Information literacy and cfe2010

Information Literacy and CfE:Theory and Practice in North Ayrshire

Alison McAllister

Systems and Support Officer

Information and Culture

North Ayrshire Council

Background

Research study aimed to develop a terminology and a framework for the observation of information literacy which was common and useful to teachers and librarians; later led to the development of the North Ayrshire Information Literacy Toolkit

Originally based in the context of 5-14 and developed within CfE

Research project focussed on students from two perspectives: as learners and as information seekers – a lifelong learning skill

Two complementary research methods: a theoretical critique of documentation and literature related to the subject; and a practical analysis based on classroom observation

Research revealed the following:

Absence of information and guidance on the teaching and assessment of the skills and strategies that allow students to become critical readers

Absence of definition of skills

Absence of a language with which to discuss reading and using information

The project aimed to establish what is real for young people as they find and use information

An ethnographic approach threatened to be undermined by the findings detailed in the previous slide, and a new approach was required.

This was provided by the work of Bloom and Kratwohl (1956) and Nahl (1993). Bloom's work assisted in the data analysis from the educational and cognitive perspective, and his taxonomy of levels of knowledge, comprehension, application, analysis, synthesis and evaluation and Nahl's reinterpretation of Kulthau's six stage model of the information search process from the affective, cognitive and sensorimotor perspective of the information search process (feelings, decisions and actions).

Analysis of classroom observation data using the above framework revealed a number of factors that were crucial to the development of critical attitudes to information and subsequently to the development of the toolkit:

Selection and definition of the task/topic by pupils was important (teacher defined tasks were often inappropriate or not fully enough planned)

One of the weaknesses of students was the inability to define the problem within a task and to refine the research questions and procedures related to this

Students applying critical skills often recognised the need to change focus or direction, by which time it was often too late to achieve a new goal

The synthesis stage of the learning process is crucial - this is where the pupils found that the 'hard bits' occurred

There was a concentration of skills in the 'safe' areas such as collection and presentation of data, where little analysis was necessary

The use of deep and surface approaches to teaching the topics and skills also made a difference, as did the promotion of metacognition, where pupils were taught to reflect at every stage and keep a diary of their progress.

What is Information Literacy?

Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner. (CILIP 2004)

Learn how to identify, locate, evaluate, organise and effectively use information (LTS 2005)

Why should we care?• Information overload

• Changes in technology - changes in teaching

• Time - which is the best source to use e.g. Encyclopaedia vs. Internet

• Internet is still largely unregulated - safety issues

• Information Literacy is a Lifelong Learning skill

How can we help primary pupils?

Expose to a range of media (including books!)Teach good practice when recording sources of information for both books and electronic resourcesIdentify keywords for topicsCritically analyse information e.g. is it current, reputable source etcPresent in an appropriate way

North Ayrshire’sInformation Literacy Toolkit

(ILT)

• Launched May 2005 after pilot in 6 primary and two secondary schools

• 30 schools have had input from ERS staff over last few years

• Some of these schools still use booklets for topic work

• CPD opportunities to continue to raise awareness to teaching staff

North Ayrshire’sInformation Literacy Toolkit

• Supported Study sessions have been replaced with class visits to local library

• Resource packs in Libraries based on Information Literacy Toolkit

•Developing relationship between local library and schools

•Supporting work being carried out in the classroom

•Promotion of library service and reading for pleasure

Public Libraries

Class VisitsSupported Study Sessions 2009-10

Number of sessions 253

Number of pupils 5791

Number of libraries 16/17

Number of primary schools 50/53

Distribution of Classes

Age Group of Children

Number of classes

P1 63

P2 36

P3 29

P4 23

P5 24

P6 28

P7 23

Classes attending Class visits 2009-2010

Examples of topics researched during a class

visit:Victorians World War 2 Egyptians SeashoreIslandsToys and MagnetsBirds Scotland Rainforest

Curriculum for Excellence

Information Literacy and CfE

Develop the four capacities through experiences and outcomes

Literacy across learning – responsibility of all

Provide learner with opportunities to: Listening and talking for learningReading for learningWriting for learning

Information Literacy and CfEDevelop the four capacities through Literacy experiences and outcomes•I develop and extend my literacy skills when I have opportunities to:communicate, collaborate and build relationships• reflect on and explain my literacy and thinking skills, using feedback to help me improve and sensitively provide useful feedback for others• engage with and create a wide range of texts in different media, taking advantage of the opportunities offered by ICT• develop my understanding of what is special, vibrant and valuable about my own and other cultures and their languages• explore the richness and diversity of language, how it can affect me, and the wide range of ways in which I and others can be creative• extend and enrich my vocabulary through listening, talking, watching and reading.


