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Information Literacy Activities: more books (100)

`Fair go'? Equality? The people's movement for reconciliation (ANTaR) and critical information literacy.(Australians for Native Title and Reconciliation): ... article from: The Australian Library Journal by Glenn Giles, 2002-08-01

250+ Activities and Ideas for Developing Literacy Skills by M. Ellen Jay, Hilda L. Jay, 1998-09-01

Creating the Early Literacy Classroom: Activities for Using Technology to Empower Elementary Students by Jean M Casey, 2000-05-15

Computer fundamentals: Computer literacy activities for kids and kids at heart by Barbara L Kurshan, 1984

Stories in Action: Interactive Tales and Learning Activities to Promote Early Literacy by Bill Gordh, 2006-04-30

Library Research with Emergent Readers: Meeting Standards Through Collaboration by Christa Harker, Dorette Putonti, 2008-04-01

Home literacy activities and signs of children's emerging literacy, 1993 and 1999 (SuDoc ED 1.310/2:438528) by U.S. Dept of Education, 2000

Family-child engagement in literacy activities changes in participation between 1991 and 1993 (SuDoc ED 1.310/2:377991) by DeeAnn Wright, 1994

The Kids' Book Club: Lively Reading and Activities for Grades 13 by Desiree Webber, Sandra Shropshire, et all 2001-09-15

Storybook Seasons on the Net: Reading & Internet Activities by Ru Story-Huffman, 2002-04

Computer Applications Activities Kit: Ready to Use Lessons & Worksheets for Secondary Students by Margaret F. Campbell, Robert C. Campbell, 1989-10

Merlin's Magic: A Reading Activities Idea Book for Use With Children (Fun With Reading Book) by Carol H. Thomas, 1984-07

Creating a Culture of Literacy: Programming Ideas for Elementary School Librarians by Anne Ruefle, 2009-05-14

Teaching and learning with Internet-based resources : a set of lesson plans and activities (SuDoc Y 3.L 71:16/V.3/NO.2/CORR.) by Susan Cowles, 1997

lists with details

Information Literacy Competency Standards For Higher EducationAssociation Of Col
information literacy in a Nutshell Basic information for Academic Administrators and Faculty The following brief guide provides an introduction to the concept of information literacy and model information literacy programs. information literacy programs take two archetypical forms separate courses (for credit or noncredit) or activities
http://www.ala.org/acrl/ilintro.html
ED358870 1993-05-00 Information Literacy For Lifelong Learning. ERIC Digest.
and conventions for study. information literacy, on the other hand, is a Students involved in information literate activities seek a rich range of information sources;
http://www.ed.gov/databases/ERIC_Digests/ed358870.html

Extractions: Source: ERIC Clearinghouse on Information Resources Syracuse NY. Information Literacy for Lifelong Learning. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC Beyond the basic skills of reading, writing, and arithmetic, the citizen/worker of the twenty-first century needs complex analytical skills. The technological tools of the Information Agecomputer networks, telecommunications systems, and databaseshave put an unprecedented volume of information at our fingertips. Yet how aware are we of what is available, when to use it, and how to find out about it? Education systems and institutions must take seriously the challenges of the Information Age. This includes restructuring the learning process to reflect the use of information in the real world, changing the role of the teacher from presenter of prefabricated facts to facilitator of active learning, and including the library/media specialist as a collaborator in curriculum planning for effective use of information resources. INFORMATION LITERACY For many years educators have heard about a variety of literaciesprint, visual, computational, cultural, computer, scientificand their importance in every child's education. Each of the literacies prescribes a process by which the learner can more easily negotiate the content unique to a particular area of study. Each of the literacies operates in isolation of the others, and each has its own vocabulary and conventions for study. Information literacy, on the other hand, is a potential tool of empowerment for all learners, reached through a "resource-based" learning approach.
Information Literacy As A Barrier - 60th IFLA General Conference
Link Big6 Skills to national information literacy standards and national educational technology standards to improve the quality of student research using Internet sources. to research on the Internet. Skill. information. literacy. Standards. NETS. Basic. activities. Advanced. activities
http://www.ifla.org/IV/ifla60/60-forb.htm

