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Information

Literacy:
Janeth M. Ordonio The Defining Paradigm of
Dominic Joseph Pangilinan Modern Education
Liane B. Maducdoc
Jonamae B. Baguisi
Jayross Salamanca
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THE ROLE OF A TEACHER IN AN
INFORMATION LITERACY PROGRAM

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INTRODUCTION
Filipinos are technology-
savvy and the Philippines is
well-known as the “texting
capital of the world,”
referring to the very high
per capita rates of text-
messaging via mobile
phones.
As time progresses, our
homes, schools, libraries are
equipped with the modern
electronic technologies to
better obtain information
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Surprisingly, we have an
issue though

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Introduction
• No matter how technology-
savvy we are, the Philippine
educational system is
lagging behind in providing
our learners the tool to
enable them to be lifelong
learners.

• Can they grow up to be


critical thinkers, problem-
solvers, decision makers?
The ability to learn
how to learn is a key
characteristic of an
information literate.
Information Literacy: The
Defining Paradigm of Modern
Education

What is
INFORMATION LITERACY?
Although it is a relatively new term,
Henry Brook Adams recognized it
Information more than ninety years ago.
Literacy Information Literacy is knowing how
to learn. It is knowing how to find
information, evaluate it, use it wisely,
and effectively. Perhaps Adam
probably knew that we can’t possibly
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learn everything we will need to


National Forum on NCLIS – National Commission on
Libraries and Information Science
Information Literacy UNESCO (United Nations Educational,
(1989) Scientific and Cultural Organization)

“Information Literacy is Information Technology


defined as the ability to encompasses knowledge of one’s
know when there is a information concerns and needs,
and the ability to identify, locate,
need for information, and evaluate, organize and effectively
to be able to identify, create, use and communicate
locate evaluate and information to address issues or
problems at hand; it is a
effectively use that
prerequisite for participating in the
information for the issue
Information
Literacy
Holly Barton clarifies the different
literacies such as: Basic Literacy, Library
Literacy, Media Literacy, Technology,
Literacy and Visual Literacy. Each literacy
prescribes a particular process by which
that content area can be more easily
negotiated. But there is one ----
Information Literacy --- under which all
literacies reside because it is a tool for
empowerment.
INFORMATION LITERACY

BASIC LITERACY LIBRARY LITERACY


It includes the skills of Every student needs to
reading, writing, understand the difference
speaking listening, between fiction and non-
counting, calculating,
perceiving and drawing. fiction. They need to know
Every one of this skills how to effectively use
should be taught and reference books and
reinforced by every periodicals. Students
teacher in every subject. should use indices and the
A person lacking these
skills cannot fully be library catalog so often
considered “literate” that it becomes a
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and retrieving files, loading a
program and perhaps some
INFORMATION LITERACY rudimentary word processing
skills such as “cut and paste”.
Like basic literacy, technology
MEDIA LITERACY literacy is a continuum of
skills that can always be
improved and, like a library
Includes understanding literacy, students receive
of the many different technology experience and
types of media and the instruction in a hit or miss
purposes for which they fashion.
can be used. Students
should be taught the
difference between fact COMPUTER LITERACY
and opinion, and be able
to distinguish between
information, 13
VISUAL LITERACY

Is the link between


media literacy and
technology literacy.
Media images and
sound are end
products created by
the tools of
technology.

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INDICATORS OF INFORMATION LITERACY: THE INFORMATION-
LITERATE STUDENT CAN:

Identify and Access


Recognize locate the
information
the need for appropriate
contained in
information
information sources those sources

Use the
Evaluate the information
quality of Organize the effectively
information information
(Doyle, 1992)
contained
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WHY SHOULD WE BE
CONCERNED ABOUT
INFORMATION
LITERACY?
Most of the netizens surfing, hanging about,
prowling the web for study and leisure
presume that works uploaded in the Internet
are true, valid and usable as presented.
But how would you know if the information
that you are reading is correct and underwent
a process of editing and proof checking?
You may never know but there’s a chance that
you are being deceived albeit, indirectly.
This is where your discernment comes into
play. Test for yourself if a work is genuine and
the author is a credible source.
That is why it is important to be equipped with
the skills to verify whether the information that
you are seeing or searching for is correct.
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Changing
Views of
Education
This section of the special topic on
(Thompson and
Information Literacy provides some
Henley, 2000)
background on the changing views
of education and explains the
resulting changes in teaching 17

practices that are required for


• Learning is now perceived as a process, not a product;
people do not quit learning when they leave school, but
LEARNING remain lifelong learners.

• Objectives are now flexible, taking individual and cultural


differences into account. Current events, local resources,
and students’ interest are also taken into account as
CURRICULUM curriculum objectives are adjusted to make learning
relevant.
• The classroom is viewed as an environment where active
learning takes place. Overhead projectors, television
CLASSROOM
monitors, VCRs and computers are standard equipment in
the classroom.
• Educators today realize that students need to be actively
involved in seeking information and using it in some way as
INFORMATION
they create their own unique concepts of knowledge based on
previous understandings and experiences.

• Students today are viewed as information seekers,


information users, decision makers and problem
STUDENTS solvers. What they learn depends on what they need
to know to make a decision or solve a problem.

• Teachers are now facilitators of the learning process and are


constantly learning as they work collaboratively with other
TEACHERS
teachers, library media specialists, community members and
even with overseas teachers via the internet 19
• Now projects of all sorts are the rule. Authentic assessment are
intended to gauge what students learn by measuring how well
ASSESSMENT
they use the information such as portfolios, presentations and
written reports.

• Library media centers are designed to provide not only


efficient storage but also equal access to information and the
LIBRARIES
AND
convenient retrieval of it. Library media specialists now work
LIBRARIAN cooperatively with teachers.

• The identification of information literacy skills need for lifelong learning


and thinking promotes a change in what is taught. Brain-based research
METHODS
that shows how students learn and the abundance of information in all
OF
formats dictates a change in how teachers teach.
TEACHING
Old Teaching New
Methods Methhods
Lecture/listen Actively
engaged
Individual effort Group effort
Changing Subjects Integration
paradigms: Old
Facts Problem-
Teaching (left) centered
Compared to Sage on the stage Guide on the
New Methods side
Spoken/written All resources 21

RRR = Authentic/Portf
EDUCATIONAL
IMPLICATIONS 1
Brian Ferguson in his e-book
explains: Information Literacy skills
are vital to fully participate in and
contribute we live in. The best hope
for citizens to understand and
function effectively in this data-
intensive world is a comprehensive,
hands-on, universal education in
Information Literacy concepts and
skills through schools.
EDUCATIONAL
IMPLICATIONS 2
The impact of moving from
text-based learning to resource-
based learning will involve
heavier use of library materials
and a demand for more and
varied media resources,
including print and non-print.
As information specialists,
libraries will be called upon
more frequently to consult with
teachers and learners, and to
provide training and guidance
toward the sharpening of
information literacy skills not 23
Educational
Implications 3
In order to produce learners who are
information literate, schools will need to
integrate information literacy skills across
the curriculum in all subject areas
beginning in the earliest grades.
Educational institutions that wish to
produce lifelong learners should be
engaged in some fairly basic rethinking
of how teaching faculty and information
Thank You!

Group
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