In particular:Reading for learningfind, select, sort, summarise and link information from a variety of sources?consider the purpose and main concerns in texts, and understand the differences between fact and opinion?discuss similarities and differences between texts?


In particular:Writing for learningmake notes, develop ideas and acknowledge sources in written work?develop and use effective vocabulary?create texts – for example, presentations – which allow learners to persuade/argue/explore ideas?

Information Literacy and CfEnovels, short stories, plays, poemsreference textsthe spoken wordcharts, maps, graphs and timetablesadvertisements, promotional leafletscomics, newspapers and magazinesCVs, letters and emailsfilms, games and TV programmeslabels, signs and postersrecipes, manuals and instructionsreports and reviewstext messages, blogs and social networking sitesweb pages, catalogues and directories

Information Literacy Toolkit

Fiction Non-Fiction Internet

Cross-curricular English Language

Worksheets in Microsoft Word and Publisher

Teacher Guidance


successful learners

Information Literacy

effective contributorsresponsible citizens

confident individuals

Make informed decisions

Work in partnerships

Make reasoned evaluations

Develop knowledge and understanding of the world

Name: Class:

Today our teacher read us a story in the library. The title of the story was: The author of the story was: My f avourite person (character) in the story was: I liked this person because:


FictionEnjoyment and Choice

Early Level

I enjoy exploring and playing with the patterns and sounds of language, and

can use what I learn.

First Level

I regularly select and read, listen to or watch texts which I enjoy and find interesting, and I can explain why I

prefer certain texts and authors

Second Level

I regularly select and read, listen to or watch texts which I enjoy and find interesting, and I can explain why I

prefer certain texts and authors.

I have f ound a non-fi ction book about: The title of the book is: The classifi cation number is: Here are three f acts I learned f rom the book (record your notes here): 1. 2. 3.

Name: Class:


Non-FictionFinding and Using Information

Early Level

I use signs, books or other texts to find useful or interesting information and I use this to plan, make choices or learn new

things.

First Level

Using what I know about the features of different types of texts, I can find, select,

sort and use information for a specific purpose.

Second Level

Using what I know about the features of different types of texts, I can find, select

and sort information from a variety of sources and use this for different

purposes.

Comments

‘I learned lots of new things.’ P7, Blacklands PS.

‘Fun, enjoyable, interesting – it was great!’ P6, Mayfield PS.

‘I thought the worksheets were fun to do.’ P4, Pennyburn PS.

‘We all learned from this carefully prepared and clearly

delivered course. The children are most enthusiastic to

practise what they have learned.’ Teacher, St Mark’s PS.

ILT and CfEFiction

• Use Alice (library computer) – ICT in action to find reading records and genres

• Book Reviews

• Literature circles

• Author visits – biographical task

• Royal Mail Awards

• Rich Task e.g. class novel on Titanic (use non-fiction too)

Name: Class:

Personal Reading Record

Look at the last three books in your personal reading record. Write the initials of the authors’ surnames. Put them in alphabetical order using the author’s surname.

Find three other books with the same initials. Write their titles and authors below.


Alice and Personal Reading Records

Use technology for learning

Alice and GenresFiction – Genre

Look back at your reading record. What is your preferred genre? Why? Is there a particular author who writes in this style that you would recommend? Use the website (http://www.ers.north-ayrshire.gov.uk) to find other authors who write in the same genre. Name three such authors. Author Title Can you find any of these books in our library? List them here. North Ayrshire Council

ERS Website and GenresFiction – Genre

Look back at your reading record. What is your preferred genre? Why? Is there a particular author who writes in this style that you would recommend? Use the website (http://www.ers.north-ayrshire.gov.uk) to find other authors who write in the same genre. Name three such authors. Author Title Can you find any of these books in our library? List them here. North Ayrshire Council

Alice and Book Reviews


ILT and Book Reviews

Reading Review

Think about the most recent book you have com-pleted.

Title: Author: Star Rating: Why did you choose this book? Consider the suitability of the following in the book and tick the appro-priate box: Select three of the above and give reasons for your evaluation. Include evidence from the book.


Appropriate Inappropriate Number of illustrations

Style of illustrations

Style of text

Size of text

Descriptions of characters

Credibility of characters

Credibility of events

Variety of events

Number of turning points

Suitability of conclusion

Setting (place) - appropriateness

Setting (time) - appropriateness

Name: Class:

Write the title and author of your “star read” in the star. We’ll put your star on the wall.

