Books@Baccon

A teacher librarian's learning journey

Information process models August 15, 2011

Filed under: ETL401 Teacher Librarianship — Jennifer Baccon @ 7:15 am

Eisenberg (2008) begins his chapter in defining information literacy as “the set of skills and knowledge that allows us to find, evaluate, and use the information we need, as well as to filter out the information we don’t need. IL skills are the necessary tools that help us successfully navigate the present and future landscape of information” (p. 39).
Skills are now tools too…confusing! I think I still hold with IL as a “dynamic concept” (I keep thinking of it as like the concept of “religion”). The document Making the PYP Happen explains concepts as:
“Powerful ideas that have relevance within the subject areas but also transcend them and that students must explore and re-explore in order to develop a coherent, in-depth understanding” (p. 10). Concepts in the PYP are somewhat more abstract (form, function, causation, change, connection, perspective, responsibility, reflection) but related concepts, for eg. citizenship, civilization…seem to fit with a view of “information literacy”…still more thinking to be done here for me!

To be information literate you need certain skills, knowledge and attitudes. Skills can be taught in part through information skills models. These models generally agree that “information skills are not isolated incidents, but rather are conneced activities that encompass a way of thinking (attitudes?) about using information” (Eisenberg, p. 40).  Skills together form a process? (I’m getting stuck in the world of semantics…Enough!!!

So of significance about these information problem-solving models?

  • Big6 as a metacognitive approach. Like the use of journalling described in particular.
  • Not linear or prescriptive
  • Anchoring of technology within the information process. (Great tables in this article to use as a starting point).
  • Targetting specific skills through instruction and doing so frequently

PLUS Model (Herring) I need to examine further (in assignment mode at the moment with very little time…) but like the idea of and/or already do lots of…

  • Optional individual use mentioned (learning styles considered)
  • A scaffold that may well be removed over time…
  • Metacognitive
  • Brainstorming and concept mapping
  • Group brainstorming
  • Preliminary reading
  • Initial use of books and websites
  • Note taking
  • Journalling…love this! It’s helping me right here!
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