information literacy why and what?. discussion on lv what do our students learn now? what our...
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Information Literacy
Why and What?
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Discussion on LV
What do our Students Learn now?
What our students should learn in this modern society?
What should we do?
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What is happening in student learning Now Overwhelmed with information:
choices/Hit-and-print/ cut-and-paste Collecting information but not
constructing knowledge Clicking and not reading Reading and not understanding Repeating ideas of others but not
creating original thoughts
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What to Learn? Can remembering of facts, figures, and
formulas make students ready to enter the world?
Do textbooks contain all information important and relevant for a student to survive in today’s marketplace?
Can the curriculum touch upon all of the topics that a student needs to know to be an effective member of society?
Can educators provide all the information important for students to know so they can become contributing members of society?
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What we should Learn
At schools Basic Knowledge How to learn (Learn to Learn) Use information to construct
knowledge Life-long learning
Use information to construct knowledge
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There is a quest for There is a quest for Information Literacy Information Literacy
Simple Simple Library SkillsLibrary Skills
Life-long Life-long learning Skillslearning Skills
70’s70’s 21st 21st CenturyCentury
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An Australian Model An Australian Model (2004)(2004)
http://www.anziil.org/resources/Info%20lit%202nd%20edition.pdf
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Relationship of information Relationship of information literacy to lifelong learningliteracy to lifelong learning
An Australian Model An Australian Model
(2004)(2004)
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The Quest for Information The Quest for Information LiteracyLiteracy
THE PRAGUE DECLARATION (2003) "TOWARDS AN INFORMATION LITERATE
SOCIETY" Draft Declaration of Principles: Building
the Information Society: a global challenge in the new Millennium
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The Quest for Information The Quest for Information LiteracyLiteracy
Information LiteracyInformation Literacy is regarded as a prerequisite for participating effectively in the Information Society; and basic human right of life long learning
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Shifts in Teaching and Learning From linear to hypermedia learning From direct instruction to construction and
discovery From teacher-centered to learner-centered. From absorbing pre-selected facts to discovering
relevant information From school-based to life-based learning From uniform instruction to customized learning From learning as torture to learning as fun - The
student is motivated to learn, and feels more responsible for his progress.
From teacher as transmitter to teacher as facilitator.
Tapscott, Don. “Educating the Net Generation”. Educational Leadership. February 1999. Vol. 56, No. 5. Pp. 7-11.
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The information-literate student can:
Recognize the need for information Identify and locate appropriate information
sources Access information contained in those
sources Evaluate the quality of information obtained Organize the information Use the information effectively (Doyle,
1992) Doyle, C. (1992) Final report to National Forum on Information Literacy. Sycracuse. NY: ERIC Clearinghouse on Information Resources. (ED 351 033).
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Information Literacy Information Literacy Framework for Hong Kong Framework for Hong Kong StudentsStudents
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Declaration of Principles
Capacity building“Each person should have the opportunity to acquire the necessary skills and knowledge in order to understand, participate actively in, and benefit fully from, the Information Society and the knowledge economy”2
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Plan of Action
“Capacity building Everyone should have the necessary skills to benefit fully from the Information Society. Therefore capacity building and ICT literacy are essential”2
“ICTs can contribute to achieving universal education worldwide, through delivery of education and training of teachers, and offering improved conditions for lifelong learning….”2
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responsive to the 3 main social development trends The Emerging Knowledge Society
Capability for Information Processing Digital culture
Know “how” and know “why” Globalization
Capacity Building with global perspectives
IL for Hong Kong should be:
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well-articulated in entire curriculum/education reform
Moral & Civic Education
Information literacy
Reading to Learn
IT for Interactive Learning
Project learning
IL for Hong Kong should be:
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InformationTechnology
Information Literacy
IL for Hong Kong should NOT be:IL should not be equivalent to IT literacy
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The IL Framework for HK Students
A Conceptual Framework for Information Literacy
19
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Objectives of the IL framework for HK Students
The primary objectives of the IL framework are four fold To enable students to master the necess
ary skills to comprehend, locate, analyse, critically evaluate and synthesize information and apply their knowledge to inform decisions and problem solving;
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To develop students as reflective learners who are able to plan, reflect upon and regulate their process of inquiry in a rapidly changing, information-based environment;
To enable students to appreciate that being an independent learner will contribute to personal growth, enjoyment and lifelong learning;
Objectives of the IL framework for HK Students
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To empower students with greater autonomy and social responsibility over the use of information in their individual as well as collaborative learning.