North Ayrshire Council Education Resource Service Written - Level A

ILT and Literature CirclesName: Class: Name of book: Name of author:

D escribe th ree th ings tha t happened in the book: 1 . 2 3

Describe the main character's feelings at these times: 1. 2. 3

Has anything like the above events happened to you? What did you do?


Book Review

Name: Class:

Title: Author:

Plot: give a brief summary of the plot.

Describe the setting of the book. Comment on time, place and atmos-phere.

Use evidence and quotes to show how the author develops the setting of the book.

In your opinion, does the author use appropriate language to describe the setting?


ILT and Author VisitsBiographical Task – Author/Poet

Select your favourite author or choose one from the website (http://www.ers.north-ayrshire.gov.uk/Primary project/reviews/reviews.htm) In the event of a visit to your school, research background information on this author.

What do I know (notes)? What do I want to know (interview questions)?


Biographical Task – Author/Poet

Select your favourite author or choose one from the website (http://www.ers.north-ayrshire.gov.uk/Primary project/reviews/reviews.htm) Write a brief account of the author’s background, including other books and interesting facts about his/her life. Draw a poster advertising the author and one or more of his/her books. Write an article for the school magazine promoting this author’s work. Make a dust cover for one of the author’s books.


Relate to others

Royal Mail Awards

Please circle the points you want to give for each category (5 highest, 1 lowest) and add all your marks together for a total out of 40.

Age group of target audience: STORY Original idea 5 4 3 2 1 Action 5 4 3 2 1 Gripping 5 4 3 2 1 Involves the reader 5 4 3 2 1 Appeal to target audience 5 4 3 2 1 Credible ending 5 4 3 2 1 CHARACTERS Believability 5 4 3 2 1 Consistency 5 4 3 2 1 Emotions 5 4 3 2 1 Reactions 5 4 3 2 1 Interactions with each other 5 4 3 2 1 STYLE Readability 5 4 3 2 1 Atmosphere 5 4 3 2 1 Pace 5 4 3 2 1 Descriptions 5 4 3 2 1 Dialogues 5 4 3 2 1 TOTAL SCORE ....../80

Deep Water

Debi Gliori Rate the Read


• Most successful children’s book award in UK, 0-7 Bookbug and 8-11 categories

• North Ayrshire Schools cast 36% of the total vote in 2009 awards

• 14 primary schools signed up for 2010 – so far

• Vote before 28th January 2011

• ERS staff write materials in exchange for resources

• Sign-up on the Scottish Book Trust website

Royal Mail Awards 2010


0-7 Bookbug Category

8-11 Category

Rich Task e.g. TitanicName: Class: Title of book: Author: Choose an event f rom your book. Draw a picture of the scene. Label the characters. Add speech bubbles.

Have you ever f elt like this?


Fiction worksheets

• Event from book

Develop knowledge and understanding of the world

Fiction worksheets

• Character study

Character Study

Describe the main character in your book.

What kind of person was your character?

Why did they behave the way they did?

Can you think of another example of someone like this?


Understand different beliefs and cultures

Rich Task e.g. Titanic

Non-fiction worksheets

• Planning process

Name Class

What shall we find out? Where can we find information? What resources shall we use? Shall we make notes? How shall we present our work? North Ayrshire Council

Work in partnership and in teams



• Refining planning and verification

Refi ning Planning - Group Activity

What is your topic? Write fi ve f acts about your topic:

1

2

3

4

5

Were you X or v

Quote f rom book Title of book Author/ Class. No. Page ref er-ence

1

2

3

4

5




Internet worksheets

• Evaluating websites


Evaluating Websites

What is the topic you are researching? _______________________________ Make a list of keywords related to your topic: Using a search engine (try www.yahooligans.co.uk), use the above keywords to search for websites related to your topic. Select one of the sites which you think is useful and complete the following evaluation of the site. (These are useful things to remember each time you use a website.) Keywords used to search for the site: Address (URL) of the site: http:// Name of the website: Is there information on the page explaining what the site is about? Give an ex-ample. Can you find out who is responsible for the site ( a person, an organisation etc)? Do you think this person/organisation is a reliable source of information on this subject? Why? Is the information useful for your project? If not, where can you look next? Would you have found more information in a book or encyclopedia? Is the information on the website up-to-date? Is this important? Does the page lead to other good information (links)?



