1. Teacher Librarian - Web Wonders - June 2002 Issue Web Wonders. Volume 29, Number 5, June 2002. information literacy activities andSkills. Joanne Troutner. Prince Edward Island information literacy activities. http://www.teacherlibrarian.com/pages/webwonders29_5.html

Web Wonders Volume 29, Number 5, June 2002 Information Literacy Activities and Skills Joanne Troutner Please note: All links open in a new window. WHISP This site is a good springboard to help primary students do research. The student option guides youngsters in Grades 3-6 through the research. The goal is to locate four Australian animals, find information, and report back the requested information. The activity helps students learn to gather information, sift through it, and provide only that requested. Thus, students begin to practice the skill of seeking and summarizing specific information. Research Process Helper A four-step research process is provided for elementary students in a gifted and talented classroom and for middle school students. Students work on the preparation steps, which include using a task definition chart and webbing tools, and accessing information where generic and school-specific information is found. Next, the process provides excellent ideas on processing information and the final step of transferring the information to others. This thoughtfully developed site can serve as a model for many activities crafted jointly between the teacher-librarian and the content-area teacher. Wrapping Up Research CyberTours Be sure to check out this site designed to accompany a book on the Internet published by Pam Berger. Here you will find nicely developed activities on web site evaluation, search strategies, integrating the Internet into the curriculum, and even tips on designing a web site for your library.

2. Information Literacy Activities The activities correspond to the competencies developed by the InformationLiteracy Committee of the Wisconsin Association of Academic Libraries. http://www.uwm.edu/Library/ris/instruction/ip/

UWM Libraries Home Search Catalog Hours Forms ... Contact Us I nformation L iteracy A ctivities These activities were developed by a group of librarians at the University of Wisconsin-Milwaukee in order to promote the teaching of Information Literacy as part of the instruction program at the University of Wisconsin-Milwaukee. The activities correspond to the competencies developed by the Information Literacy Committee of the Wisconsin Association of Academic Libraries . The text of the competencies can be viewed at http://www.wla.lib.wi.us/waal/infolit/ilcc.html . The activities feature active learning exercises and tools to assess student learning. Faculty and librarians from other institutions are welcome to use these activities. Microsoft Word files have been provided which may be modified to suit specific needs. Please sign our guestbook to indicate which activities you will be using or for any comments. For more information, contact Jane Egan, Library Instruction Coordinator Acitivities arranged by WAAL Competency WAAL Competency Keywords Activity Title link to pdf link to doc web form sources, types of resources

3. Library Instruction Activities for teaching research skills are also available to librariansand instructors on the information literacy activities Web Site. http://www.uwm.edu/Libraries/ris/instruction/

UWM Libraries Home Search Catalog Hours Forms ... Contact Us L ibrary I nstruction The RIS Department offers a number of options for instruction in the selection and use of library materials. For more information or to schedule library instruction, please call Jane Egan, Library Instruction Coordinator at (414) 229-4659. Course Integrated Instruction Classroom Activities Online Tutorials Walk-in Workshops ... Webpages from Instruction Sessions Course Intergrated Instruction Instructors may bring their classes to the library during class time for instruction in using research materials and electronic resources specific to the course content. In these sessions, students are introduced to relevant reference materials and to strategies for using online catalogs and databases. The librarians work with the faculty to design a session that complements the goals of the course or specific assignment. Students find the sessions most useful when coordinated to coincide with a relevant assignment. Sessions can include hands-on activities to allow students to practice using the resources. For very basic orientations, the instructor may consider requiring the students to attend a walk-in workshop. Students may bring a slip to be signed by the librarian to certify their attendance. Activities for teaching research skills are also available to librarians and instructors on the Information Literacy Activities Web Site Walk-in Workshops Current month's schedule K-12 Library Instruction The Research and Instructional Support Department will provide library instruction sessions and tours to K-12 groups thatmeet the following criteria:

4. Information Literacy Activities Basic information literacy activities for Prep Classes. These introductoryactivities are useful for orienting students to information literacy. http://www.polk.cc.fl.us/INSTRUCT/ALSS/Jean_r/CollegeSuccess/InformationLiteracy

