Presentation+Reading+References

**Notes on Eisenberg video**
Whether discussing media literacy, computer literacy, digital literacy or any other "literacy" it is all about Information Literacy

Success in information literacy learning is all about context

The hit and miss approach to literacy must end and information literacy must take its rightful place as one of the fundamental basics of education in our society.

Information Literacy Problems Everyone - Information access, overload, quality Students - Gaining essential information and skills Schools - Providing meaningful learning opportunities Society - Providing opportunity for our children to succedd at the highest possible levels

Solutions for problems with quality of information - have students use information and technology effectively and efficiently for success in school, work, and their personal lives - for students to focus on process as well as content - for students to be lifelong learners and independent thinkers

Information literacy is the broad universal concept for the skills that we need to succeed in an information sophisticated world.

How do we see and insure that information literacy learning is actually taking place? Implementation through context: 1. the process - information problem solving 2. Technology in context - technology is the process 3. Curriculum - real needs in real situations (assignments, papers, reports, projects, units, lessons)

Information problem solving is not always a linear process - steps may be out of order or even repeated, but all steps must be completed

Eisenberg, Mike. "Information Literacy: The Most Basic of Basics." //Mike Eisenberg on Information Literacy//. June 2009. Web. 6 Oct. 2009. [].

**Quotes from Carnesi & DiGiorgio article**
"Unlike the static,set-in-stone research project, the inquiry process is an interactive cycle used to teach research in any content area. The inquiry process engages students in a way that promotes critical thinking, higher-level processing, and the use of more varied and appropriate resources" (32).

"The inquiry process encourages cooperative learning in settings where the final outcome is a group effort with everyone benefiting from the learning experience. Integrated learning is also possible because the inquiry process can take one project through all of the major content areas" (32).

The inquiry process accommodates different learning styles (32).

"Perhaps the greatest advantage is that the inquiry process utilizes the Bloom's lower level skills of knowledge, comprehension, and application in the first two steps of the process, but relies more heavily on the higher level processes of analysis, synthesis, and evaluation in the remaining steps and during the review cycles" (32).

"Students must be proficient in inquiry skills to be successful in life beyond the academic years" (36).

Carnesi, Sabrina, and Karen DiGiorgio "Teaching the Inquiry Process to 21st Century Learners." //Library Media Connection// 27.5 (2009): 32-36. //Academic Search Complete//. EBSCO. Web. 8 Oct. 2009.

By Violet H. Harada and Joan M. Yoshina
This information came from //School Library Management//, Sixth Edition. It shows the difference between a convention school and an inquiry-focused school. Here is the chart information in a nutshell: Category #1

Attributes: “Students, teachers, LMS, scheduling, school culture, curriculum and instruction, assessment, resources, and technology” Category #2 Conventional : “Passive learners; content oriented; teacher as information provider; rigid; bureaucratic; textbook driven; teacher-focused; breadth emphasized; topic-oriented; fragmented; evaluation at the end; right answers are stressed; teacher assesses; grading is the goal; asks, ‘What do we know?’; restricted to resources available in the classroom; focus on learning about technology” Category #3 Inquiry-focused school: “Active engaged learners; student-oriented; teacher as facilitator; flexible; collaborative; standards-driven; student negotiated; depth emphasized; thematic or problem-based; integrated; assessment if ongoing; diverse responses are encouraged; students and teacher assess; goal is improving learning and teaching; asks, ‘How do we come to know?’; expands to resources beyond the school; use of technology as a tool for learning”

Harada, Violet H. and Joan M. Yoshina. “Tools of the Trade: Comparison of Conventional and Inquiry-Focused Schools.” //Library Media Connection//, 23(2), 25. Rpt. in //School Library Management//, 6th ed., Eds. Judi Repman and Gail Dickinson. Columbus, OH: Linworth Publishing. 60.

