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Finding, Evaluating, Understanding, and Using Information: Information Literacy in Action
- 1. Finding, Evaluating, Understanding, and Using Information: Information Literacy in Action Elizabeth Dobler Emporia State University Kansas Reading Association Conference October 5, 2015
- 4. To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum.
- 5. Inquire, think cri.cally, and gain knowledge Draw conclusions, make informed decisions, apply knowledge to new situa.ons, and create new knowledge. Share knowledge and par.cipate ethically and produc.vely as members of our democra.c society.
- 6. Crea.vity and Innova.on Communica.on and Collabora.on Research and Informa.on Fluency Cri.cal Thinking, Problem Solving, Decision-‐Making Digital Ci.zenship Technology Opera.ons and Concepts
- 8. American Library Association, 2000 “Information literacy entails recognizing when information is needed and having the ability to locate, evaluate, and use effectively the needed information.”
- 9. Determine the extent of informa.on needed Access the needed informa.on effec.vely and efficiently Evaluate informa.on and its sources cri.cally Incorporate selected informa.on into one’s knowledge base Use informa.on effec.vely to accomplish a specific purpose Understand the economic, legal, and social issues surrounding the use of informa.on, and access and use informa.on ethically and legally
- 10. Digital literacy is the ability to understand information and— more important—to evaluate and integrate information in multiple formats that the computer can deliver. Paul Gilster, 1997
- 11. Digital Literacies • loca.ng & filtering • sharing & collabora.ng • organizing & cura.ng • crea.ng & genera.ng • reusing & repurposing
- 12. hOp://evradver.sing.com/wp-‐content/uploads/2012/02/ EVR-‐leading-‐trends-‐infographic-‐nh.jpg
- 13. Web Literacy
- 14. Additional Sources of Prior Knowledge Website Structures Search Engines
- 15. Thinking around corners interential reasoning - predicting
- 16. Self-regulated reading is critical cognitive flexibility thinking + physical actions Is this information what I need? Where do I want to go next? Is this the information I need? Do I have enough information? What am I going to do with this information?
- 17. QUEST: A Model for Internet Inquiry
- 18. Think in Questions Ask as many questions as you can. Do not stop to discuss, judge, or answer any of the questions. Write down every question exactly as it was stated. Change any statements into questions.
- 19. Questioning Activity Step 1: Brainstorm 10 or more ques.ons about your topic on 3x5 notecards – one ques.on per card. Step 2: Sort the notecards into categories. Step 3: Create a name that describes each category that would make a good focus area (not too big or too small). Step 4: Choose your two favorite categories and turn them into research ques.ons
- 20. Understanding People of all ages are surprisingly inefficient at finding information using the uniquely flexible resource of the Internet. Eagleton & Dobler, 2007
- 21. Understanding Activity What is the most popular cat breed in the world?
- 23. Evaluation Activity • Reader Friendliness Checklist • Bogus Websites
- 24. Synthesis “…sum of information from the text, other relevant texts, and the reader’s background knowledge, ideas, and opinions, produced in an original way.” —Keene, 2008, p. 252
- 25. Synthesis Activity • SQ3R • Survey • Question • Read • Recite • Review
- 26. Transforming Teacher: What have you learned about inquiry? Student: I have learned that if you set your mind to something that you may learn something that you didn’t know before.