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Integrating teaching of information literacy skills into literacy programs

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Title: Integrating teaching of information literacy skills into literacy programs


1
Integrating teaching of information literacy
skills into literacy programs 
  • Richard Beaudry
  • PHD Student
  • UBC

2
Collaboration Works
  • "It has been demonstrated that, when librarians
    and teachers work together, students achieve
    higher levels of literacy, reading, learning,
    problem-solving and information and communication
    technology skills, IFLANET

3
Teaching with Technology
  • Everyday across North America, teachers and
    students use technology in schools but little
    technology is being used in teaching classes.
  • A fundamental change must take place in teaching
    practices for technology to be used in teaching
    class.

4
Pro-D
  • Teachers, who entered the profession prior to
    technology being introduced into the curriculum
    in the 1990s, need to be supported with
    professional development. They need time to learn
    about these new ideas, to adjust their teaching
    to reflect these changes and to feel comfortable
    adapting them to reflect the new reality of
    teaching with technology.

5
Using Technology
  • Teachers do use technology in schools but not for
    teaching. A significant percentage of teachers
    use technology for their personal needs but don't
    employ it in the classroom
  • Teachers are not being asked to reinvent their
    classrooms. They are supposed to teach their
    subjects and create conditions for student
    learning, which is the foundation of technology
    integration . Bowman, 2004

6
Technology and School Libraries
  • Research has shown that having computers in
    schools doesnt significantly increase teachers
    use of them for teaching.
  • The American Association of School Libraries
    (AASL) and the Canadian Association for School
    Libraries (CASL) have prepared standards that can
    be used in schools but it will require a
    collaborative effort between teacher-librarians
    and classroom teachers to integrate these
    standards into their teaching experience.

7
Online Searching
  • Access to unlimited digital resources does have
    drawbacks. Searching the Internet for information
    can be a daunting task when confronted with the
    results of a typical search.
  • Using one of the many popular search engines
    available (Google, Yahoo), the average hits could
    number over a million.

8
New Ways of Teaching
  • How can teachers and students sift through all
    this information and use it for learning? It
    requires skills for searching and evaluating
    results. Teachers will have to adapt their
    teaching plans to include technology and as
    research has shows, this has not had the expected
    results. (Levin, Arafeh 2002).

9
Technology as a Teaching Tool
  • The National Association of State Boards of
    Education (NASBE, 2003) surveyed computer and
    Internet use by teachers and found that
    Eighty-two percent of teachers cited a lack of
    release time for training as the greatest barrier
    to using computers or the Internet for
    instruction, a problem that has been pinpointed
    in several studies. As would be expected,
    teachers in general reported feeling more
    prepared to use technology as the number of hours
    of training increased.

10
Teachers using Technology
  • Levin and Arafeh (2002) have found that there is
    little evidence as to how teachers integrate
    technology use for schoolwork. One key point is
    the perception students have of their teachers
    understanding of technology Students believe
    that professional development and technical
    assistance for teachers are crucial for effective
    integration of the Internet into curricula.

11
New Initiatives
  • Seeds of Possibility Integrating Information and
    Communication Technologies in the 2 year
    Elementary Teacher Education Program at UBC

12
  • Seeds of Possibility is a new program offered to
    pre-service teachers at UBC in the two-year
    elementary education program in the Faculty of
    Education. It consisted of two periods a week
    that were taught in conjunction with an EDUC
    class that the students were taking. The students
    met on Mondays (40 minutes) and Wednesdays (20
    minutes).

13
Teachers and Technology
  • Seeds of Possibility is a first step in the
    professional development of pre-service teachers
    in understanding how to use technology in
    teaching.

14
Seeds of Possibility
  • Seeds of Possibility can benefit pre-service
    teachers two ways. First, teaching them to
    understand and use literacy technologies in
    schools. Secondly, preparing them to work with
    teachers in the school system to develop modules
    that can use ICT in the teaching of lessons or
    units.

15
Transition to the Web
  • Recent initiatives have shown that the Internet
    has potential as a teaching tool. On its own, the
    Internet is used for communication and finding
    resources but it can be integrated into a
    teaching plan.