Extractions: Barbara J. Ford The 60th General Conference of IFLA, Libraries and Social Development is designed to promote experience sharing on the role played by libraries in the improvement of living conditions. Information literacy addresses new library technologies and library research and training for social development. It is particularly relevant in the science and technology areas. Today most of us have too much information. Each year the number of books and journals published increases; radio and television stations broadcast non stop. A daily edition of many newspapers includes more information than a person would have come across in her or his whole lifetime in the 17th century. In this data rich environment, information consumers must learn to overcome information an xiety and to sift through the information chaos to digest, interpret, and utilize information for sensible decision making. The changes in formats and organization of information mean that users need guidance and may have unrealistic expectations. Information literacy is a concept that has emerged to describe the task ahead. The phrase information literacy was first used in the 1970s, but its current meaning and use came in response to education reform and has become an international movement. Information literate people are those who have learned how to learn because they know how knowledge is organized, how to find information, and how to use information in a way that others can learn from them.
ALIA Information Literacy Forum - Activities
ALIA's groups ALIA information literacy Forum. 2003 activities. 12to 18 May Library and information Week 2003 The theme for Library
http://www.alia.org.au/groups/infolit/activities/

Extractions: The theme for Library and Information Week 2003 is information literacy - Power your mind . As part of Library and Information Week, the Information Literacy Forum is planning to produce an information literacy advocacy kit to assist in building information literate communities. It would be adapted with permission from a kit developed by the American Library Association. More to come soon! Past activities - for reference, or inspiration. 11 March 2003 comments privacy
ALIA Information Literacy Forum - Home
Planned activities include the establishment of a National information literacyCoalition, strategy planning for integration of information literacy into
http://www.alia.org.au/groups/infolit/

Extractions: The Forum has almost 500 members in Australia: ACT 33 members; NSW 133; NT15; QLD 92; SA 43; TAS 9; VIC 119; WA 39 and 15 overseas. Within those we come from a wide variety of sectors: University (169 members), schools (86), public libraries (58) and TAFE (53). The rest come from students, retired, national/state and government, as well as a wide range such as joint use, agriculture. The Forum promotes professional development opportunities in information literacy for library and information services personnel. Planned activities include the establishment of a National Information Literacy Coalition, strategy planning for integration of information literacy into various sectors, and participation in relevant conferences. Communication includes tele-conferences and a quarterly newsletter. National Information Literacy Coalition Advocacy Project A major activity has been establishing a process to assess the feasibility of a national coalition to advocate for information literacy among the education, government and corporate sectors. We have obtained a small amount of funds to support this and formed a "mini" coalition with the National Library of Australia and a key government agency the National Office for the Information Economy. This agency has a remit to address issues on the "digital divide" among other functions. The funds have enabled us to employ the respected Australian Council for Educational Research (ACER) (
UCLA Library Information Literacy Initiative - Newsletter
How so? What's the UCLA definition of information literacy? How can you incorporateinformation literacy into your class, syllabus or every day activities?
http://www.library.ucla.edu/infolit/newsletter.html

Extractions: Text Only INFORMATION LITERACY LINKS IL Initiative Home About the Initiative Instruction by UCLA Libraries Curriculum-Based Programs ... Ask Eleanor QUICK LINKS ORION2 Catalog CDL/Melvyl (Web) CDL/Melvyl (Telnet) Online Materials ... Reserves ABOUT THE LIBRARIES Campus Libraries Contact Information Disability Resources OTHER LINKS UCLA Home My.UCLA Campus Directory Search this Site You are here: ILI Home Welcome from the Director Faculty Spotlight "Critical Thinking/Information Literacy. Even though the term "information literacy" has come into vogue in the so-called "information age" of the last ten years, the skills and concepts associated with it are equally valuable for evaluating sources from today's web site, last week's newspaper, or a book hundreds of years old. In short, by the end of this course, you should be able to evaluate both primary and secondary sources. (You should also be able to tell the difference between the two!)" Edgar Francis , IV ~ Edgar Francis, IV - From the "Introduction to Sufism" (Islamics 98T) course syllabus.
Product Information
This report presents information on the extent to which families areengaged in literacy activities with their 3 to 5-year-olds who are not yet
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000026
ACRL - Information Literacy Standards Toolkit
time in the evolution of music.. Using Standards Develop activities.information literacy STANDARDS TOOLKIT. IL HOME. Toolkit Home.
http://www.ala.org/acrl/il/toolkit/using/activities.html
FamiliesConnect Information Literacy And Your Child
What are the information literacy Standards information Power Building Partnershipsfor Learning is the direction as they design learning activities to prepare
http://www.ala.org/ICONN/fc-infolit.html
Building Information Literacy
Site invites educators to build their own resourcebased learning activities usingthe information stored within the Building information literacy on-line
http://www.edu.pe.ca/bil/bil.asp?ch5.s1.gdtx
Information Literacy: Assignments -University Of Iowa Libraries
Assignments and Class activities. Some possible assignments and classactivities are listed for each desired information literacy outcome.
http://www.lib.uiowa.edu/user-ed/infolit/assignments.html

