DEVELOPING AN INFORMATION LITERACY PROGRAM THE ATENEO DE MANILA HIGH SCHOOL EXPERIENCE

By: Ronald Jess C. Cabunagan

Definition

Information literacy is a set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”

- American Library Association

Definition

An information literate individual is able to:• Determine the extent of information

needed• Access the needed information

effectively and efficiently• Evaluate information and its sources

critically• Incorporate selected information into

one’s knowledge base

Definition

An information literate individual is able to:

(cont’d…)

• Use information effectively to accomplish a specific purpose

• Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally

Definition

Information literacy can be thought of as combining familiar library skills with the process of learning from information (Taylor 8).

The Ateneo de Manila High School Information Literacy Program

School Background

Ateneo de Manila High School is a “Filipino, college-preparatory, Catholic and Jesuit” high school for boys

2,300++ students across the four year levels (1st Year to 4th Year)

Educational Media Center (EMC) Library (Print) ITC or Instructional Technology Center

(Non-Print)

School Background

4 professional librarians and 9 support staff

Teaching of information literacy is one of the responsibilities of the librarian

Information literacy classes are conducted at least once a year for each year level

Goals and Objectives of the Program

Objectives of the ILP:1.To teach students to analyze and

evaluate information for accuracy and bias;

2. for students to gain the ability to find and use information purposefully;

3. for students to become adept at using search and retrieval skills to locate information;

Goals and Objectives of the Program

Objectives of the ILP (cont’d):4. to introduce the students to materials

that they can use to enhance their reports and presentations;

5. to familiarize students with trends in instructional media and online information retrieval; and

6. to inform the students about the services offered by the EMC.

Media Instruction Program

Information Literacy Program

Contents and Strategies of the Program

First Year Level Orientation to the EMC

Different Sections of the Library Rules and regulations Services offered Using the OPAC

Contents and Strategies of the Program

First Year Level * Formulating Keywords (Searching) Advanced OPAC Search Plagiarism

*no longer included in the current program

Contents and Strategies of the Program

Second Year Level Copyright and Plagiarism Bibliographic Citation Using the MLA

Contents and Strategies of the Program

Second Year Level * Use of Library Reference Sources for

Research Preparation and Use of Non-Print

Materials in the Classroom

*no longer included in the current program

Contents and Strategies of the Program

Third Year Level Evaluation of Information on the Web

Authority Accuracy Objectivity Currency Coverage

Contents and Strategies of the Program

Third Year Level * Using the Internet for Research

Online Search Tools Tips on Keyword Searching Web 2.0 Virtual Libraries

*no longer included in the current program

Contents and Strategies of the Program

Fourth Year Level Use of Library Tools for Research

Advanced OPAC Search Strategies Vertical Files Periodical Indexes Online Databases

Contents and Strategies of the Program

Fourth Year Level * How to do Research

Research Process Formulating a Thesis Statement

Types of Indexes Online Search Techniques Copyright and Plagiarism EMC’s Electronic Media Collection (CD-

ROMs)*no longer included in the current program

Contents and Strategies of the Program

Jeopardy-Like Game An interactive game to introduce topics

in library orientation.

Sample slide: Jeopardy-like game

Sample slide: Jeopardy-like game

Contents and Strategies of the Program

Amazing Race Activity Students go around the library searching

for clues, performing tasks and answering questions.

Sample of an activity sheet given to the students.

Sample of a question posted in a specific location.

Sample of questions posted in a specific location.

Sample of first tasks given to students.

Answer sheet for the Amazing Race.

Contents and Strategies of the Program

Hands-on Activity on Using Reference Sources

Students are presented with questions and they look for answers from the reference books on their tables.

Worksheet example.

Worksheet example.

Contents and Strategies of the Program

Hand-on Activity on Using Library Tools Students accomplish a worksheet that

will require them to look for relevant materials to the topics of their research.

Exercise on formulating topics.

Exercise on OPAC search.

Exercise on book location.

Exercise on using the vertical files.

Exercise on using the periodical indexes.

Exercise on using online databases.

Developing ILP Modules

Information Literacy Models

Big6Guided Inquiry

Students will learn more if the lesson follows and information problem-solving model and other principles of learning. (Taylor 95).

The Big6

Big6 information problem-solving model 1. Task Definition

2. Information Seeking Strategies

3. Location and Access

4. Use of Information

5. Synthesis

6. Evaluation

The Big6

Step 1

Task DefinitionTask DefinitionWhat do I need to do?

What information do I need?

Step 2

Information-Information-Seeking SkillsSeeking Skills

What information sources can I use?Which information sources

are the best?

Step 3

Location and AccessLocation and AccessWhere can I find each source?

How can I find information in each source?

Step 4

Use of InformationUse of InformationWhat information in each source

is useful?How should I record my notes?