16
Resources
  • School librarians are, by the very nature of
    their jobs, specialists in finding resources.
    When working in collaboration with the classroom
    teacher, they can recommend several resources,
    including websites that can complement a unit of
    study. The best scenario would have the teacher
    librarian showcase and archive the best resources
    found online for other classes.

17
Some Examples
  • Three examples of school library websites
    offering a wealth of useful information are The
    Bessie Chin Library Centre (http//rhsweb.org/libr
    ary/) in Redwood California, the Chico High
    School Library (http//dewey.chs.chico.k12.ca.us/)
    in Chico, California and the Springfield
    Township High School Virtual Library
    (http//mciunix.mciu.k12.pa.us/spjvweb/) in
    Erdenheim, Pennsylvania. These three school
    library websites offer resources that are
    catalogued and clustered by subject areas. All
    three websites were started in the 1990s and
    while they have limited esthetic appeal and seem
    cluttered by todays standards their content
    offers valuable resources for the students in
    their respective schools.

18
Virtual Museums
  • Museums probably offer the best example of the
    successful integration of multimedia and Internet
    access. In 2005, museums from around the world
    can be accessed individually (Art Institute of
    Chicago http//www.artic.edu/aic/index.html) or
    through several archives that are available
    online (Virtual Library Museums pages -
    http//icom.museum/vlmp/, and MuseumSpot -
    http//www.museumspot.com/. Many offer virtual
    tours of their exhibits and resources for
    educators and students.

19
Virtual Museums
  • Museums like the Louvre in Paris and the
    Smithsonian in Washington, D.C offer a wide
    variety of resources but many others cover
    specific subjects like the Metropolitan Museum of
    Art - http//www.metmuseum.org/ in New York City
    and George Washingtons Mount Vernon Estate and
    Gardens - http//www.mountvernon.org/ in
    Virginia.
  • The Smithsonian Institution in Washington D.C.
    and the Virtual Museum of Canada are two examples
    of websites that offer significant digital
    resources for teachers.

20
Interactive Maps
  • Interactive maps have benefited the teaching of
    geography from kindergarten to grade 12. Simple
    map programs like Mapquest - http//www.mapquest.c
    om/ and Rand McNally Get a Map -
    http//www.randmcnally.com/rmc/directions/dirGetMa
    pInput.jsp?cmty0 can help students learn about
    their neighborhoods and how to travel from one
    point to another. Organizations like National
    Geographic and Altapedia Online offer thematic
    maps that cover everything from population growth
    to transportation.

21
National Atlases
  • Two national atlases of note have been converted
    to digital resources. Other countries and website
    offer some maps of various countries but not with
    the in-depth coverage of the National Atlases of
    the United States and Canada.
  • NationalAtlas.gov http//nationalatlas.gov/natlas/
    Natlasstart.asp
  • The Atlas of Canada http//atlas.gc.ca/site/englis
    h/index.html

22
Online Databases
  • Online databases are key tools for teachers and
    students. School librarians are always on the
    lookout for this type of resource since it
    provides a vast amount of information neatly
    packed into one website. Most school libraries
    have their union catalogues online so students
    and teachers can find resources from the
    classroom or from home. With limited library
    budgets, school librarians need digital reference
    resources that can replace aging printed
    materials.

23
Factmonster
  • Factmonster http//www.factmonster.com/index.html
  • It is an online atlas, almanac, dictionary and
    encyclopedia all wrapped together and ready for
    use in schools.. Factmonster offers lots of
    interesting resources for teachers and students
    who need up-to-date information. Two sections
    that teachers and students should use are the
    Homework Center and a page on how to cite
    resources from the different resources.

24
Awesome Library
  • Awesome Library http//www.awesomelibrary.org/
  • Awesome Library contains over 26,000 carefully
    reviewed resources for K-12 schools. The website
    is divided into 24 thematic sections that offer
    links to websites that have been researched and
    evaluated for content and use. Awesome Library
    offers links and resources in multiple languages
    (Spanish, French, German, Russian, Greek,
    Indonesian, Italian, Portuguese, Chinese, Korean,
    and Japanese). It has different levels of access
    for schools teachers, kids, teens, parents,
    librarians and college students.

