Improving student outcomes: an

Information-to-Knowledge approach at The Geelong College.

Knowledge building in the 21st century at The Geelong College: Information-to-Knowledge Continuum

“As we increasingly move toward an environment of instant and infinite information, it becomes less important for students to know, memorize, or recall information, and more important for them to be able to find, sort, analyze, share, discuss, critique, and create information. They need to move from being simply knowledgeable to being knowledge-able” (Wesch, 2009)

Through collaboration and partnership across all disciplines within The Geelong College community, the library creates learning opportunities to empower students to move from information seekers to knowledge creators.

This collaboration and partnership will: Recognise the differing discipline-based research approaches and enable

students to develop and use transferrable skills, knowledge and understandings to improve learning outcomes.

Provide an ICT rich environment to encourage individuals to create, navigate and connect to information, people and ideas in responsible, effective and ethical ways.

Build upon students’ knowledge, skills and understandings to develop self-directed learners who are critical and reflective thinkers.

Implementation of an Information-to-Knowledge Continuum...in line with Teaching and Learning Goals of the College

Strategic Education Plan.

Core Commitments: The College is geared to the knowledge age of the 21st century: We value deep understanding and knowledge Our students are encouraged to be open-minded, curious and independent learners Our students are empowered to use a range of technologies effectively Our students will be able and keen to continue learning throughout life (p.22)

Goal: To improve student learning outcomes: Provide activities where students engage in higher order thinking Enhance the capacity of students for analytical and critical thinking That practices are aligned with the acquisition of deep learning and knowledge That the learning programs respond to the needs of our learners as well as to the world

in which we live (p.10)

The Role of the TeacherGeelong College Teachers are expected to foster intellectual

character in their students and use effective curriculum strategies.

Embedding information literacy skills will assist teachers to give students opportunities for deeper thinking within their

subjects. recognise different teaching and learning opportunities that will

foster curiosity, questioning and open-mindedness in their students. Ensure the curriculum is relevant to the emergent issues of 21st

century life. Integrate technology effectively into their students’ learning.https://gnet.geelongcollege.vic.edu.au/Geewiz/StaffNet/PoliciesProceduresForms/Policies/_Assets/_documents/The%20Role%20of%20the%20Teacher.pdf

So what does this mean for your department?

Information Literacy skills are necessary in all discipline areas though different approaches may be used. This is because the knowledge construction ie. how knowledge is gained in a subject varies.

Collaboration with the College Teacher Librarians in the preparation, delivery and assessment of learning activities.

History: Knowledge ConstructionPlan investigationMake judgments about sourcesAscertain the facts - fidelity of factsDrawing inferences from available evidenceGathering evidence from a variety of sources Documenting evidence from sourcesCritically evaluate completeness of evidenceTest inferences and constructing historical claims /

hypothesesIntegrate values, cultures, literal and symbolic meaningsDeal with multiple, conflicting, partial interpretationsCommunicate understanding of history using

conventional forms to report findings and conclusions

Science: Knowledge ConstructionDiscovery of truth: what is asserted is either true or falseGoal is to establish – truth claims: generalisations, lawsUse scientific methods to establish generalizationsFormulate hypotheses / questions based on available

factsDesign and pursue investigation related to hypothesis /

questionDevelop systematic approach to data collectionRecord observations from sources, environment, testingGenerate, validate, analyse, critique and interpret

evidenceDraw valid conclusions: aim for generalityExplain how scientific knowledge is usedConstruct working models to demonstrate scientific ideasPresent results using data appropriate formats

Information-to-Knowledge Continuum

On Curriculum Navigator – on the learning plan page - there is a link to the Information-to-Knowledge Continuum.

Therefore when writing your learning plans you can refer to it and embed a zone of intervention into your plan.

A zone of intervention could be planning an assignment with library staff to refine research tasks, targeting one information literacy skill or an overview of the research

process. There is widespread research that using zones of

intervention significantly improves student outcomes.

This a collaborative partnership

What’s next?Action Research Project:

Aim – to gather evidence about the direct impact Information Literacy intervention has on improving student learning outcomes.

Method - over Terms 3 and 4 we will work with several teachers and their classes to develop and trial lessons through zones of intervention where we assess and evaluate outcomes.

Information-to-Knowledge Wiki

For sharing informationTo keep updated

www.i2k.wikispaces.com

ReferencesThe Geelong College. (n.d.). Strategic education plan: Tradition and innovation 2005 - 2010

[Brochure]. (Available from The Geelong College, Talbot Street, Geelong, Victoria 3220) The role of the teacher. (2008, August 15). Retrieved May 11, 2009, from The Geelong

College Web site: https://gnet.geelongcollege.vic.edu.au/Geewiz/StaffNet/PoliciesProceduresForms/Policies/_Assets/_documents/The%20Role%20of%20the%20Teacher.pdf

Todd, R., Dr. (2007). Information literacy is the solution, what's the problem? [PowerPoint]. Retrieved May 11, 2009, from www.lilacconference.com/dw/resources/2007/todd07.ppt

Wesch, M. (2009, January 7). From knowledgeable to knowledge-able: Learning in new media environments. Retrieved May 11, 2009, from Kansas State University Web site: http://www.academiccommons.org/commons/essay/knowledgable-knowledge-able

Compiled by : Jodie Heath (Teacher/Librarian – Senior School) Carolyn Guest (Head of Library Services – Senior School)