Extractions: Assignments and Class Activities Some possible assignments and class activities are listed for each desired information literacy outcome. Outcome: Articulate a problem statement Outcome: Identify appropriate information resources Students keep logs or journals of information resources used and how good were the results. Select a controversial issue and have students debate each side. This could include a situation in which two experts in the discipline disagree on a topic. Ask the students to figure out how they would research the issue to decide with whom to agree.
Information Literacy: An Overview -University Of Iowa Libraries
How to Begin An Overview of the Program. Outcomes InformationLiteracy Skills Concepts. Assignments Class activities.
http://www.lib.uiowa.edu/user-ed/infolit/begin.html

Extractions: How to Begin: An Overview of the Program Librarians can meet with faculty and TAs to discuss course goals and the information literacy skills that faculty and TAs would like emphasized in the course. They then collaboratively design the approach that best suits the course goals. In one approach, a librarian and a faculty member or TA can collaborate in the development of assignments that enable students to achieve information literacy skills while enhancing the learning of ideas and concepts for the course. Such assignments can range from finding primary source material to finding pro and con opinions to an assignment that requires the use of complex data sets and the synthesis of information from multiple sources. The Assignments and Class Activities link on this page provides many more ideas within the context of the desired outcomes. In another approach, a librarian can present a class session to teach students strategies for finding and evaluating information. In preparation for such a class session, the librarian will consult with the faculty member or TA in order to be able to design their presentation to meet the course goals and instructional objectives. Ideally students need to practice and immediately apply information skills to their coursework if they are to deepen their competencies.
LION: Lesson Plans & Teaching Activities For School Librarians
Eisenberg and Doug Johnson provides information for library educators on creatinga computer literacy curriculum with specific goals and activities for students
http://www.libraries.phila.k12.pa.us/lion/lessons.html

Extractions: American Association of School Librarians: Position Statement on Information Literacy and Problem-Solving Outlines the role of the library media program in fostering information literacy, and includes eight "scenarios" that illustrate how cooperative instructional efforts between teachers and library media specialists can help students improve their information problem-solving skills through significant learning experiences. Bellingham Public Schools: Staff Development Course on Information Literacy This Washington State school district provides online some of the materials it uses in a staff development course on Information Literacy and the Net . The course emphasizes student investigations as vehicles to explore information available on the Internet. Topics covered include the Research Cycle, several types of literacy, Gardner's Seven Intelligences, and much more.
Information Literacy Forum (ILA/ACRL) - Assessment Activities
ILA/ACRL information literacy Forum. What assessment activities ortools have you employed in your program? A checklist was used
http://www.iren.net/acrl/il/responseassessment.html

Extractions: ILA/ACRL Information Literacy Forum A checklist was used to evaluate the use of information sources in research papers written for a sport psychology class. Students were given the checklist at the beginning of the course and told that selected papers would be reviewed using the checklist. The faculty member chose six papers to give to the consulting librarian to read and respond to using the checklist. The findings revealed some patterns, particularly skills that students were lacking. This information was used to modify instruction for the next course. See Checklist [http://www.iren.net/acrl/il/rubric.doc]
Information Literacy Library Instruction Outcomes
The FIU information literacy Program includes seven sequenced library class sessions Assessmentof student learning occurs through activities completed within
http://www.fiu.edu/~library/ili/outcomes.html

