Frameworks for Processing Information Evolving Contexts for Teaching and Learning Building Information Competence: Designing Instruction for Today's Leaners

1. INFORMATION LITERACY AND
INFORMATION SKILLS
INSTRUCTION:
APPLYING RESEARCH TO PRACTICE IN THE 21ST
CENTURY SCHOOL LIBRARY
CHAPTERS 4, 5, 7, 9
WHEELER
FALL 2014
MEDT 6466

2. ALTERNATIVE FRAMEWORKS FOR PROCESS
INSTRUCTION
IRVING’S STUDY AND INFORMATION SKILLS ACROSS THE CURRICULUM
Chapter
• ANN IRVING, BRITISH LIBRARIAN
• DEVELOPED A NINE-STEP MODEL FOR ELEMENTARY SCHOOL STUDENTS TO USE IN THE COMPLETION OF A RANGE OF
SCHOOL RELATED ASSIGNMENTS
• INTENT WAS TO LINK INFORMATION SKILLS DIRECTLY TO THE KINDS OF CURRICULAR ACTIVITIES
• QUICK TO REALIZE THAT INFORMATION SKILLS ARE “INHERENTLY PRESENT IN ALL LEARNING TASKS”
• NINE STEPS CREATE A CYCLE OF LEARNING THAT TAKES THE STUDENT FROM THE BEGINNING OF AN ASSIGNMENT OR
PROJECT THROUGH T ITS COMPLETION AND EVALUATION
4

3. ALTERNATIVE FRAMEWORKS FOR PROCESS
INSTRUCTION
IRVING’S STUDY AND INFORMATION SKILLS ACROSS THE CURRICULUM
Chapter
4

4. ALTERNATIVE FRAMEWORKS FOR PROCESS
INSTRUCTION
EISENBERG AND BERKOWITZ’S BIG6 SKILLS
Chapter
• INSTRUCTIONAL MODEL
• A CENTRAL FOCUS OF INFORMATION LITERACY INSTRUCTION ON THE K-12 LEVEL IN AMERICAN SCHOOL DISTRICTS
4
Website Link: Big6

5. ALTERNATIVE FRAMEWORKS FOR PROCESS
INSTRUCTION
STRIPLING AND PITT’S REACTS MODEL FOR TERM PAPER PREPARATION
Chapter
• ORIGINALLY DEVISED BY BARBARA K. STRIPLING AND JUDY M. PITTS FOR USE BY STUDENTS ENGAGED IN RESEARCHING
AND WRITING TERM PAPERS
• RESULT OF THEIR COLLABORATION WAS A “TAXONOMY OF THOUGHTFUL RESEARCH”
• ARRANGES RESEARCH ACTIVITIES FROM “FACT-FINDING” ASSIGNMENTS TO “CONCEPTUALIZATION” TASKS
4

6. ALTERNATIVE FRAMEWORKS FOR PROCESS
INSTRUCTION
STRIPLING AND PITT’S REACTS MODEL FOR TERM PAPER PREPARATION
Chapter
4

7. ALTERNATIVE FRAMEWORKS FOR PROCESS
INSTRUCTION
YUCHT’S FLIP IT!
• COMMONSENSE PROBLEM-SOLVING MODEL FOR STUDENT REARCH CREATED IN 1988
• FOCUS --- LINKS --- INPUT --- PAYOFF
• IT --- INTELLIGENT THINKING AND THE CENTRAL QUESTION THE MODEL POSES FOR STUDENTS: IF…THEN? WHAT DO I
ALREADY KNOW THAT WILL HELP ME?
• GOAL ORIENTED
Chapter
4

8. ALTERNATIVE FRAMEWORKS FOR PROCESS
INSTRUCTION
YUCHT’S FLIP IT!
Chapter
4

9. ALTERNATIVE FRAMEWORKS FOR PROCESS
INSTRUCTION
KWL – RAN
• MODIFICATION OF THE KWL MODEL
• CREATED TO ENGAGE STUDENTS IN UNDERSTANDING TOPIC CONTENT AT A DEEPER LEVEL
Chapter
4