Objectives of the IL framework for HK Students
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IL framework for HK Students
11 standards
43 2 2
cognitivecognitivemeta-cognitivemeta-cognitive affectiveaffective social-culturalsocial-cultural
14 indicators14 indicators7 indicators7 indicators 5 indicators5 indicators
6 indicators6 indicators
11 standards
32 indicators
learning outcomes
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Meta-AnalysisMeta-Analysis
Coding SchemeCoding Scheme
cognitive dimension
meta-cognitive dimension
affective dimension
socio-cultural dimension
findcomprehendapply
analysesynthesizeevaluate
attitude
motivation
value
communal/cultural
social
awareness
planning
monitoring
reflection
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Standards- Cognitive C1 An information literate person is able to determi
ne the extent of and locate the information needed. C2 An information literate person is able to apply inf
ormation to problem-solving and decision making. C3 An information literate person is able to analyse t
he collected information and construct new concepts or understandings.
C4 An information literate person is able to critically evaluate information and integrate new concepts with prior knowledge.
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Standards- Meta-cognitive
M1 An information literate person is able to be aware that information processing is iterative, time-consuming and demands effort.
M2 An information literate person is able to plan and monitor the process of enquiry.
M3 An information literate person is able to reflect upon and regulate the process of enquiry.
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Standards- Affective
A1 An information literate person is able to recognise that being an independent reader will contribute to personal enjoyment and lifelong learning.
A2 An information literate person is able to recognise that information processing skills and freedom of information access are pivotal to sustaining the development of a knowledge society
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Standards- Socio-cultural
S1 An information literate person is able to contribute positively to the learning community in knowledge building.
S2 An information literate person is able to understand and respect the moral, legal, political and cultural contexts in which information is being used.
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Standards and Indicators- Cognitive
C1 An information literate person is able to determine the extent of and locate the information needed.
Indicators C1.1 Comprehend
An information literate person is able to: 1. frame appropriate questions based on information
needs; 2. determine the nature and scope of the information
needed; C1.2 Find
An information literate person is able to: 1. identify a variety of potential sources of information; 2. develop strategies for locating information; 3. collect primary/empirical data to address the
research questions;
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Standards and Indicators- Cognitive
C2 An information literate person is able to apply information to problem-solving and decision making.
Indicators C2.1 Apply
An information literate person is able to: 1. apply information to inform decisions; 2. apply information in critical thinking and
problem solving;
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Standards- Cognitive (con’t) C3 An information literate person is able to analyse the co
llected information and construct new concepts or understandings
C3.1 Analyse C3.2 Synthesize C3.3 Present
C4 An information literate person is able to critically evaluate information and integrate new concepts with prior knowledge.
C4.1 Evaluate C4.2 Integrate
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Standards- Meta-cognitive M1 An information literate person is able to be aware that
information processing is iterative, time-consuming and demands effort.
M1.1 Awareness
M2 An information literate person is able to plan and monitor the process of enquiry.
M2.1 Planning and monitoring
M3 An information literate person is able to reflect upon and regulate the process of enquiry.
M3.1 Reflecting
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Standards- Affective A1 An information literate person is able to recognise that
being an independent reader will contribute to personal enjoyment and lifelong learning.
A1.1 Attitude
A2 An information literate person is able to recognise that information processing skills and freedom of information access are pivotal to sustaining the development of a knowledge society
A2.1 Motivation and value
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Standards- Socio-cultural S1 An information literate person is able to contribute
positively to the learning community in knowledge building.
S1.1 Communal
S2 An information literate person is able to understand and respect the moral, legal, political and cultural contexts in which information is being used.