Internet worksheets

• Google – 19,600,00 websites



Internet worksheets

• ERS Website – 9 websites



Internet worksheets

• Deciphering Websites



Deciphering Internet Addresses

Internet addresses help identify the author or publisher of Web information and sometimes help to understand the the authority and credibility of a site.

Addresses for Internet resources are called URLs (Uniform Resource Locators). To find the URL for a Web page, look in the "location" or "address" box at the top of the Web browser.

The HTTP:// part indicates that this is a HyperText Trans-fer Protocol address (an Internet address). Other prefixes include FTP://, TELNET://, and MAILTO://.

Suffix Type of organisation

sch.uk School in the U.K.

.ac.uk University in the U.K.

edu University in U.S. etc

.com A commercial organisation

.gov.uk Government/local authority or-

.net A network provider

.org A not for profit organisation

.de A country, in this case Ger-many


It is helpful to know that the following symbol (~ < a tilde>) within a web address denotes a personal web page or pages, even if the general web ad-dress belongs to an organisa-tion.


• Making an information booklet

Make an Information Booklet

Group activity: select a topic and create an information booklet on that subject. Use your “Researching a Topic” notes for the content of the booklet. Delegate tasks within the group, e.g. researcher, author, editor, illustrator, proof reader etc. Design and produce a book on that subject, remembering to consider the conventions of non-fiction books, such as:

Title Author Editor Contents Chapters Index Glossary Illustrations Charts Tables Appendices

Remember you are not required to use all of the above.


Work in partnership and in teams


ILT and CfENon-Fiction

Reading: Understanding, analysing and evaluating– investigating and/or appreciating non-fiction texts with increasingly complex ideas, structures and specialist vocabulary for different purposes First LevelTo show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text.Second LevelTo show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail

ILT and CfENon-Fiction Books

• Use Alice computer – ICT in action to find different topics

• Keywords

• Graphic Organisers

• Planning and Note taking

• Presenting and Bibliographies

• Topics

Alice and Topics

Use technology for learning

Alice and Non-Fiction Books

I have found a non-fiction book about:

The classification number is: The title of the book is: The contents of the book are on page number: The first chapter of the book is called: The index of the book is on page number: The first word in the index is:


Using Alice to find Non-Fiction Books

• Using the Alice system to locate a book, pupils to become familiar with the parts of a non-fiction book:

Classification Number

Title

Contents

Chapters

Index

Keywords

Name: Class: What is your topic? Choose one thing you want to find out about your topic: Make a list of keywords to help you:

Keywords Topic title Keywords

North Ayrshire Council Make a game!

Graphic Planners/OrganisersMake your own Mind Map

Choose a topic to research or use the notes you have made already.

Write the title of your topic in the large circle in the middle; then write the main ideas or points in the next biggest circles; and the

least important information in the ellipses.


I nf o/ Page No. I nf o/ Page No.

Topic Topic

Subject

Topic Topic

I nf o/ Page No. I nf o/ Page No.


Apply different kinds of learning

Research – Planning and Note Taking

Researching a Topic – Planning

What is your topic? What do you already know about it? Take ten minutes to discuss what is al-ready known and make brief notes below. Now set yourself three questions about what you still want/need to know about your topic:

Where will you find the information you need?


Researching a Topic – ERS Site

Refer to your planning sheet, and the three questions you have set. Write the questions in the boxes in the column on the left below. Using the ERS website (www.ers.north-ayrshire.gov.uk), find three websites that will be useful in answering your questions. Use the boxes on the right to make notes from the websites. List the sites below: Author Title URL

Questions Notes


Research – Note Taking

Notetaking

The main reason for taking notes is to help your brain to store information into your long-term memory.

If you don’t write things down it’s very easy to forget them. How quickly? Within 24 hours of learning a subject, up to 80% will already be lost. Just seven days later, over 90% will be forgotten. And finally, after just 30 days, you will be unable to remember nearly 98% of what you learned.

Taking notes is the only way to keep that information from being lost!

Some people also like to make up questions to act as reminders. If you can answer your questions it shows that you have remembered the information.

There are many different ways of taking notes and as you get older and do it more often you will find the method that suits you the best.

The most important thing to remember when you start to take notes is that you are not trying to copy or rewrite what you are reading—you have to think about the main ideas or facts and record them on paper along with important details.

Try to use abbreviations or symbols. Some common ones are shown below:

= equals & and e.g. for example £ money max. maximum min minimum info. information intro. introduction dept. department concl. conclusion cont’d continued

Can you think of any others?