Step 5

SynthesisSynthesisHow should I organize the

information to meet the requirements of my task?

Step 6

EvaluationEvaluationIs my project complete?

Did I meet each requirement?

Source: http://teachers.saschina.org/stoa/files/2010/04/Big-6-bookmark.jpg

The Big6

Big6 information problem-solving model It is not necessary to follow the stages in

linear order In most successful problem-solving

situations, all stages are addressed.

Guided Inquiry

More suited for designing learning activities in the library and requires more collaboration with subject teachers

Guided Inquiry

“Guided inquiry is a carefully planned, closely supervised targeted intervention of an instructional team of school librarians and teachers to guide students through curriculum based inquiry units that build deep knowledge and deep understanding of a curriculum topic, and gradually lead towards independent learning.”

Guided Inquiry

Six Characteristics Students learn by being actively

engaged and reflecting on that experience

Students learn by building on what they already know

Students develop higher order thinking through guidance at critical points in the learning process

Guided Inquiry

Six Characteristics (cont’d) Students’ development occurs in a

sequence of stages Students have different ways of

learning Students learn through social

interaction with others

Guided Inquiry

The information search process occurs in seven stages:

1. Initiation

2.Selection

3.Exploration

4.Formulation

5.Collection

6.Presentation

7.Assessment

Guided Inquiry

1. Initiation - students are asked to contemplate on a research question

2.Selection - students choose what specific information to pursue

3.Exploration - students develop questions of their own from what they already know

Guided Inquiry

4.Formulation - students form their own focused perspective

5.Collection - students gather relevant information

6.Presentation - students prepare to share what they learned

7.Assessment - students reflect on what they learned

Applying the Information Literacy Models

Developing effective information literacy lessons

Helping the students to undergo the process of seeking and using information

Developing Modules Using the Big6

Create a lesson content and activities for each stage of the Big6:

CONTENT AND ACTIVITIES

Task Definition

Information Seeking Strategies

Location and Access

Use of Information

Synthesis

Evaluation

Task Definition1. Defining the problem

Discussion: Ask the students to think about their research topic and their expected output. This can be a review of their English requirements.

2. Identifying information requirements

Exercise:

What is your thesis statement?Identify 5 questions that you will ask to clarify your thesis statement.

Information Seeking Strategies1. Determining possible sources

Lecture: Overview of the library tools for research.BooksPeriodicalsDatabases

2. Evaluating their priority

Exercise:Take a look at the 5 questions which you identified. Identify which library tools you think can provide you the answers.

Location and Access1. Locating the sources and locating the information in them

Lecture: Using the Library ToolsUsing the OPAC to Search for MaterialsUsing the Vertical FilesLooking for Periodical Articles Using the IPPUsing the Online Databases

Exercise:Identify keywords which you can use in searching.Look for relevant sources of information on your topic: 3 books, 1 periodical article, 1 vertical files entry and 1 article from EBSCOHOST.

Information Usage1. Reading information and then extracting details

Exercises: Looking at the five questions you formulated, choose one question which you think can be answered using one of the sources that you’ve found. Using the source that you’ve found, find the answer to the question.

Synthesis1. Organizing and presenting information.

Exercises: Prepare your answer following a format.Question: ___Answer: ___Citation: ___Look for another source (you may use the Internet this time) that provides the same answer or verification of your answer. Provide the citation.

Evaluation1. Judging the product and process

Essay: Are you satisfied with the information/answer that you’ve found? Why?Given your topic, do you think you can get sufficient sources in the library? Why?Do you consider changing or revising your topic? Why?

Ignatian Pedagogical Paradigm (IPP)

Context of Learning Experience Reflection Action Evaluation

Image Source: http://pinaytraveller.com/

CONTEXTTask Definition1. Defining the problem

2. Identifying information requirements

EXPERIENCETask Definition1. Defining the problem

2. Identifying information requirements

Information Seeking Strategies1. Determining possible sources

2. Evaluating their priority

Location and Access1. Locating the sources and locating the information in them

Information Usage1. Reading information and then extracting details

REFLECTIONEvaluation1. Judging the process

ACTIONSynthesis1. Organizing and presenting information

EVALUATIONEvaluation1. Judging the product

Problems and Hindrances in the Implementation

Lack of Time Information Overload Relevance and Interest

Future Challenges

More School Librarian and Subject Teachers CollaborationThrough collaboration, information skills are

taught when needed and therefore students see the skills as being relevant to their learning (Taylor 51).

Future Challenges

More Curriculum IntegrationStudents need to use information literacy

skills in various situations so that their skills will always be practiced and will not be eventually lost (Taylor 40).

Thank you!

RONALD JESS CABUNAGANAteneo de Manila High School Library

http://emc.hs.admu.edu.ph/

rcabunagan@ateneo.edu