Extractions: Library Instruction Outcomes The FIU Information Literacy Program includes seven sequenced library class sessions linked to courses in the core curriculum. The first four library class sessions are linked to specific lower division courses. The following outcomes detail expectations for student learning for each of the four lower division classes. Each library class session is linked to a specific course. Assessment of student learning occurs through activities completed within class as well as out of class. Librarians and faculty may collaborate on the development of course assignments which may form the basis of course-embedded, performance-based assessment. Outcomes for Lower Division Class 1: Linked to Freshman Experience Students will be able to: Demonstrate awareness of library collections and services (e.g. Circulation, Reserve, ILL/ ICL) select appropriate information resource available through homepage use the FIU Catalog to find resources in various formats and locations in the libraries conduct a search using author, title, keyword and subject
Information Literacy WWW Links
governmental organizations working to promote international and national awarenessof the need for information literacy and encouraging activities leading to
http://www.fiu.edu/~library/ili/iliweb.html

Extractions: Well organized collection of links clustered by specific areas of information literacy competency. Excellent literature review by Esther Grassian for ACRL's Institute for Information Literacy (IIL). Standards for Higher Education California Academic and Research Libraries (CARL) - Draft Recommendation to WASC on Information Literacy Standards Charge, process and report of the Commission on Learning Resources and Instructional Technology (CLRIT) for "developing and recommending policy guidelines to the Chancellor which facilitate the effective uses of learning resources and instructional technology throughout the CSU." California State University - Core Competencies from the Information Competence Project
Instruction Of Information Literacy And Basic Scientific Activities In Universit
Instruction of information literacy and basic scientific activities in universityclasses for freshmen. ISHII Norio ?1 , MIWA Kazuhisa ?1.
http://www.ipsj.or.jp/members/SIGNotes/Eng/15/2000/057/article002.html

Extractions: In this study, we constructed a learning environment to instruct some basic scientific activities and evaluated its utility by using the environment in university classes for freshmen. Purposes of constructing this learning environment are that the participants acquire (1) practical kowledge of basic scientific activities and (2) fundamental skills of information processing by a computer through the analysis of their own hypothesis formation and testing processes. We verified the utility based on the comparison of the pre and post questionnaires. Especially, the following two points were confirmed: (1)the participants correctly acquired knowledge of scientific concepts and (2) they also developed the skills for manipulating a computer such as analyzing data, constructing graphs, and writing a research report. ¢¬Index SIGNotes Computers in Education No.057
Winning With Information Literacy
to collect, evaluate, and employ information from primary These activities mightinclude everything from workplace Adult Learning for literacy and Technology.
http://www.fno.org/sum00/winning.html
Outline Of Activities And Videos
Discussion of information literacy and past school research experiences. Completionof Developing information Power survey. activities in support of trip
http://www.fno.org/feb2000/outline.html
Professional Activities: Academic Service
Teaching - Publishing - - activities - - Résumé - - Bio - - Miscellany - -Home information literacy Task Force (Library Initiative 2001-2002; Chair
http://www.uoregon.edu/~cbell/aservice.shtml

Extractions: "When there is a decision to handle a student conduct case by means of a formal hearing...a panel of two faculty and three students will be drawn from the Board to hear the case. The panel will listen to evidence, decide if the Student Conduct Code has been violated, and determine which, if any, sanctions to impose, ranging from a warning to expulsion from the University." Information Literacy Task Force (Library Initiative: 2001-2002; Chair) "Increase awareness of information literacy concepts and practices. Draft a document (definitions, vision statement, best practices, and outcomes) which can guide campus-wide discussions. Encourage pilot projects in different disciplines. Recommend strategies for extending information literacy into the broader curriculum." Gateway Task Force (Library Inititative: 2000-2001) "Plan and develop a new generation web-based gateway to library resources and services. This new gateway will continue to emphasize the user's information needs, with the primary focus on undergraduate and graduate students and faculty. The new gateway will incorporate current web technologies and information delivery systems, while seeking to reduce the user's need to know specific resources and/or collections and to present more flexible integration of formats and subjects."

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