Basic Information Literacy Activities for Prep Classes These introductory activities are useful for orienting students to information literacy. Each one begins with a question that you can use in a class discussion to introduce the activity. Follow-up activities are available. 1. Why do libraries keep old magazines? (suggested by Chris Fullerton) Purpose : To show students that information from the past can be instructive and useful. This enjoyable activity introduces students to the library in a non-threatening way; it also counters the common misconception that the World Wide Web makes print resources obsolete. Setting : Regular classroom and library Materials : Back issues of magazines in the library (some are 40+ years old). Ask a librarian what's available. Preparation : Go to the library first yourself and browse through the back issues looking for advertisements that shed light on one or more of the following: How family life was different (or similar) then How people then viewed the future Differences (or similarities) in women's roles Differences (or similarities) in racial issues Attitudes towards smoking or alcohol Photocopy the advertisements that interest you. Make a reservation to take your class to the library, and inform the librarian about what you'll be doing.

5. Information Literacy Activities Part II Learning More about Information Literacy. These activities are helpful forstudents who have some familiarity with LINCC and the World Wide Web. http://www.polk.cc.fl.us/INSTRUCT/ALSS/Jean_r/CollegeSuccess/InformationLiteracy

Learning More about Information Literacy These activities are helpful for students who have some familiarity with the PCC Library and the World Wide Web. Each one begins with a question that you can use in a class discussion to introduce the activity. 1. What kinds of research will I be doing in my college-credit courses later? Purpose : To have students practice the research tasks they'll be doing in college courses later on. Setting : Regular classroom Materials : Video player (call EXT 5286 to request one for your classroomallow two days' notice) and Navigating the Sea of Information (Video 2288 WH, 2289LKEXT 5286). Preparation : Familiarize yourself with the video's content , and plan your introductory mini-lecture; then preview the video. Make sure students have some familiarity with information literacy before you show them this video. Instruction : This is a good motivational video for prep students who may not understand how challenging and time consuming college courses can be. Some of the content may be too advanced for some students: Don't try to teach everything. Use the video to orient students to research and prepare them for realities of future assignments. Preview some of the content in a mini-lecture before you show the video. Afterwards ask the students to meet with their groups to list the points they remember from the video. Have a recorder take notes, and ask a reporter to summarize the group's findings for the whole class.

6. QUT | Library | Information Literacy A range of information is available for visitors interested in the currentinformation literacy activities and initiatives of QUT Library. http://www.library.qut.edu.au/infoliteracy/

QUT home Library home Resources Information literacy ... About the Library Information literacy Information literacy for lifelong learning The Library provides a range of services to assist students in developing information literacy knowledge, skills and understanding essential for assignments. Library professionals continue to work with academics in the development and delivery of teaching, learning and research activities to ensure QUT graduates are professional, self-directed, lifelong learners. A range of information is available for visitors interested in the current information literacy activities and initiatives of QUT Library. QUT Library's IL mission QUT Library emphasises that information literacy skills and knowledge are most effectively learned when established within the context of a discipline-related need. Through collaborative planning, development and delivery of information concepts and skills, library professionals have demonstrated expertise in curriculum design and developed discipline-based curricula to incorporate generic capabilities. The following Statement of Purpose represents its information literacy mission: QUT Library provides leadership in developing and fostering the essential information literacy knowledge, skills and understanding of the QUT community. The university-wide information literacy program promotes critical thinking and equips individuals for lifelong learning. In partnership with academic colleagues, QUT Library enhances curricula and creates learning environments which support QUT's teaching and learning goals.

7. Supporting Your Teaching: Information Literacy And Your Students: How The Librar Scheduled information literacy activities. Watch for posters advertisingsession times around the Library. The Library Web site also http://lisweb.curtin.edu.au/teaching/teachingseries/infolit3.html

Supporting Your Teaching Seminar Series Library tours and catalogue demonstrations Sign-up workshops on searching scholarly electronic databases Sign-up workshops on searching the world wide web ... Assessing information literacy Scheduled Information Literacy Activities Watch for posters advertising session times around the Library. The Library Web site also provides a link to workshop times. Sign up at the Information Desk on Level 3 of the T.L. Robertson Library. Library Tours and Catalogue Demonstrations Conducted at the beginning of each semester. Sessions held at the T.L. Robertson Library consist of a half hour overview of the features of the web catalogue, followed by a half hour walking tour of the Library. (Sessions held at the branch libraries may vary in duration, depending on the size of the library.) No need to book - simply show up at the Library entrance, near the turnstiles, at the scheduled time. New students should always be encouraged to attend!