This is another article that I found in School Library Management. I further defines the information provided from the previous article from the chart found on page 60. Her is what I gleaned from this article: “Today’s schools face enormous challenges in implementing high standards that demand greater rigor and relevance in their curricula” (56). Creating Meaningful Teaching
 * Moving from Rote to Inquiry: Creating Learning that Counts**
 * By Violet H. Harada and Joan M. Yoshina**
 * 1) 1 “Questioning is at the center of the learning experience”
 * Students generate own questions
 * “Students own curiosity and wonder should provide the seeds for meaningful learning.”
 * 1) 2 “Students help to negotiate the direction of the learning.”
 * Teachers are facilitators
 * 1) 3 “Learning is social and interactive.”
 * “By working cooperatively and collaboratively, people discover creative solutions to difficult situations and develop respect for diverse points of view on a topic or an issue.”
 * 1) 4 “Solving problems is an integral part of the process.”
 * “The ability to recognize problems and devise strategies confronting them is an essential life skill.”
 * “Why didn’t this work?”
 * “What can we do next?”
 * 1) 5 “Students learn by doing.”
 * Higher Order Thinking Skills (HOTS)
 * “Rather than learning solely through lectures and exercise sheets, students are engaged in hands-on and minds-on interaction.”
 * 1) 6 “Products and performances reflect applications and transfer of learning.”
 * Students not only demonstrate understanding from readings, discussions, and observations, “but they also display how they might transfer this learning to different situations.”
 * 1) 7 “Assessment is ongoing”
 * “Students assess to see what they are doing well and where they might improve in a specific phase of their work.”
 * “The tools used ca take many forms, including observations, conferences, graphic organizers, and journals.”
 * 1) 8 “Learning is authentic”
 * Students believe that what they have learned matters.
 * “How does this reflect my own life?”
 * How can I share what I know with other people?”

Harada, Violet H. and Joan M. Yoshina. “Moving from Rote to Inquiry: Creating Learning That Counts.” //Library Media Connection//, 23(2), 22-24. Rpt. in //School Library Management//, 6th ed., Eds. Judi Repman and Gail Dickinson. Columbus, OH: Linworth Publishing. 56-59.

**Inquiry: Inquiring Minds Want to Know by Barbara Stripling**
"The goal of inquiry is not the accumulation of information; it is the exploration of significant questions and deep learning."

"Inquiry, as defined by the new standards, is a way of learning that involves more than the application of skills."

"With the rising emphasis on inquiry-based teaching and learning in all content areas, classroom teachers are accepting more readily the integrated teaching of process and content."

Inquiry in the science and math content areas deals with the questions of How and What while the social sciences deal with Why, Who, Where, When, What. Language arts and literature looks at social context, point of view, main ideas and inferences.

"Every inquiry learning experience should start with a challenging problem or question (often generated by the students) that is meaningful and worthy of deep exploration. Questions that are connected to students’ own lives and their prior knowledge are the most intriguing and authentic, and, therefore, motivating to students."

Stripling, Barbara "Inquiry: Inquiring Minds Want to Know." School Library Media Activities Monthly 25.1 (2008): 50-52. Library, Information Science & Technology Abstracts with Full Text. EBSCO. Web. 11 Oct. 2009.

**Destination Information: A Road Map for the Journey** **By Peggy Milam** “With the current emphasis on standards-based curriculum and student performance indicators, students need to demonstrate literacy skills” (31). The search process is like a journey. The Big6 Method Authors: Michael B. Eisenberg and Robert Berkowitz Concept: This model represents a non-linear process that is applicable to a variety of information problem-solving situations. Website: [|__http://www.big6.com__] [|/] Big6 “supports critical thinking skills and is based on the six levels of Bloom’s taxonomy” (31). Task definition = knowledge Information-seeking strategies = comprehension Location and access = application Information usage = analysis Synthesis = synthesis Evaluation = evaluation Every two steps of Big6 also relates to one of Piaget’s three stages of cognitive development: pre-operational, concrete development, and formal operational. Students achieve these skills based on their level of cognitive development. Hence, the reason for Super3. Super3 has three steps: Plan, Do, Review Milam, Peggy. “Destination Information: A Road Map for the Journey.” //Library Media Connection//, 22(7), 20-23. Rpt. in //School Library Management//, 6th ed., Eds. Judi Repman and Gail Dickinson. Columbus, OH: Linworth Publishing. 31-34.
 * 1) Task definition (defining the problem and identifying its information requirements)
 * 2) Information-seeking strategies (determining possible sources and evaluating their priority)
 * 3) Location and access (locating the sources and then locating information in them)
 * 4) Information usage (reading information and then extracting details)
 * 5) Synthesis (organizing and presenting information)
 * 6) Evaluation (judging the product and the process)