25
Author Resources
  • As a group, authors have taken advantage of the
    Internet to post their own websites to
    communicate with their readers, promote their
    books and announce upcoming releases. Authors
    like J.K. Rowling http//www.jkrowling.com who
    writes the Harry Potter series and Jan Brett
    http//www.janbrett.com, an author and
    illustrator of childrens books are good examples
    of interactive websites that are popular with
    their fans. It is possible to search online for
    each individual author but for teachers and
    teacher librarians, it would be simpler to access
    online databases that provide information and
    resources on childrens authors.

26
The Reading Room
  • The Reading Room http//www.sldirectory.com/libsf/
    booksf/kidsbooks.html
  • The website is divided into several sections
    Cool Kids Sites, General Childrens Literature
    Websites, Award Sites, Genres, Reading Lists, and
    Series, History of Childrens Literature,
    Journals and Research in Childrens Literature,
    Multicultural Literature and Young Adult Books.
  • The site is updated on a regular basis and all
    the hyperlinks work. The Reading Room is a good
    starting point for learning about childrens
    literature.

27
Canadian Children Book Centre
  • The Canadian Childrens Book Centre
    http//www.bookcentre.ca/
  • The Canadian Childrens Book Centre (CCBC)
    website was launched in 1998. It was created to
    promote Canadian books for children and teens.
    The website provides resources for teachers,
    public and school librarians, students and
    parents. It is well organized and easy to
    navigate. The CCBC offers programs and resources
    that cover all aspects of Canadian children's
    literature, including special bibliographies,
    biographies and teacher guides.

28
Teaching Information Literacy Skills
  • Knowledge Quest on the Web May/June 2000
    Teaching with ElectronicTechnology By Michael L.
    Hall http//www.ala.org/ala/aasl/aaslpubsandjourna
    ls/kqweb/kqarchives/volume28/285Hall.htm
  • The Texas Information Literacy Tutorial http//til
    t.lib.utsystem.edu/nf/intro/internet.htm

29
Teaching Information Literacy Skills
  • Media Web Awareness Network
  • http//www.media-awareness.ca/english/index.cf
    m
  • Information Overload at the Tech Exhibit
    Stanford University
  • http//ldt.stanford.edu/pworth/ed124x/searchy/Mai
    n.html

30
Online Resources for Information Literacy
  • National Forum of Information Literacy (2004).
    Definitions, Standards, and Competencies Related
    to Information Literacy.
  • http//www.infolit.org/definitions/index.html
  • Information Literacy for those that teach it
  • http//www.librarysupportstaff.com/teachlib.h
    tml
  • Bellingham School District Online Research
    Investigations
  • Based on the Research Cycle model for
    information literacy
  • And Essential Academic Learning Requirements
  • http//www.bham.wednet.edu/studentgal/onlineresear
    ch/newonline/online.htm
  • From Now On. The Educational Technology Journal.
    Educational Technology for Engaged Learning.
    Educational Technology for Literacy
  • http//www.fno.org/

31
Useful Information for Teachers
  • Webquest example
  • http//quesnel.vsb.bc.ca/Webquest/teacherresources
    .htm

32
Tech Learning The Resource for Educational
Leaders
  • Website Available at http//www.techlearning.com

  • Offers
  • Reviews
  • Book talks
  • Grants Contests
  • Events
  • Tips
  • Web Picks
  • Web Links
  • Databases

33
Success Stories
  • Some states have successfully implemented online
    learning programs In Colorado, more than 20
    online programs are operating including 2
    virtual charter schools (one for alternative high
    school students, the other for home-schoolers in
    grades K-5), 3 district-based comprehensive
    online high schools, and 1 consortium-based
    program that provides high school courses to half
    of the state's school districts (Kalmon, 2003).

34
Final Word
  • The infrastructure is in place, resources are
    available and new teachers are being taught about
    technology and new literacies in pre-service
    programs. The final key will be to work with the
    teachers who have not had experience teaching
    with computers. Districts will have to devote
    time and resources to make sure that their
    investment in technology does prepare students to
    enter the workforce in the 21st century.

35
Quote
  • The Fates guide those who go willingly those
    who do not, they drag.
  • (Levin, Arafeh, 2002)
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