8. UCLA Library Information Literacy Initiative - About The Initiative provide mechanisms to further coordination, communication, and collaboration relatingto information literacy activities and approaches in UCLA libraries; http://www.library.ucla.edu/infolit/about.html

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 About the Initiative The Initiative The People The Trends The Initiative The mission of the UCLA Information Literacy Initiative is to help members of the UCLA community master conceptual and practical information literacy skills to enrich their educational, professional and personal lives, and enable them to become independent, lifelong learners. To implement the Initiative, participating UCLA librarians have organized into five interest groups: Collaborating provide mechanisms to further coordination, communication, and collaboration relating to information literacy activities and approaches in UCLA libraries

9. ANU - Information Literacy Program A diverse range of information literacy activities may be customised to support undergraduatecourses handson workshops, online resources, lectures/seminars http://ilp.anu.edu.au/training/social_science.html

Social Sciences and Humanities Jump down to: Library Discovery Needles from the Haystack Citing and Referencing WebWise ... For Graduate students More Info: Online from this page In person at the Chifley Information Desk Phone 612 54428 E-mail library.socialsciences@anu.edu.au Library Discovery Sessions Schedule and bookings: 1st year Arts students staff students (bookings are required for 1st year Arts students and are helpful for other groups) Orientation Tours of the Library for students and staff are run at the beginning of the semester and occasionally throughout the semester. For new academic staff or for groups who would like an individualised introduction to the Library, please contact SSH.Training@anu.edu.au

10. Information Literacy Activities First Previous Next Last Index Home Text. Slide 24 of 28. http://www.gepl.org/bus/lrplpres/sld024.htm

11. Information Literacy Activities information literacy activities Being Discussed Strong advertising andoutreach effort to seniors. Offer an average of five classes monthly. http://www.gepl.org/bus/lrplpres/tsld024.htm

Information Literacy ActivitiesBeing Discussed: Strong advertising and outreach effort to seniors Offer an average of five classes monthly Increase public Internet access in the Library Educational strategies for trainers Previous slide Next slide Back to first slide View graphic version

12. Information Literacy At Cabrillo College instruction librarian, Topsy Smalley, as well as many other library instructorsinvolved with faculty to include information literacy activities across the http://libwww.cabrillo.cc.ca.us/html/about/infolit.html

Information Literacy at the Cabrillo College Library " Information literacy is currently understood as embracing the ability to define a problem, find information to solve the problem, evaluate the information, and use it effectively." Ward, Dane. "The future of information literacy." Since 1998 Cabrillo Library has supported a variety of activities related to Information Literacy at the College. This important library program has onefull time instruction librarian, Topsy Smalley, as well as many other library instructors involved with faculty to include information literacy activities across the curriculum. In support of the overall goals of Instruction at Cabrillo, the following activities are in place and growing: Course related instruction sessions. Many librarians work with faculty to introduce the use of subject specific online information resources to students. These introductions serve to familiarize students with the concepts and tools necessary to begin exploring information resources which are relevant to the course being taken. These introductions are usually one session in the library's electronic classroom and usually require students to fill out a worksheet which demonstrates that they have achieved an ability to navigate these resources. Librarians create worksheets and Web sites which are tailored to individual courses and programs.

13. Information Literacy Common Interest Group - Appointment And Charge Survey the campus libraries to determine what information literacy activities arecurrently underway, the scope of those activities, and the progress to date. http://www.slp.ucop.edu/sopag/informationlitcigcharge.html

UC Heads of Public Services (HOPS) Information Literacy Common Interest Group Appointment and Charge October 1, 2002 In Spring, 2002, the UC Heads of Public Services (HOPS) drafted its goals for the 2002-2005 years. The first goal was: 1. Advance the incorporation of information literacy into the UC curriculum for lower and upper division undergraduates and graduate students, through collaboration with other groups and through emphasis on information literacy as a vital component of critical thinking skills. Subsequently, the University Librarians and SOPAG have asked HOPS to create a Common Interest Group (CIG) on Information Literacy that will report to HOPS. At the HOPS September 20, 2002 meeting, the discussion of the Common Interest Group resulted in the following charge. The Charge to the Common Interest Group on Information Literacy includes: Survey the campus libraries to determine what information literacy activities are currently underway, the scope of those activities, and the progress to date. On the basis of the information gleaned from the survey, consider how those activities might lead to collaboration and cooperation among the campuses, sharing models that have been successful.

