2006, p.3)
Kuhlthau, C.(2006) ‘Information Literacy through Guided Inquiry: Preparing Students for the 21st Century’, IASL Report, Rutgers University, USA.
http://seaviewartgallery.com.au/wp-content/uploads/2011/07/Out-in-the-elements-by-Raelean-Hall.jpg
Concept – Social Commentary or Issues of the 21st
Century
Focus : Student Choice
This task was the final unit of the course and students
were asked to make another Body of Work. They could :
• extend on either body of work already submitted but they
were not allowed to finish or rework a previous piece.
• add to either body of work (1 and 2) in terms of concept or
focus.
• increase the size of a body of work
• work in the same media or explore new media that they were
not so experienced with.
Task
Links to Visual Arts Model (Senior Studies Authority)
Information was primarily gathered using the S.L.I.M
Toolkit
Questionnaires were administered two times.
Further information was collected through observation
and informal conversation between myself, the classroom
teacher and students.
Methodology
The students attended a co-educational, independent
secondary college.
Out of a class of 18, 14 students were tracked as they
completed both questionnaires.
The participants were of mixed ability level. There were
no students identified as gifted or special needs within
the cohort.
Participants
0
1
2
3
4
5
6
7
8
9
10
Fact Explanation Conclusion
Question 1 : Knowledge of the Topic
0
1
2
3
4
5
6
7
8
9
Not at all Not much Quite a bit A great deal
Q. 1
Q.2
Question 2 : How interested are you in the topic?
0
2
4
6
8
10
12
Not at all Not much Quite a bit A great deal
F
r
e
q
u
e
n
c
y
Q.1
Q.2
How much do you know about this topic?
0 2 4 6
Q.1
Q.2
Develop their own opinions
Integrate new information into one’s knowledge
Able to evaluate information critically and competently
Able to access information efficiently and effectively
Able to develop questions that lead to appropriate information
Question 4: What did the students find easy?
“for this particular assignment I have abook about the history of graffiti and how it is perceived that I want to use and I really enjoy discussion as it helps me
through my creative ideas”
“I researched artists that had the same ideas and go on influential websites ,read books and comics”
“Google the internet”
“I find researching on the internet the easiest, looking at websites and Google books.”
“I find it easy to find information on the topic”
“I can find sites that are reliable”
Examples of Participant answers. What skills do
the students feel confident about?
0 1 2 3 4 5 6
Q.1
Q.2
Communicate information and ideas in the appropriate format
Organise the information
Can determine the accuracy of information
Respects intellectual property rights
Able to evaluate information critically and competently
Uses Information Technology
Able to access information effectively and efficiently
Able to develop questions that lead to appropriate information
Question 5: What did the students find difficult?
“, what to research and artist influences, usually I have to search for an
influence after because I have already made up my ideas”
Not an authentic learning experience
“Finding accurate and reliable websites, tracking down artists”
Piecing together all the gathered information to start the piece of work
organisation
“Just starting to research, eg. What to type in as an initial focus”
Student responses, what
skills did they not feel confident about?
Recommendations
Positive Outcomes
•Most students were interested in the topic and confident with their
knowledge.
•Class generally said that they enjoyed sharing ideas with their peers.
•Students were very comfortable with reflective practices
•Students valued researching information effectively and efficiently
•Students researched using a variety of online formats, such as Google
books, blogs and Google.
Ways to Improve teaching
Students had little knowledge of information literacy which meant that
they did not consider how effective they were at finding information
No student mentioned search strategies in the questionnaires – I feel
they have limited knowledge of using search strategies .
Whole school plan – needs explicit teaching of information literacy
with a focus on digital literacy as many students rely on the internet
for research purposes.
Teaching topics to be addressed (by school librarian?)
•Authentic, reliable and relevant websites
•Search strategies and using Boolean operators effectively
•Why using books is for research purposes is still useful
Teaching Topics to be address by the classroom teacher:
• How to incorporate ideas from artists while respecting intellectual
property rights