10. EVOLVING CONTEXTS FOR TEACHING AND LEARNING
CONSTRUCTIVIST PRINCIPLES DRIVE CURRICULUM DECISION MAKING
Chapter
5

11. EVOLVING CONTEXTS FOR TEACHING AND LEARNING
NEW ROLES FOR INSTRUCTION AND SERVICES
Chapter
5
• TEACHER-LIBRARIAN’S PRIMARY RESPONSIBILITY IS TO PROVIDE STRUCTURES AND OPPORTUNITIES FOR LEARNING AND
SUPPORT AND GUIDANCE FOR LEARNERS
• EMPHASIZES THE COACHING ROLE OF THE INSTRUCTOR IN PLANNING APPROPRIATE LEARNER-CENTERED ACTIVITIES AND
STRUCTURES

12. EVOLVING CONTEXTS FOR TEACHING AND LEARNING
EFFECTIVE TEACHING
Chapter
5
• VYGOTSKY’S (1978) MODEL – TAILORED TO EACH CHILD’S “ZONE OF PROXIMAL DEVELOPMENT
• DISTANCE BETWEEN THE ACTUAL DEVELOPMENTAL LEVEL AS DETERMINED BY INDEPENDENT PROBLEM-SOLVING AND THE LEVEL
OF POTENTIAL DEVELOPMENT THAT THE LEARNER MAY ATTAIN WITH ASSISTANCE BY A KNOWLEDGEABLE HELPER
• 1ST STAGE – LEARNER RECEIVES ASSISTANCE IN COMPLETING A TASK AND COMES TO UNDERSTAND WHAT IS INVOLVED IN
CARRYING IT OUT
• 2ND STAGE – LEARNER COMPLETES THE TASK INDEPENDENTLY BY FOLLOWING THE DIRECTIONS AND MANAGING THE PROCESS
FOR HERSELF OR HIMSELF
• 3RD STAGE – LEARNER HAVING INTERNALIZED THE LEARNING SO THAT HIS OR HER RESPONSES AND SKILLS ARE AUTOMATIC
• TEACHERS PREPARE CONTEXTS FOR STUDENT LEARNING BY CREATING “SCAFFOLDS” OR STRUCTURES THAT TAKE STUDENTS
BEYOND THE LIMITS OF THEIR OWN COMPETENCE AND EXPERIENCE
• LEARNING IS INTERACTIVE E, INTERPERSONAL ACTIVITY THAT INVOLVES THE “TRANSFER OF RESPONSIBILITY”

13. EVOLVING CONTEXTS FOR TEACHING AND LEARNING
EFFECTIVE TEACHING
Chapter
5
• STRIPLING (1994B) DESCRIBES FACILITATION ROLE OF SCHOOL LIBRARIANS IN TERMS OF A 6-STEP PROCESS FOR
EFFECTIVE TEACHING
1. CONNECT
2. WONDER
3. INVESTIGATE
4. CONSTRUCT
5. EXPRESS
6. REFLECT
• TEACHERS PROVIDE CHECKLISTS FOR STUDENT EVALUATION AND CREATE ADDITIONAL PROJECTS THAT ALLOW STUDENTS
TO APPLY SKILLS LEARNED IN NEW SITUATIONS AND DIFFERENT CONTEXTS

14. EVOLVING CONTEXTS FOR TEACHING AND LEARNING
MOTIVATING TODAY’S LEARNERS
Chapter
5
• STUDENTS WHO ARE MOTIVATED ENJOY NOT ONLY THE BENEFIT OF HIGHER ACADEMIC ACHIEVEMENT BUT ALSO OTHER
BENEFITS
• MORE POSITIVE EMOTIONALITY, HIGHER SELF-ESTEEM, GREATER CREATIVITY
• MOTIVATING STUDENTS TO LEARN IS AN IMPORTANT PART OF THE INSTRUCTOR’S TASK
• THE KEY TO CREATING INDEPENDENT, LIFELONG LEARNERS
• MOTIVATING LEARNERS
1. THE MECHANISTIC APPROACH
2. THE ORGANISMIC APPROACH
3. INTEREST IN THE TASK
4. SATISFACTION OF NEEDS
5. SELF-DETERMINATION THEORY