Reading; Second Level – Finding and Using Information

I can make notes, organise them under suitable headings and use them to understand information, develop my thinking, explore problems and create new texts, using my own words as appropriate.


Here is an example of note taking about Ancient Egypt:

Passage:

The Working Life

Most people worked as craftworkers or farm labourers. These included carpenters, potters, weavers, jewellers and shoemakers. Scribes were important people in Ancient Egypt. Unlike ordinary Egyptians, scribes knew how to read and write. They kept records of everything that happened from day to day. Children went to schools for scribes where they would learn how to read and write. Workers often made a living by selling their goods at the market. A typical lunch for a worker was bread and onions, washed down with beer. Carpenters made statues and furniture for the pharaoh.

Notes: craft workers = carpenters, potters, weavers, jewellers, shoemakers Scribes = imp = read & write = record info Children = school = read & write Sell @ markets Food = bread, onions, beer Carpenters = statues, furniture = pharaoh

Questions to act as reminders: What types of craft workers lived in Ancient Egypt? Why were Scribes important? Where did children learn to be scribes? How did workers make a living? What did they eat? What does a carpenter make and who for?


Now you try it!:

Passage: Food and Drink Ancient Egyptians loved eating and drinking and there was plenty of food for the rich to choose from. They were served everything from fried fish to roast goose, along with fresh vegetables, lots of fruit and special bread. Favourite fruits were figs, dates and grapes. Servants baked, boiled, fried, grilled roasted and stewed delicious meal after meal. Most cooking was done outside, sometimes on the flat roofs—which could lead to houses catching alight. Everyone ate bread and people drank beer but it was the rich who drank wine. The wines and beer were very sweet, and so was the bread. The dough was often mixed with honey, fruit or herbs.

Notes:

Questions to act as reminders:

From: Ardagh, Philip & King, Colin: Ancient Egypt


Choose a short passage from one of the books about your topic, copy it into the left hand column, then make notes from it:

Passage:

Notes:

Questions to act as reminders:

Presenting and Bibliographies

Writing: Organising and using information - considering texts to help create short and extended texts for different purposes First LevelBy considering the type of text I am creating, I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others.

Second LevelBy considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience.

Presenting and Bibliographies

Make an Information Booklet

Group activity: select a topic and create an information booklet on that subject. Use your “Researching a Topic” notes for the content of the booklet. Delegate tasks within the group, e.g. researcher, author, editor, illustrator, proof reader etc. Design and produce a book on that subject, remembering to consider the conventions of non-fiction books, such as:

Title Author Editor Contents Chapters Index Glossary Illustrations Charts Tables Appendices

Remember you are not required to use all of the above.


Bibliographies

When you are using information from sources other than your own knowledge,

it is necessary to acknowledge that source in your work.

For example, if you are using information found in a book, but not quoting di-

rectly from the book, you should create a bibliography of the books you have

read in order to do your work.

The bibliography, or list of books, should be set out in alphabetical order and

should be described like this:

Author Date Published Title Place Published Pub-

lisher

Brown, D. 1999 The Three Bears Glasgow: Collins

Clark, M., 1994. Young Literacy Learners. Leamington Spa: Scholastic.

Now choose five books (any subjects) and make your own bibliography.

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Websites used should be listed like this:

Open University, 1998. Home Page. Viewed: 15/04/98 http://www.open.ac.uk/

Communicate in different ways

ILT and Glow• Education Resource Service Group – Information Literacy Tab – upload some worksheets and online activities soon!

Feedback from recent CPD

Roald Dahl - P4/5

• Used Alice computer to locate books

• Character and setting worksheets

Teacher comment:

“Fits into lots of things.”

“Advantage of ready-made worksheets”.

Feedback from recent CPDComparing France and Scotland - P6

• Adapted planning worksheets

• Adapted website evaluation worksheets

• Used bibliography and Reference worksheets

Teacher comment:

“We've used the suggestions in the Toolkit on how to improve pupils research skills - and their reading skills, skim and scan”.

“I also used the interactive pages on the LTS information literacy website ages 9-11.”

Useful Websites

L&TS website http://www.ltscotland.org.uk/informationliteracy/index.asp

Caledonian Universityhttp://www.caledonian.ac.uk/ils/framework.html

The Big Six http://www.big6.com/

Thank you

• If you are interested in using the Toolkit in your library, please get in touch: [email protected] or 01294 212716

Documents

Information literacy and cfe2010