information literacy

The Defining Paradigm of Modern Education

BY:

LIEZL T. MOJICOBEED – 4B

INFORMATION LITERACY

is knowing how to learn it is knowing how to find

information, evaluate it, and use it wisely and effectively

we have to know how to learn to b lifelong learners

is the defining paradigm of modern education

• Information Literacy is defined asthe ability to know when there is aneed for information, and to be ableto identify, locate, evaluate, andeffectively use that information forthe issue or problem at hand.

NATIONAL FORUM ON


( 1989 )

• Information Literacy encompassesknowledge of one’s informationconcerns and needs, and the abilityto identify, locate, evaluate,organize and effectively create, useand communicate information to

address issues or problems at hand.

NCLIS - National Commission on Libraries and Information Science

UNESCO ( United Nations Educational, Scientific and Cultural Organization).

HOLLY BARTON

Clarifies the different literacies such as;

Basic Literacy

Library Literacy

Media Literacy

Technology Literacy

Visual literacy


A tool for empowerment: Information literacy, The Defining paradigm of

modern education

> Includes the skills of reading, writing, speaking,listening, counting, perceiving and drawing.

> Every one of these skills should be taught andreinforced by every teacher, in every subject,and with gradually increasing levels ofsophistication, in every grade K through 12.

> In our day , a person lacking any of these skills cannottruly be considered “ literate”.

BASIC LITERACY

> Is too important to be left to chance.

> Every student needs to understand the differencebetween fiction and non- fiction.

> Every student needs to know how to effectively use thereference books and periodicals.

> Student need to understand the Dewey DecimalSystem as a useful, logical system of hierarchicalorganization and recognize its similarities toother such systems.

> Students should use indexes and the library catalog sooften it that becomes a subconscious skill.

LIBRARY LITERACY

> Includes an understanding of the many different typesof media and the purposes for which they can beused.

> Students should be taught the difference between factand opinion, and be able to distinguish betweeninformation, entertainment , and persuasion.

> They should learn that all information has a source andthat knowing the source and its biases is animportant part of understanding any information.

MEDIA LITERACY

> Every student should be thoroughly grounded in boththe ethics and etiquette of technology use.

> Most importantly, every student should have frequentopportunities to use technological tools to

create his/ her own information artifacts– in print, onthe screen, and online.

COMPUTER LITERACY

> Is the link between Media Literacy and Technology

Literacy.

> Media images and sound are end products createdusing the tools of digital technology.

“ Visual Literacy means the skills and learning neededto view visual and audio/ visual materials skeptically,

VISUAL LITERACY

Recognize the needs for

information

Identify and locate information

sources

Access information

contained in those sources

Evaluate the quality of

information obtained

Organized the information

Use the information effectively

( Doyle , 1992 )

INDICATORS OF INFORMATION LITERACY:The Information- literate student can:

CHANGING VIEWS OF EDUCATION

( THOMPSON AND HENLEY, 2000)

> Research in brain development, multipleintelligences, and learning styles has causedus to rethink how students should be taught.

> The increasing amount and ever-changing amount ofinformation being discoveredhas caused us to rethink whatwe want students to learn.

LEARNING

• Learning is now perceived as a process, not aproduct; people do not quit learning when theyleave school, but remain lifelong learners

CURRICULUM

• Now objectives are flexible, taking individual andcultural differences into account.

• Current events, local resources, and students’interests are also taken into account as curriculumobjectives are adjusted to make learning morerelevant.

These changes have profound effects on the life of thelearners and need to be addressed accordingly.

CLASSROOM

• The classroom is viewed as an environmentwhere active learning takes place.

• Overhead projectors, television monitors, VCRs,and computer are standard equipment in theclassroom.

• Classroom environment is conducive to learningand encourages students to become self- reliant,and responsible their own learning.

INFORMATION

• Educators today realize that students need to beactively involved in seeking information andusing it in some way as they create their ownunique concepts of knowledge based on previousunderstandings and experiences.

STUDENTS

• Students today are viewed as informationseekers, information users, decision makers,and problem solvers.

TEACHERS

• Now teachers are facilitators of the learningprocess and are constantly learning as theywork collaboratively with other teachers,library media specialist, community members,and even with overseas teachers via theinternet.

ASSESMENT

• Now projects of all sorts are the rule.

• Authentic assessments are intended to gaugewhat students learn by measuring how well theyuse the information such as portfolios,presentations and written reports.

LIBRARIES

AND

LIBRARIANS

• Library media centers are designed to providenot only efficient storage but also equal access toinformation and the convenient retrieval of it.

• Library media specialists now work cooperativelywith teachers to plan units that integrateinformation literacy skills into subject- areacurricula.

METHODS

OF

TEACHING

• The identification of informationliteracy skills needed for lifelonglearning and thinking promotes achange in what is taught.

• Brain- based research that showshow students learn and theabundance of information in allformats dictates a change in howteachers teach.

Lecture/ listen Actively engaged

Individual effort Group effort

Subjects Integration

Facts Problem- centered

Sage on the stage Guide on the side

Spoken/ written All resources

RRR (24 hours) Authentic/ Portfolio

Insular programs Community collaboration

CHANGING PARADIGMS

EDUCATIONAL IMPLICATIONS

The best hope for citizens to understand andfunction effectively in this data- intensive world isa comprehensive, hands- on, universal educationin Information Literacy concepts and skillsthrough schools.

This course of study can and should beintegrated with the traditional school subjectsareas, but it should also be considered as aseparate core discipline specially for a purposes ofgoal setting, curriculum design and evaluation.

This means shifting some of the responsibility ofgaining knowledge from the teacher to the studentand allowing students to develop questions,strategies to search the answers, and formulateconclusions.

Teachers of all subjects must blend their traditionalfact- based approach with an emphasis on learner-based inquiry and the scientific inquiry process (Lenox 1993 ).

Schools swill need to integrate information literacyskills across the curriculum in all subject areasbeginning in the earliest grades.