15. BUILDING INFORMATION COMPETENCE
CREATING COMPETENT STUDENTS: AN INSTRUCTIONAL IMPERATIVE
Chapter
7
• INFORMATION LITERACY – THE ABILITY TO LOCATE, RETRIEVE, AND USE ELECTRONIC AS WELL AS PRINT-BASED
RESOURCES
• STUDENT MUST ALSO DEVELOP DIGITAL, VISUAL, TEXTUAL, AND TECHNOLOGICAL LITERACIES
• SCHOOL LIBRARIANS MUST ALSO ENSURE THAT STUDENTS CAN SUCCEED IN THE WORKPLACES OF TODAY AND OF
TOMORROW
• MARK MORAN (2010) – 21ST CENTURY SCHOOL LIBRARIAN AS WEB CURATOR AND INFORMATION LITERACY SPECIALIST FOR
THE NATION’S CHILDREN
• NEW STANDARDS INTRODUCED BY THE AASL IN 2007 WEE CREATED TO MEET THE CHALLENGES OF CONTEMPORARY AND
EVOLVING INFORMATION ENVIRONMENTS AND TOGETHER IDENTIFY THE TECHNOLOGICAL COMPETENCIES THAT STUDENTS
NEED TO DEVELOP IN TODAY’S SCHOOLS

16. BUILDING INFORMATION COMPETENCE
WEB 2.0: AN INFORMATION SPACE FOR CHILDREN AND YOUTH
Chapter
7
• FOR THE MOST PART, TODAY’S YOUNG PEOPLE ARE OBSESSED WITH SOCIAL NETWORKING SITES (FACEBOOK, TWITTER,
INSTAGRAM, YOUTUBE, BABBLE, ETC..)
• MANY USE ONLINE COLLABORATION SITES (GOOGLE DOCS, CLOUD, WIKIS, ADOBE, ETC..)
• MANY USE ONLINE VIDEO STREAMING (YOUTUBE, VINES, VIMEO, ETC..)
• INTERACTIVITY AND ANIMATION REFLECT THE ACTIVE LEARNING STYLE OF MANY CHILDREN
• GRAPHICS HELP YOUTH TO MAKE SENSE OF INFORMATION
• USEFUL WHEN CHILD’S INTEREST LEVEL EXCEEDS COGNITIVE ABILITY AND READING PROFICIENCY

17. BUILDING INFORMATION COMPETENCE
CHALLENGES FOR STUDENTS IN USING ELECTRONIC AND INTERNET RESOURCES
Chapter
7
PROBLEMS FOR STUDENTS IN ONLINE SEARCHING
 NAVIGATING THE ONLINE ENVIRONMENT
 INEFFECTIVE SEARCHING STRATEGIES AND TECHNIQUES
 HANDLING SEARCH OUTPUT
 EVALUATING ONLINE INFORMATION SOURCES
 JUDGING RELEVANCE
 LITERACY ISSUES
 COMPLEXITY OF ONLINE RESOURCES

18. BUILDING INFORMATION COMPETENCE
IMPROVING CHILDREN’S CHANCES OF SEARCHING SUCCESS
Chapter
7
KEY COMPETENCIES FOR SEARCHING SUCCESS
 KNOWLEDGE OF THE LIBRARY AND ITS PRINT AND ONLINE RESOURCES
 KNOWLEDGE OF THE INFORMATION SEARCH PROCESS AS A STRUCTURE FOR SEARCHING
 KNOWLEDGE OF DATABASE ORGANIZATION AND DESIGN
 BACKGROUND KNOWLEDGE OF THE TOPIC OF THE RESEARCH QUESTION
 TIME FOR INFORMATION SEEKING ONLINE

19. REFERENCE
Thomas, N., & Crow, S. (2011). Information literacy and information skills instruction applying
research to practice in the 21st century school library (3rd ed.). Santa Barbara, Calif.: Libraries
Unlimited.