14. UWill (University Of Washington Information Literacy Lab) directions for uwill content, ensuring continuing relevance of learning tools bydesigning appropriate linkages of information literacy activities to course http://www.lib.washington.edu/uwill/proposal.html

Find It UW Libraries Catalog Top 20 Databases E-Journals Browse Subjects ... Reference Tools Get It Borrowing/Delivery Renewals Course Reserves Your Library Account About the Libraries Contact Us General Information Supporting the Libraries Friends of the UW Libraries ... Accessibility Services For Grads For Undergraduates My Gateway Help Ask A Librarian Connecting From Home Libraries FAQ Research Guide ... Library Classes Alerts News Digital Scholarship Employment Opportunities Suzzallo Renovation University of Washington Information Literacy Learning ( u will An Approach for the 21st Century The workplace of the present and future demands a new kind of worker. In a global marketplace, data is dispatched in picoseconds and gigabits, and this deluge of information must be sorted, evaluated, and applied. When confronted by such an overload of information, most workers today tend to take the first or most easily accessed information—without any concern for the quality of that information. As a result, such poorly trained workers are costing businesses billions of dollars annually in low productivity, accidents, absenteeism, and poor product quality. There is no question about it: for today’s and tomorrow’s workers, the workplace is going through cataclysmic changes that very few will be prepared to participate in successfully and productively unless they are information literate. American Library Association, 1998

15. LT51(2), Teaching And Assessing Information Skills In The Twenty-first Century education system to promote and advance information literacy efforts; and 3. assessmentas a key component of outcomesbased information literacy activities. http://alexia.lis.uiuc.edu/puboff/catalog/trends/51_2abs.html

Teaching and Assessing Information Skills in the Twenty-first Century Edited by Hannlore B. Rader 51(2), Fall 2002 Integrating Information Literacy into the Virtual University: A Course Model Lori E. Buchanan, DeAnne L. Luck, and Ted C. Jones Abstract Institutionalizing Information Literacy in Tertiary Education: Lessons Learned from South African Programs Karin de Jager and Mary Nassimbeni Abstract This paper presents an overview of the development of current practice in information literacy education in tertiary institutions in South Africa. The policy framework affecting information literacy is examined from multiple perspectives. An examination of the literature identifies key concerns that are used in the compilation of a small survey instrument to establish current practice. The impact of institutional policies, finding educational strategies that meet the identified objectives of information literacy, diversity in students' backgrounds and abilities, and ultimately the assessment of performance all emerged as significant. The concept of multiliteracies is suggested as a useful approach to conceptualizing information literacy as central to student learning. Future directions are suggested. Strengthening Connections Between Information Literacy, General Education, and Assessment Efforts

16. Information Skills Instruction information literacy activities and Skills Web links in a columnby Joanne Troutner in Teacher Librarian, June, 2002. Assessment. http://www.sldirectory.com/libsf/resf/infoskill.html

Resources for School Librarians - Index School Libraries on the Web : Main Directory Information Skills Instruction Curriculum and Standards Program Integration and Flexible Scheduling Instructional Models Assessment ... Using Primary Sources Information Skills Curriculum and Standards State and Province Student Content Standards for School Libraries - By the Alaska Association of School Librarians. Standards for Information Literacy - Colorado Department of Education. The Kansas Standards for School Libraries - Available in pdf or Microsoft Word formats. Library Media Learning Outcomes - Maryland State Department of Education Information Skills Curriculum - North Carolina Department of Education. Information Literacy Standards - Oklahoma Department of Education Information Studies: Kindergarten to Grade 12 - Curriculum for schools and school information centres, 1998 by the Ontario School Library Association. Library Media Core Curriculum - State of Utah. Standards of Learning Objectives - State of Virginia Building Information Literacy - Prince Edward Island Department of Education.

