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Information Literacy: Why? What? How? Sharon Markless King’s College London
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Information Literacy: Why? ,[object Object]
Student interactions with electronic information? ,[object Object],[object Object],[object Object],[object Object],[object Object]
Problems students have making effective use of the WWW ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Information Literacy: What? ,[object Object],[object Object]
Information Literacy too often is : ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Realities of Information Literacy ( Ross Todd, SLA conference,2005; Louise Limberg, i3 Conference, 2007) ,[object Object],[object Object],[object Object],[object Object],[object Object]
‘ Skills’ – a problematic word ,[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object]
What do we mean by scaffolds? Intellectual, affective and social  processes ,[object Object],[object Object],[object Object],[object Object]
Much more than just a shopping list of skills and procedures… ,[object Object],[object Object],[object Object],[object Object],[object Object]
A non sequential framework to encourage student choice in different contexts ,[object Object],[object Object]
Information and Critical Literacies Connecting with Information ( orientation; exploring; focussing; locating) Making use of information ( transforming; communicating; applying ) Interacting with Information ( Thinking critically; evaluating; transforming; constructing ) Monitoring progress  Reflecting on the experience and the outcome
Connecting with Information problem definition reviewing identifying sources orientation focussing networking picture building browsing  exploring l locating systematic searching M o n I t o r I n g  p r o g r e s s
Interacting with Information questioning and challenging filtering knowing enough thinking critically refining and interpreting synthesising and analysing transforming constructing l evaluating Imposing structure R e f l e c t I n g
Making Use of Information restructuring transforming taking ownership of the learning communicating applying R e f l e c t I n g  o n  t h e  e x p e r i e n c e  a n d  t h e  o u t c o m e  Citing and  referencing
Information Literacy: How? 1 ,[object Object]
1: Key points for IL support in the learning task ,[object Object],[object Object],[object Object],[object Object]
The Information Search Process  ( Kulthau,C. 1994 ) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Issue… ,[object Object],[object Object]
2: In which situations should we actively enhance information literacy? ,[object Object],[object Object],[object Object]
[object Object]
Transfer: chimera or reality? ,[object Object],[object Object],[object Object],[object Object],[object Object]
Situated Learning/ Cognition ,[object Object]
Benefits of Situated Cognition as a theoretical basis for Learning ,[object Object],[object Object],[object Object],[object Object]
Mechanisms of Transfer ,[object Object],[object Object]
Can we do anything to encourage transfer? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
But we have problems: the school and HE context… ,[object Object],[object Object],[object Object],[object Object],[object Object]
Progression: orderly and structured? ,[object Object],[object Object],[object Object],[object Object]
Information Literacy: How? 2 ,[object Object]
  1:  Understand and use influences on effective learning ,[object Object],[object Object],[object Object],[object Object],[object Object]
2:  Don’t be seduced by the myth of teaching IL as transmission ,[object Object],[object Object]
3: Understand learning as construction and enable learners to build meaning by :  ,[object Object],[object Object],[object Object],[object Object]
Help students construct meaning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
4a:Make connections between IL and content… ,[object Object],[object Object],[object Object],[object Object],[object Object]
4b: use timely interventions (mediation) in the task ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
5: Enable learners to see alternatives/ different lenses through which to view a task ,[object Object],[object Object],[object Object],[object Object]
Variation in information searching:   ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
To be effective … ,[object Object],[object Object],[object Object]

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Information Literacy

  • 1. Information Literacy: Why? What? How? Sharon Markless King’s College London
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  • 14. Information and Critical Literacies Connecting with Information ( orientation; exploring; focussing; locating) Making use of information ( transforming; communicating; applying ) Interacting with Information ( Thinking critically; evaluating; transforming; constructing ) Monitoring progress Reflecting on the experience and the outcome
  • 15. Connecting with Information problem definition reviewing identifying sources orientation focussing networking picture building browsing exploring l locating systematic searching M o n I t o r I n g p r o g r e s s
  • 16. Interacting with Information questioning and challenging filtering knowing enough thinking critically refining and interpreting synthesising and analysing transforming constructing l evaluating Imposing structure R e f l e c t I n g
  • 17. Making Use of Information restructuring transforming taking ownership of the learning communicating applying R e f l e c t I n g o n t h e e x p e r i e n c e a n d t h e o u t c o m e Citing and referencing
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