S2.1 Social
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Learning Outcomes
Proposed 4 levels of attainment
Level I (~Junior Primary)
Level II (~Senior Primary)
Level III (~Junior Secondary)
Level IV (~Senior Secondary)
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Examples of Learning outcomes- Cognitive (PBL)
Indicators C1.1.1: able to frame appropriate questions based on information needs
Level I: articulate the focus of the given research topic
Level II: identify and clarify research inquiry
Level III: formulate questions for research inquiry
Level IV: formulate and criticize own questions as essential and non-essential for research inquiry
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Examples- Cognitive (PBL & IT) Indicators C1.1.2: able to determine the nature and
scope of the information needed Level I: use simple mind-maps for brainstorming ideas and
thoughts
Level II: construct simple mind-maps to articulate ideas & thoughts
Level III: construct mind-maps to frame research questions
Level IV: construct mind-maps to build research framework
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Examples- Cognitive (IT) Indicators C1.2.2: able to develop strategies for
locating information Level I: use simple keywords to search for information with
search engines
Level II: use logical operators to search
Level III: use logical operators to search; sort and rank the information in search engines
Level IV: use logical operators to search; sort and rank the information; search Internet using a range of strategies available in a variety of meta-search engines
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Examples- Cognitive (Reading & IT)
Indicators C1.2.2: able to develop strategies for locating information Level I: browse library shelves to locate information
Level II: use keywords with logical operators to search library catalogues
Level III: access on-line library catalogues and electronic resources
Level IV: expand the search beyond the school library, such as, use public libraries, electronic resources, etc.
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Examples- Meta-Cognitive (Independent Learning (IDL))
Indicators M3.1.3: able to review the information seeking process and revise search strategies as necessary
Level I: be aware of the importance of self-reflection for improving learning
Level II: compare information selected and interpreted with information needs
Level III: compare information selected and interpreted and adjust research strategies if necessary
Level IV: suggest areas for further research
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Examples- Meta-Cognitive (PBL & IDL)
Indicators M2.1.1: able to decompose a complex task/ problem into manageable components
Level I: - Level II: use simple statements to describe the purpose of th
e given task
Level III: identify the key components
Level IV: identify the key components; arrange the components into sequences and rankings for effectively completing the task
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Examples- Affective Indicators A2.1.3: able to recognise the importance of free
dom of information access to a knowledge society
Recognise that freedom of information access
Level I: helps people make right judgment
Level II: informs decision making
Level III: informs decision making and contribute to community-wide knowledge building
Level IV: is pivotal to intellectual, economical, political and social development of a society
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Examples- Socio-cultural(Moral & Civic Education)
Indicators S2.1.4: able to observe laws, regulations, institutional policies, and social etiquette related to the access and use of information resources.
Level I: describe the information sources
Level II: respect and acknowledge the ownership; be aware of the laws governing intellectual property rights
Level III: respect and acknowledge the ownership; be aware of the laws governing intellectual property rights and privacy
Level IV: respect the ownership and use one of the standards of citations e.g. APA and MLA, etc.; be aware of the laws governing intellectual property rights and privacy;respect institutional policies for proper use of and access to information
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Examples- Socio-cultural (PBL) Indicators S1.1.2: able to collaborate effectively in
groups to pursue and construct knowledge Level I: take turns speaking in a group, sharing ideas
Level II: listen to, acknowledge and consider different opinions for group work
Level III: respect and accept divergent ideas and opinions expressed by classmates and others and able to resolve conflicts
Level IV: respect and accept divergent ideas and opinions expressed by classmates and others and able to manage conflicts
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Modern Form of Learning: Resource-Based Learning information is growing and changing so
rapidly, it is unrealistic to rely solely upon a static, text-based delivery system for learning.
The textbook can best serve as a map suggesting a direction for resource-based learning where students are put in charge of the process of learning
provide the opportunity for all students to develop independent learning skills, in conjunction with the acquisition of a basic body of knowledge which will enable them to become life-long learners.
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IL Assignment IL Assignment 11
The following website shows an example on how IL can be trained: http://www3.fed.cuhk.edu.hk/ited/IL/drugabuse/index.html
Pick one of the standards given in Appendix I (Page 22) of the IL framework for the Hong Kong students http://www3.fed.cuhk.edu.hk/ited/IL/Public_(Final_version).pdf , write in about 100 words on how students can develop their IL ability regarding the standard you chose.
Upload your assignment with the name IL training.doc to Moodle.