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

22. Literacy, Information Literacy Taskforce Progress Report impact of IT on Information Literacy (eg widespread WWW use); Which nonLibraryindividuals and organisations are involved in information literacy activities? http://www.lianza.org.nz/literacy.html

Media Releases LIANZA Information Literacy Taskforce LIANZA's Messages to the new Government LIANZA INFORMATION LITERACY TASKFORCE PROGRESS REPORT TO LIANZA COUNCIL 30 September 1999 Taskforce members: Elizabeth Jones Jane Arlidge Jef Kirkus-Lamont Liz Probert Lynley Stone Peter Hughes TABLE OF CONTENTS B. C. D. E. LIANZA INFORMATION LITERACY TASKFORCE PROGRESS REPORT TO LIANZA COUNCIL 30 September 1999 Three members of the LIANZA Information Literacy Taskforce met with LIANZA Council in June 1999. Following from that meeting we published a summary of the project to date in the August issue of Library Life, and have continued to work on the project. This report summarises the main indicators and trends noted by the Taskforce to date, but is not intended to be a complete list or a full discussion of the issues - it is a progress report to Council. We are continuing to develop our information base in these areas and, in many cases, this will lead to further recommendations and actions. The following is a summary of some of the issues, opportunities and challenges we have identified.

23. Information Literacy Annotated Bibliography Bleakley, A. (1994). Resourcebased learning activities information literacyfor high school students. information literacy activities and skills. http://www.sabine.k12.la.us/sleitz/information_literacy_bib.htm

Florien High School Library Florien, Louisiana Suzanne Leitz , Library Media Specialist Information Literacy Annotated Bibliography Journal Articles Web-based Resources Multi-media ERIC Documents BOOKS Anderson, M. A. (1996). Teaching information literacy using electronic resources for grades 6-12 . Worthington, OH: Linworth. This book is a compilation of 53 lesson plans for grades 6-12. Lessons include CD-ROM databases, exploring the Internet, electronic encyclopedia, creating a computer slide show, desktop publishing, and on-line catalog searching. Bleakley, A. (1994). Resource-based learning activities: information literacy for high school students. Chicago: American Library Association. This book includes guidelines for both teachers and students. Ercegovac, Z. (2001). high school students. Worthington, OH: Linworth. Useful for teachers, librarians, or students, this book helps students become competent learners by learning how to plan research, organize preparation for research, find a variety of resources, think critically about resources, and give credit appropriately. Langhorne, M. J. (Ed.). (1998).

24. 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.edu/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 one fulltime 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.

25. UTS_Library - Information Literacy At UTS Collaboration between library staff, academic staff and other professional unitsat UTS is required to integrate information literacy activities into courses http://www.lib.uts.edu.au/information/training/information_literacy_at_uts

About the Library Finding Information Borrowing Information Skills ... Information Skills Training Information Literacy at UTS fast links Library home Library catalogue Renew a loan SuperSearch ... Information Literacy Information Literacy at UTS UTS Library supports the teaching, learning and research goals of the University by providing the Developing the Information Literate person : the UTS Framework. The four parts of the Framework seek to explain what information literacy means and to show how information literate graduates can be achieved at UTS. The Library is committed to ensuring that the UTS community has the information literacy skills to enable information retrieval and management, to undertake quality research and to develop effective lifelong learning skills. Developing the Information Literate person: the UTS Framework consists of four parts: Developing the Information Literate person : the UTS Statement - Framework Summary Developing the Information Literate person : the UTS Framework and Strategic Plan - Strategic directions Developing the Information Literate person : the UTS Practical Plan - Practical teaching and learning activities and assessment strategies Developing the Information Literate person : the UTS Case Studies - Collaborative examples of information literacy practice The Library has adopted the Australian Information Literacy Standards as the basis for the information literacy Framework and information skills programs at UTS. Collaboration between library staff, academic staff and other professional units at UTS is required to integrate information literacy activities into courses and to achieve quality learning outcomes.

