Group items tagged

. should be embedded within the core subject discipline curriculum so that examples can be course specific and that info lit can be made apparent at point of need and not as a separate (and poorer) cousin.

to allow different teachers to adapt the curriculum to their own teaching style.

I believe information literacy has to be context‐sensitive both in subject but also individual experience.

he need to build on knowledge over time and to ‘scaffold’ the learner with greater levels of support in their first year or at critical points in their career was highlighted. However,it was important for the curriculum to be coherent and to ‘fit together’ and as one expert said:

No longer should the library be trying to sell its resources as part of information literacy instruction. Rather than focusing on resources, IL instruction should be focusing on habits of mind. Librarians’ role as a guide through the information landscape should not be touted but demonstrated.

The IL curriculum needs to consider the whole students information experience – skills are just one aspect.

Collaboration between different groups of staff was considered to be extremely important in terms of the successful implementation of any information literacy strategy or curriculum.

student‐centred approach’.

experts were clear that information literacy should be timed to happen at the point of need, but also that it should extend beyond simple induction.

Effort needs to be made to embed IL into the curriculum at later stages as well.

scalable approach.

Collaboration between library staff and academics was widely advocated, with many experts recognizing the role that learning developers, IT staff and also students could play.

work together to integrate it into the learning experience.

Many experts felt it was critical to the success of a programme that an audit of student abilities was carried out at the outset, to help better understand the needs of the students and any gaps in their knowledge. It would also help in planning more meaningful sessions, as otherwise itwas very easy to make assumptions about what students might know

the concerns of the different stakeholders were considered.

For students the key is to make them see that IL expertise will improve their grades. Students will respond to this most of all. There is some evidence that the term ‘information literacy’ has no currency with students (maybe not academics either), so while we can use it to coordinate efforts within the library, avoid using it externally. We need to show how the library adds value ‐ and increases marks.

Librarians are no longer seen simply as gatekeepers of information, but partners with faculty helping to facilitate learning.

The experts talked about a reluctance by some librarians to regard teaching as part of their role and a lack of confidence around more discursive teaching techniques

there is a danger ofconfusing IT awareness with information literacy.

the digital natives literature has vastly over‐rated info skills of young people, and also they may think they have better skills than they do. At the same time you have to appreciate that some students will be highly skilled online and any introduction that begins at too basic a level will put them off.

Experts agreed that independent learning and information literacy were closely linked: Information literacy creates an independent learning style which can become a self sustainable habit thorough life which must surely be considered as a desirable graduate attribute.

Experts were unanimous in the need to include evaluation skills in the information literacy curriculum.

Rather, it emphasises the need for students to appreciate a wide range of resources used by researchers in their field, although some of those described below might be valuable for students in a variety of different academic disciplines.

intense, deep research skills are lacking. Being able to find not just "good enough" sources but the best sources is critical.

Many librarians might traditionally regard managing information as being solely about bibliographic management, but file management, management of web resources and also developing an understanding of how to keep up to date, should form a fundamental part of the curriculum.

Traditionally this might include an understanding of plagiarism, and citation and referencing techniques.

Sharing information appropriately also forms part of the ethical use of information.

The need to present like someone on TED talks. Is presentation an information literacy skill? It's a digital literacy skill. Being literate in the tools, modes and reach of your presentations (slideshare, podcast, recording and rights.)

I don’t know howyou get across to people that it’s not simply about finding the answer, it’s finding your voice to make a valid answer.

Managing your online identity, web presence or ‘digital footprint’

rodusage ‐ not a consumer but not a producer either ‐ ideas of production and consumption are pre‐internet concepts. Forces of publication/dissemination now much more wide‐spread, democratized. “Produsers” produce and use at the same time. IL is beginning to sound a bit stale

I suppose the idea of synthesising information from different sources – students really struggle with this ‐ the ideasof looking at two different sources and evaluate them – even if its not evaluating for quality, they might both have different opinions about something. Compare and contrast – that idea.

Part of it is developing citizens that are aware and socially conscious ... being an information conscious person and an IL person when it comes to elections and major issues like a referendum.... It’s ina much broader sense we are talking about when we talk about IL.

Keep a doc private Share it with a few people Make it public on the Web

She and her mom were proud that she had done her own research. When she said that she got her information from Wikipedia, I suggested that she might wish to include her source on the project, but she did not want to. She did not know if she would be presenting the project to her classmates.

My concern was not just about the credibility of using Wikipedia for academic purposes. The reading level was too advanced for a typical third-grader. Researchers (Anderson, 2012) have found the overall readability of numerous Wikipedia articles too difficult for many readers.

How is the research process introduced to elementary students, particularly for using the internet? Are learners provided an age-appropriate online tutorial? Is there a standards document indicating skills that students should be developing in elementary grades for using technology to conduct research?  What guidelines/templates are students provided for developing their projects? Are they provided a checklist/rubric for how projects would be graded? Who sees their projects?  How do you make parents aware that their children will be doing internet research and that their children’s “online safety” has been considered?

elementary learners can hop on the Research Rocket at the online portal Kentucky Virtual Library: How to Do Research and find an interactive and engaging tutorial designed just for them. Content might also benefit classroom lessons and discussions, particularly in K–2 when

ibrary media specialists in the School District of New Berlin (WI) developed a series of research guides and templates, organized by grade-bands. Templates for grades 4 to 6 combine a checklist or rubric.  Lankau, Parrish, Quillin and Schilling (2004) developed the Research Project Guide: A Handbook for Teachers and Studentsfor Humble Independent School District in Texas.

Symbaloo, a social bookmarking tool, for this purpose. The Elementary Research Guide focuses on the Super 3 and Big 6 research models for grades K–2 and 3 to 5, respectively. Presentations on the Super 3 and Big 6 models, posted on Slideshare.net, illustrate that educators value both models.  

busy students

flexibility

work ahead

work ahead

she did not miss any of the content in that class

science,

. Students are helping each other learn

s in a flipped classroom for

we spend most of our class walking around helping the students who struggle most

science

Giving students the ability to pause their teachers is truly revolutionary.

We often move too fast for some students and too slowly for others

overall interaction increases: teacher-to-student, and student-to-student. Because the role of the teacher has changed from presenter of content to learning coach,

students with special needs can watch the videos as many times as they need to learn the materia

carry out meaningful activities instead of completing busywork.

Because we were not just standing and talking at kids, many of the classroom management problems evaporated.

. Because students are coming with the primary focus on learning, there are two real questions now: Is each student learning? If not, what can we do to help them learn? These are much more profound questions, and when we discuss them with parents, we move the focus to a place that will help parents understand how their students can become better learners.

As it turns out, many of them were watching right alongside their children and learning science

flipping opens the doors to our classrooms and allows the public in

prerecord a lesson for our students ahead of time when we knew we were going to be gone

in which students move through the material at their own pace.

flipped-mastery mode

Our journey has been a process that has occurred over several years, and we recommend that those interested in flipping make the change gradually.