What is Information Literacy?
The University of Idaho (2014), explains the concept of information literacy as being able to identify what information is needed, understand how the information is organised, identify the best sources of information for a specific need, locate sources, evaluate the sources, and share the information. In short it is the knowledge of research techniques. This would include finding reliable information that is relevant to a topic as well as a reliable source. |
Why is this an important skill to have?
This is a very important skill to have, as in today’s age we are surrounded by so much information that it can sometimes seem overwhelming. By gaining the correct skills for information literacy, people will be able to sort through the information to ensure that the information is reliable, authoritative, current and not biased, out of date, misleading or false (University of Idaho, 2014).
One of the main reasons why an educator needs to have an understanding of information literacy is that they need to interpret information in order to teach their students. This includes having a great understanding of the curriculum. With the new c2c documents being introduced to Queensland teachers, educators need to be able to interpret these documents and understand what their students need to know.
Educators first need to have an understanding on how to download these documents. After this, teachers look at the information on the assessment task that helps them understand what the students need to know. The educator will then read through the lessons to pick and choose which are relevant to the assessment task and what the students will need to know. This process is known as the Backwards Mapping Process. The Great Schools Partnership (2013) describes this process as starting with an end goal, rather than starting with the first lesson chronologically delivered during a unit. This helps teachers design a sequence of lessons that results in students achieving the intended learning outcomes.
After the overview of lessons has been recognised, the facilitator will then need to find the relevant resources to help with a students learning. In today’s post modernistic age, students are becoming more technology savvy and enjoy when technology is implemented into their lessons. Hertz (2014) explains that when technology is integrated into the classroom, students not only become more engaged, but they begin to take more control over their own learning. She also states that effective tech integration changes classroom dynamics, encouraging student-centred project-based learning. By implementing different technology into each of the individual lessons, the students will be more engaged and open to learning. This is why the learning manager will also need the skills of information literacy, to be able to go through the wealth of different resources and technology games in order to find something relevant to students learning.
Although technology is an important component to the lessons, these do not have to be the only form of resources within the lessons. A learning manager could also use their information literacy skills to find books, hands on games and activities. This will also ensure the lessons are engaging and fun for students.
This is a very important skill to have, as in today’s age we are surrounded by so much information that it can sometimes seem overwhelming. By gaining the correct skills for information literacy, people will be able to sort through the information to ensure that the information is reliable, authoritative, current and not biased, out of date, misleading or false (University of Idaho, 2014).
One of the main reasons why an educator needs to have an understanding of information literacy is that they need to interpret information in order to teach their students. This includes having a great understanding of the curriculum. With the new c2c documents being introduced to Queensland teachers, educators need to be able to interpret these documents and understand what their students need to know.
Educators first need to have an understanding on how to download these documents. After this, teachers look at the information on the assessment task that helps them understand what the students need to know. The educator will then read through the lessons to pick and choose which are relevant to the assessment task and what the students will need to know. This process is known as the Backwards Mapping Process. The Great Schools Partnership (2013) describes this process as starting with an end goal, rather than starting with the first lesson chronologically delivered during a unit. This helps teachers design a sequence of lessons that results in students achieving the intended learning outcomes.
After the overview of lessons has been recognised, the facilitator will then need to find the relevant resources to help with a students learning. In today’s post modernistic age, students are becoming more technology savvy and enjoy when technology is implemented into their lessons. Hertz (2014) explains that when technology is integrated into the classroom, students not only become more engaged, but they begin to take more control over their own learning. She also states that effective tech integration changes classroom dynamics, encouraging student-centred project-based learning. By implementing different technology into each of the individual lessons, the students will be more engaged and open to learning. This is why the learning manager will also need the skills of information literacy, to be able to go through the wealth of different resources and technology games in order to find something relevant to students learning.
Although technology is an important component to the lessons, these do not have to be the only form of resources within the lessons. A learning manager could also use their information literacy skills to find books, hands on games and activities. This will also ensure the lessons are engaging and fun for students.
How to use this skill:
In short, teachers are using this skill without realising it. After attending university throughout their time to achieve their degree, educators should be able to have most of the skills needed for information literacy. By finding the correct information for assignments and using these as credible and reliable sources, teachers should at least have a basic understanding of how to use these skills in regards to creating units and lesson plans. By integrating each of these skills into a teachers planning and daily practice, they are building their information literacy skills. ANZIIL (2004), believe that information literacy is a form of lifelong learning. They also go on to explain that although they are advocating the central role of information literacy, they also believe that this advances the case for communication skills or a global perspective as encompassing information skills. This could mean that after teachers gain the skills of information literacy, they will always have these skills to be able to extend their learning throughout their lives. |