Information Literacy : Problems of Practice

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Information Literacy : Problems of Practice by Mind Map: Information Literacy : Problems of Practice

1. Problem 1: Students struggle with evaluating information online and determining sponsorship of articles or websites.

1.1. Content Knowledge: Students will be able “make meaning by collecting, organizing, and sharing resources of personal relevance” by “systematically questioning and assessing the validity and accuracy of online information.”

1.1.1. Strategies: Through direction instruction and group work, students will apply civic online reasoning skills by asking: “Who’s behind the information?”, “What’s the evidence?”, and “What do other sources say?”. Students will work together to evaluate examples of digital media and then share and discuss their evaluations. After receiving direct instruction, having students work collaboratively will be beneficial as they discuss and practice their online reasoning skills.

1.1.1.1. Technology Tool: Students will use a Nearpod presentation to evaluate digital texts and information. They will respond to questions online and post responses to the texts based on their evaluations. One of the benefits of using this tool is the opportunity for students to engage with the digital texts and collaborate with their peers to analyze information in new ways.

2. Problem 2: Research shows varying levels of comprehension on reading digital vs. print text and sometimes lack motivation to engage with reading.

2.1. Content Knowledge: Students will be able to “engage with the learning community by expressing curiosity about a topic of personal interest or curricular relevance.”

2.1.1. Strategies: Students will independently select a text connected to the curriculum and their personal interests. For example, students will select a book about business for their Intro to Business book project based on their individual preferences. Then, students will work independently to annotate texts which they can share with peers and their teacher for feedback. By working individually, students will be able to engage with information which is meaningful to them.

2.1.1.1. Technology Tool: Students will be able to select materials from a variety of formats, including audiobooks and e-books. Students will use the features of the Overdrive Sora reading platform to create annotations by highlighting and taking notes on the texts. Students will save their annotations as pdf files in their Google Drive which will then be shared with their teacher and/or peers. The benefit is that, by annotating the texts, students will be able to build strategies for interacting and comprehending online texts. They will be able to engage with the material and share the digital texts with an authentic audience.

3. Problem 3: Students often struggle with the prewriting stage of the research process.

3.1. Content Knowledge: Students will be able “make meaning by collecting, organizing, and sharing resources of personal relevance” by “making critical choices about online information sources to use.”

3.1.1. Strategies: Through direct instruction, the educators will share search strategies with students. Students will then work through the steps of searching, filtering, and researching for information. By first modeling through direct instruction, students will be able to learn strategies for locating material. Then students will be able to work independently to build their skills and reflect on their learning.

3.1.1.1. Technology Tool: Students will record their steps and process in a Google Doc for reflecting. They will use the library online catalog, databases, and Boolean search tools to practice locating materials. The advantage of using these tools is that by documenting their search strategies, students will be able to reflect on the choices they made about which sources to save. They will also develop search strategies necessary for collecting, organizing and sharing online information.

4. Problem 4: Students have various levels of access to the literature to support their learning.

4.1. Content Knowledge: Students will be able “develop and satisfy personal curiosity by reading widely and deeply in multiple formats and write and create for a variety of purposes.”

4.1.1. Strategies: Students will select an independent reading book to support the classroom curriculum. For example, a nonfiction book about epidemiology for the anatomy capstone project or a WWII nonfiction text for the US studies literature circles. By having students work independently, they will be able to engage with material relevant to their interests. They will also be able to select the format of material which works best for their individual needs.

4.1.1.1. Technology Tool: Since students have various levels of access, the library can provide a Libguide with access to materials through the Overdrive Sora app, Milner library e-books, and links to local public libraries. The Libguide can also include links to video content to build background knowledge about the texts. By using this technology, the library can provide multiple formats to support the needs of diverse learners.

5. Problem 5: Students struggle with the drafting stage of research as they begin to curate resources.

5.1. Content Knowledge: Students will be able “Make meaning by collecting, organizing, and sharing resources of personal relevance” by “identifying possible sources of physical and digital information.”

5.1.1. Strategies: Students will independently create a bibliography of curated resources.

5.1.1.1. Technology Tool: Students will use a curation tool such as Zotero, Endnote, or Mendeley to curate a list of sources and use the technology tool to assist with the creation of their references. By using this technology, students will be able to collect a variety of sources to use for their research project, which will support the drafting, writing, and editing stages of the research process. An advantage is the information will be gathered in one place online and can be shared with peers and other educators.