2. OBJECTIVES:
At the end of this module the learners should be able
to:
a. demonstrate an understanding of information
literacy by way of definition and illustration of
an information literate person;
b. explain how to apply information literacy in
teaching;
c. put in plain words why teachers and learners
should we be concerned about information literacy;
and
d. clarify the implication of information literacy to
teaching and learning , schools and workplaces,
librarians, and to society and culture.
3. INTRODUCTION
There is one concept that has flourished in the
teaching arena in many developed countries that is
hardly talked about and much less practiced in the
Philippine education system.
What should a learner do when faced with
information overload?
How would a learner know how to choose the
best information?
to be critical thinker
to be excellent problem solver
to be superior decision-maker
to acquire the ability to “learn how to learn”
4. What is information literacy?
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 be a
lifelong learner.
“Information literacy is the defining paradigm
of modern education”
5. Information literacy is defined as the
ability to know when there is a need
for information. And to be able to
identify, locate, evaluate, and
effectively use that information for the
issue or problem at hand.
NCLIS- National
Commission on Libraries
and Information Science
UNESCO- (United Nation
Educational Scientific and
Cultural Organization)
Information literacy encompasses
knowledge of one’s information concern
and needs, and the ability to identify,
locate, evaluate, organize and
effectively create, use and
communicate information to address
issues or problem at hand.
6. A TOOL FOR EMPOWERMENT:
INFORMATION LITERACY, THE DEFINING
PARADIGM OF MODERN EDUCATION
BASIC LITERACY- Includes the skills of reading, writing, speaking,
listening, counting, calculating, perceiving and drawing. Every one
of these skills should be taught and reinforced by every teachers,
in every subject, and with gradually increasing levels of
sophistication, in every grade k through 12. in our day, a person
lacking any of these skills cannot truly be considered “literate”
LIBRARY LITERACY- Is too important to be left to chance. Every
students needs to understand the difference between fiction and
non fiction. Every student needs to know how to effectively use
reference books and periodicals. Students need to understand the
Dewey Decimal System as a useful, logical system of hierarchical
organization and recognize its similarities to other such system.
Students should use indexes and the library catalog so often that
becomes a subconscious skill.
7. MEDIA LITERACY includes an understanding of the many different types
of media and the purposes for which they can be used. Students should
be taught the difference between fact and opinion, and be able to
distinguish between information, entertainment, and persuasion. They
should learn that all information has a source and that knowing the
source and its biases is an important part of understanding any
information.
COMPUTER LITERACY- basic computer operations: booting the
computer, saving and retrieving files, loading a program, and perhaps
some rudimentary word processing skills such as “cut and paste” . Like
basic literacy, technology literacy is a continuum of skills that can always
be improved and like library literacy, students receive technology
experience and instruction in a hit or miss fashion depending on which
teachers they may have over the years.
8. VISUAL LITERACY- is the link between Media Literacy and
Technology Literacy. Media images and sound are end products
created using the tools of digital technology. “Visual Literacy means
the skills and learning needed to view visual and audio/visual
materials skeptically, critically, and knowledge”-------Brian Stonehill,
Pomona College, Clairmont, Calufornia.
9. INDICATORS OF INFORMATION LITERACY: 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)
10. CHANGING VIEWS OF EDUCATION (THOMPSON AND
HENLEY, 2000)
learning
Learning is now perceived as a process, not a
product; people do not quit learning when they
leave school, but remain life long learners.
Curriculum
Now objectives are flexible, taking individual
and cultural difference into account. Current
events, local resources, and students interests
are also taken into account as curriculum
objectives are adjusted to make learning more
relevant.
11. classroom
The classroom is viewed as an environment
where active learning takes places. Classroom
environment is conducive to learning and
encourages students to become self-reliant, and
responsible for their own learning
Information
Educators today realize that the students need
to be actively involved in seeking information
using it in some way as they create their own
unique concepts of knowledge based on
previous understandings and experiences.
Students
Students today are viewed as information
seekers, information users, decision makers,
and problem solvers. What they learn defends
on what they need to know to make a decision
or to solve a problem.
12. Teachers
Now teachers are facilitator of the learning
process and are constantly learning as they
works collaboratively with other teachers,
library media specialists, community members,
and even with overseas teachers via the
internet.
assessment
Libraries
&
librarians
Now project of all sorts are the rule. Authentic
assessments are intended to gauge what
students learn by measuring how well they use
the information such as portfolios,
presentations and written reports.
Library media centers are designed to provide
not only efficient storage but also equal access
to information and the convenient retrieval of it.
Library media specialists now work
cooperatively with teachers to plan units that
integrate information literacy skills into subject
area curricula
13. Methods of
teaching
The identification of information literary skills
needed for lifelong learning and thinking
promotes a change in what is taught.
Changing paradigm: Old teaching compared to new
teaching
Old teaching methods New methods
Lecture/listen Actively engaged
Individual effort
Group effort
Subjects
Integration
Facts Problem-centered
Sage on the stage Guide on the side
spoken/written All sources
RRR (42 hours) Authentic/portfolio
Insular program Community collaboration
14. EDUCATIONAL IMPLICATION
The best hope for citizen to understand and
function effectively in this data intensive world is a
comprehensive, hands-on, universal education of
information literacy concepts and skills through
schools. This course of study can and should be
integrated with the traditional school subject areas,
but it should also be considered as a separate core
discipline especially for purposes of goal setting,
curriculum design, and evaluation.
15. This means shifting some of responsibility of
gaining knowledge from the teacher to the student
and allowing students to develop questions,
strategies to search for answers, and formulate
conclusion.
Teachers of all subjects must blend their
traditional fact-based approach with an emphasis
on learner-based inquiry and the scientific inquiry
process (Lenox 1993)
School will need to integrate information
literacy skills across the curriculum in all subjects
areas beginning in the earliest grades.
16. THANK YOU!!!
Prepared by:
Pedido, April Jean Marian
And
Poliga , CrisMaureen C.
Prepared to:
Mr. Carlos Cornejo
