Year 12 Information Learning Activity – Visual Art

Analysis and recommendations for

the teaching of Information Literacy

and Inquiry Skills

This artwork is named The Journey 2011 by contemporary Indoneasian artist Uji Handoko EkoSaputro ://www.qagoma.qld.gov.au/exhibitions/current/apt7_asia_pacific_triennial_of_contemporary_art

Information literate learners are able to access, process, organise, create and present information in a range of ways that make meaning for them and all the construction of personal knowledge. Information skills must be embedded across the school curriculum andexplicitly taught in the context of teaching and learning programs. ASLA , Oct 10, 2012 http://www.asla.org.au/policy/information-literacy.aspx

“Inquiry draws on student’s life experiences, beginning with things that matter to them and that motivate them to want to know more. Motivation and interest are key elements in inquiry learning” (Kuhlthau, 2006, p.3)

Kuhlthau, C.(2006) ‘Information Literacy through Guided Inquiry: Preparing Students for the 21st Century’, IASL Report, Rutgers University, USA.

http://seaviewartgallery.com.au/wp-content/uploads/2011/07/Out-in-the-elements-by-Raelean-Hall.jpg

Concept – Social Commentary or Issues of the 21st

Century

Focus : Student Choice

This task was the final unit of the course and students

were asked to make another Body of Work. They could :

• extend on either body of work already submitted but they

were not allowed to finish or rework a previous piece.

• add to either body of work (1 and 2) in terms of concept or

focus.

• increase the size of a body of work

• work in the same media or explore new media that they were

not so experienced with.

Task

Links to Visual Arts Model (Senior Studies Authority)

Information was primarily gathered using the S.L.I.M

Toolkit

Questionnaires were administered two times.

Further information was collected through observation

and informal conversation between myself, the classroom

teacher and students.

Methodology

The students attended a co-educational, independent

secondary college.

Out of a class of 18, 14 students were tracked as they

completed both questionnaires.

The participants were of mixed ability level. There were

no students identified as gifted or special needs within

the cohort.

Participants

0

1

2

3

4

5

6

7

8

9

10

Fact Explanation Conclusion

Question 1 : Knowledge of the Topic

0

1

2

3

4

5

6

7

8

9

Not at all Not much Quite a bit A great deal

Q. 1

Q.2

Question 2 : How interested are you in the topic?

0

2

4

6

8

10

12

Not at all Not much Quite a bit A great deal

F

r

e

q

u

e

n

c

y

Q.1

Q.2

How much do you know about this topic?

0 2 4 6

Q.1

Q.2

Develop their own opinions

Integrate new information into one’s knowledge

Able to evaluate information critically and competently

Able to access information efficiently and effectively

Able to develop questions that lead to appropriate information

Question 4: What did the students find easy?

“for this particular assignment I have abook about the history of graffiti and how it is perceived that I want to use and I really enjoy discussion as it helps me

through my creative ideas”

“I researched artists that had the same ideas and go on influential websites ,read books and comics”

“Google the internet”

“I find researching on the internet the easiest, looking at websites and Google books.”

“I find it easy to find information on the topic”

“I can find sites that are reliable”

Examples of Participant answers. What skills do

the students feel confident about?

0 1 2 3 4 5 6

Q.1

Q.2

Communicate information and ideas in the appropriate format

Organise the information

Can determine the accuracy of information

Respects intellectual property rights

Able to evaluate information critically and competently

Uses Information Technology

Able to access information effectively and efficiently

Able to develop questions that lead to appropriate information

Question 5: What did the students find difficult?

“, what to research and artist influences, usually I have to search for an

influence after because I have already made up my ideas”

Not an authentic learning experience

“Finding accurate and reliable websites, tracking down artists”

Piecing together all the gathered information to start the piece of work

organisation

“Just starting to research, eg. What to type in as an initial focus”

Student responses, what

skills did they not feel confident about?

Recommendations

Positive Outcomes

•Most students were interested in the topic and confident with their

knowledge.

•Class generally said that they enjoyed sharing ideas with their peers.

•Students were very comfortable with reflective practices

•Students valued researching information effectively and efficiently

•Students researched using a variety of online formats, such as Google

books, blogs and Google.

Ways to Improve teaching

Students had little knowledge of information literacy which meant that

they did not consider how effective they were at finding information

No student mentioned search strategies in the questionnaires – I feel

they have limited knowledge of using search strategies .

Whole school plan – needs explicit teaching of information literacy

with a focus on digital literacy as many students rely on the internet

for research purposes.

Teaching topics to be addressed (by school librarian?)

•Authentic, reliable and relevant websites

•Search strategies and using Boolean operators effectively

•Why using books is for research purposes is still useful

Teaching Topics to be address by the classroom teacher:

• How to incorporate ideas from artists while respecting intellectual

property rights