information skills in a technologically disadvantaged environment
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INFORMATION SKILLS IN A
TECHNOLOGICALLY DISADVANTAGED
ENVIRONMENT
ANNA DITSHEGO
TIISETSONG SECONDARY SCHOOL
THOKOZA – GAUTENG
SOUTH AFRICA
Diversity Challenge Resilience: School Libraries in Action - The 12th
Biennial School Library Association of Queensland, the 39th
International Association of School Librarianship Annual Conference,
incorporating the 14th International Forum on Research in School
Librarianship,
Brisbane, QLD Australia, 27 September – 1 October 2010.
BACKGROUND OF THE SCHOOL AND
COMMUNITY:
� The school is situated in a disadvantaged
community.
� Many learners come informal settlements
(shacks, hostels).
� Unemployment is very high.� Unemployment is very high.
� Child-headed families due to HIV/AIDS.
� The principal realised the importance of
information skills hence the support of the
library.
WHEN DOES MY SCHOOL APPLY
INFORMATION SKILLS?
� During investigation/information process:
� In our school we lack IT resources therefore we
are mainly using the printed materials.
� Information skills applied by a teacher when
planning an assignment.planning an assignment.
� Applied by a learner when researching for an
assignment or doing a voluntary research.
WHERE ARE THE INFORMATION SKILLS
APPLIED?
� In our school information sources are in use:
� In the library - Reference materials e.g.
encyclopedias, directories, yearbooks, dictionaries
etc. Non-fiction resources
� In the classroom – Text books, dictionaries, � In the classroom – Text books, dictionaries,
maps, audiovisual materials borrowed by
teachers.
� At home - Text books, magazines, newspapers
etc. if available.
HOW DO WE TEACH INFORMATION SKILLS IN
OUR SCHOOL:
� Grade 8 orientation at the beginning of the year:
- How to use the catalogue cabinet ( starting from index drawer)
- Reading the shelves ( showing them how the shelves have been arranged and organised).shelves have been arranged and organised).
- Showing the difference between fiction, non-fiction and reference shelves.
- Teaching them about the importance of the call number and the title on the spine of the book.
- The arrangement and organisation of the books on the shelves ( to avoid misplacing books).
- Introducing different media formats.
HOW IS THE INFORMATION RETRIEVED?
BY APPLYING MAINLY THE FOLLOWING SKILLS:
� Location skills:
Learners are taught how
to:
o Identify the appropriate
information service.
� Selection skills:
They are also taught how
to:
� Select the most
appropriate sources information service.
o Locate all the available
sources by using
retrieval tools e.g. card
catalogue etc.
o Locate these sources on
the shelves.
appropriate sources
from the various
information sources that
have been located.
� Select relevant
information in the
information sources
HOW IS THE INFORMATION RETRIEVED?
- CONTINUED-
� Location skills in the
library:
� Use of card catalogue
(not automated library)
� Resource files that I
� Selection skills on the
sources:
� Table of contents
� Indexes
� Glossaries� Resource files that I
have compiled over the
years.
� Resource persons in the
community ,e.g. elderly
people, community
police forum.
� Glossaries
� Guide words/keywords
� Headings and
subheadings
HOW ARE THE INFORMATION SKILLS
MASTERED BY LEARNERS?
� We do not have Information Literacy Education
as one/part of the learning areas or subjects.
� We do integrate information skills with
curricular information and media use.
INTEGRATING INFORMATION SKILLS INTO
THE CURRICULUM:
� Certain identified skills will be applied in preparation for a specific assignment in
� It is often obvious from the assignments that the learners have failed to identify the information skills required for a particular assignment.
Advantages Disadvantages
specific assignment in a particular school subject.
� It is easier to develop learners` problem-solving and critical-thinking skills.
a particular assignment.
� It is not always possible to interrupt the investigation process in order to explain and practice the relevant information skill.
� Because teachers do not know what information skills have been taught by other teachers or how this was done, learners could be practicing a limited number of skills over and over, at the same level of difficulty.
ACCESSING THE INFORMATION IN THE
LIBRARY:
� During their library
period as a class
(time- table).
When:
(time- table).
� Lunch time ( during
breaks).
� After school from
Monday - Friday.
1 2 3 4 SHORT
BREAK
5 6 7 8 LUNCH 9 10 11 12
TIME 08H00
08H30
08H30
09H00
09H00
09H30
09H30
10H00
10H00
10H15
10H15
10H45
10H45
11H15
11H15
11H45
11H45
12H15
12H15
13H00
13H00
13H30
13H30
14H00
14H00
14H30
14H30
15H00
MON. 10E Shelv.
books
Shelv.
books
9E OPEN 12F Shelv.
books
8E Shelv.
books
OPEN 12A 11A 10H 12E
TUE. 9C 12C Proces
books
10B OPEN Proces
books
11B Shelv.
books
11D OPEN 8D 8C 10A Cleaning
TIISETSONG SCHOOL LIBRARY TIME-TABLE
(2010)
LIBRARY OPENING HOURS:MONDAY – THURSDAY: 08H00 – 15H3O
FRIDAY: 08H00 – 14H3O
books books books
WED. 9D Shelv.
Books
10D 11C OPEN Shelv.
books
Shelv.
books
Shelf
Read.
Shelf
Read.
OPEN 8B Shelv.
books
Cleaning Cleaning
THUR. 12B 9A Shelv.
Books.
Shelv.
Books
OPEN 10G Shelv.
books
Shelv.
books
Shelf
Read.
OPEN Shelv.
books
Proces
books
Proces
books
10C
FRI. Shelv.
books
10F Shelv.
books
Shelf
Read.
OPEN 12D Shelv.
Books
Shelf
Read.
Proces
books
OPEN 8A 9B Cleaning Cleaning
TIISETSONG SCHOOL LIBRARY PICTURES
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