17. Building Information Literacy information literacy and Learning. Teaching and learning in an informationrich, knowledge-based society; information own resource-based learning activities; save your work locally http://www.edu.pe.ca/bil

Introduction Information Literacy and Learning Teaching and learning in an information-rich, knowledge-based society; information literacy and resource-based learning; roles for school libraries, information technology, and reading; roles for teacher-librarians, classroom/subject teachers, students, administrators, parents. The Information Process General description; detailed description at Keystage grade levels 3, 6, 9, and 12, using the seven stages in the Information Process; strategies/cognitive organizers for each stage. Student Learning Outcomes Information literacy outcomes for all grade levels 1 - 12, taken from the Atlantic Provinces Education Foundation (APEF) Language Arts Curriculum. Building Plans Teacher-librarian/teacher-developed, field-tested resource-based learning units from P.E.I. schools, for every grade level 1 - 12, available for educators across the province, and beyond, to adapt and use in their own school libraries and classrooms. The Building Site Use the "Building Blocks" to develop your own resource-based learning activities; save your work locally or submit successfully implemented units for others to adapt and use in their school libraries and classrooms.

18. Information Literacy For K-16 Settings information literacy for K16 Settings Purpose of this Site Today's educators and K-12 students need to be information literate to be able to locate, evaluate, use and share information. partnership in developing effective learning activities that incorporate information literacy. To play the video clips, http://www.csulb.edu/~lfarmer/infolitwebstyle.htm

Information Literacy for K-16 Settings Purpose of the Site Overview Step1: Task Definition Step2: Information Seeking Strategies ... Lessons Purpose of this Site: Today's educators and K-12 students need to be information literate: to be able to locate, evaluate, use and share information. California State University notes several specific reasons for students to be information literate: * So they can successfully navigate through proliferating information resources * To improve their quality of education * To learn additional tools to reinforce course content * To enhance lifelong learning. The American Association of School Librarians (AASL) has established information literacy standards for K-12 students, which are aligned with the Association of College and Research Libraries (ACRL) information literacy competency standards for higher education. Thus, undergraduate students and teacher candidates need to learn the ACRL information literacy competencies in order to succeed in college, as well as design curriculum that insures that their own future K-12 students meet information literacy standards as defined by AASL. RealMedia Player . To receive a copy of the video, contact hdavidson@koce.cccd.edu.

19. SBC Knowledge Network Explorer : Nuts And Bolts Of Big6 Resources and activities that you might find useful as you explore the Big6TM, information literacy, and other related http://www.kn.pacbell.com/wired/big6

Overview Using the Big6 Resources and Activities The Game Introduction These days, everyone is talking about "information literacy." Along with the rapid deployment of technology, came a glut of information. Information in and of itself, has no meaning; but applied properly and in context, it is one of the most powerful tools of humankind. The problem is, how can we help students learn to separate the "wheat from the chaf" and make good decisions about information? This is the crux of information literacy. One way is to break down the components involved in information problem-solving. Several years ago, Mike Eisenberg and Bob Berkowitz developed a process called The Big6 TM which guides students through information problem-solving and along the way provides a basic framework for teaching and promoting information literacy. The official The Big6 TM website is located at http://Big6.com So, what's here for you? Information: The Big6 provides students with a tried and true method to answer a question, complete an assignment, or create a unique product of some sort. Information problem solving is an iterative process, so the steps themselves are not necessarily always completed sequentially or in one single pass. For indepth information about the Big6 TM , start with the Nuts and Bolts of Big6 TM Overview Resources and Activities: Over the course of the last few years, a progression has emerged for incorporating technology into learning environments. It begins with a good list of Internet resources, better known as a "hotlist," and then moves on to other more complex activities that encourage higher level thinking and advanced problem-solving skills. The progression includes Hotlists, Scrapbooks, Treasure Hunts, Samplers, and WebQuests. These formats were developed by

20. Online Activities Promoting Information Literacy Online activities Promoting information literacy. The following activitiesfocus learners on the process skills recommended by the http://mciunix.mciu.k12.pa.us/~spjvweb/infolitles.html

Online Activities Promoting Information Literacy The following activities focus learners on the process skills recommended by the American Association of School Librarians, the International Society of Technology Educators, and the American Association of College and Research Libraries Information Seeking Evaluation Ethics Synthesis ... Standards Learning Standard/Objective Title of Activity/Resource Description Information Seeking Webby Awards SearchQuest Students create a commercial to promote a search engine, analyzing the tool's best features along with the fine print. Library Orientation Scavenger Hunt Introduces students to locating and accessing materials they will be using heavily in the high school curriculum Is it a Thesis? Practice in developing thesis driven research KidsClick! Worlds of Searching Nine kid-friendly activities developed by the Ramapo Catskill Library System Four NETS for Better Searching Excellent activities using Google, created by WebQuest guru Bernie Dodge Web Searching, Sleuthing, and Sifting

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