26. Internet Hot Link Display Page information literacy activities Univ. Wisconsin - infolit http//www.uwm.edu/Library/Ref/IP/Resource type information,Instruction http://acad.fcps.org/edlinks/internet/link_show.cfm?course=infolit

27. Central Library Of Indian Institute Of Technology Madras Realizing, the importance of Information Literacy, the Central Library of IIT Madrasis deeply engaged in information literacy activities through bringing http://www.cenlib.iitm.ac.in/docs/info_lit.htm

Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning. An information literate individual is able to: • Determine the extent of information needed • Access the needed information effectively and efficiently • Evaluate information and its sources critically • Incorporate selected information into one’s knowledge base • Use information effectively to accomplish a specific purpose • Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally "Information Literacy Competency Standards for Higher Education." American Library Association. 2003. 03 Apr, 2004

28. Helping Students Develop Information Literacy Skills The University Libraries are also developing a half dozen approaches to integratinginformation literacy activities into classrooms on their way to developing http://www.psu.edu/celt/colloquy/infolit.html

29. English102 Information Literacy Library. The information literacy activities should be taught throughoutthe course as they complement the curriculum. For example http://www.library.arizona.edu/library/teams/ust/engl102/102activities.htm

University of Arizona English 102/108 Information Literacy Instructional Activities Introduction to Library Exploring Topics/Developing Focus Finding Reference Resources Finding Books ... Creating a Bibliography/Citing Sources The following categories of instructional activities are not necessarily linear, although an obvious beginning category is the Introduction to the Library. The Information Literacy activities should be taught throughout the course as they complement the curriculum. For example, in Unit 1, you may want to use activities that are general, help students become familiar with the Library and SABIO, and help them learn more about academic disciplines: Introduction to the Library Finding Reference Resources Finding Books Scholarly vs Popular In Unit 2, the persuasive paper, you would want to use activities that help them develop research and evaluation skills: Exploring Topics/Developing Focus Finding Articles Search Language Using and Evaluating the Web Creating a Bibliography/Citing Sources In Unit 3, you would want to reinforce skills in any of these areas that you see lacking in students. You can have them summarize or reflect on what they have learned about doing research and using information sources on campus (physical library, SABIO, Writing Center, etc.).

30. UCLA 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

INFORMATION LITERACY LINKS IL Initiative Home About the Initiative Instruction by UCLA Libraries QUICK LINKS ORION2 Catalog Melvyl Catalog (Web) Melvyl Catalog (Telnet) Article Databases ... Reserves ABOUT THE LIBRARIES Campus Libraries Contact Information Disability Resources Information Literacy Initiative 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 Our mission 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

31. 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/Ougl/instructors/uwill.html

Find It UW Libraries Catalog Top 25 Databases E-Journals Browse Subjects ... Reference Tools Get It Borrowing/Delivery UWorld Express 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 Opportunities 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

32. UC Libraries: SOPAG Information Literacy Common Interest Group Charge Survey the campus libraries to determine what information literacy activities arecurrently underway, the scope of those activities, and the progress to date. http://libraries.universityofcalifornia.edu/hops/infolit/charge.html

UC Libraries Home About the UC Libraries Systemwide Groups and Activities Heads of Public Service (HOPS) ... Campus Libraries SOPAG Information Literacy Common Interest Group - Charge Information Literacy is charged with: 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. Collaborate with others in proposing models for a UC Libraries Information Literacy Initiative that will support and strengthen the campus library programs. Propose training, workshops, or other mechanisms for promoting and enhancing information literacy initiatives for the University of California Libraries for the future. Membership/Composition/Term Each campus will be represented and the CIG will begin its work by the end of October 2002. It is expected that this group will be ongoing, and that recommendations for how best to continue and expand upon the work of the CIG will be included in their regular updates due to HOPS. Document owner: Donald A. Barclay

33. Information Literacy In Higher Education Speaker Biographies Program at Zayed University. She has just coauthored her first book,Hands-On information literacy activities. Prior to her current http://mailer.fsu.edu/~cklatt/il-bio.htm

Information Literacy in Higher Education: International Perspectives Speaker Biographies Sabina Robertson is a Research Consultant in the Department of Teaching, Learning and Research Support (TeLaRS), Information Division at the University of Melbourne. She has worked in a number of different sectors from technical schools, to technical and further education (TAFE) colleges, and public and academic libraries. She is part of a project team involved in developing an interactive web - based course for postgraduate students based beyond the main University of Melbourne campus. She recently co-presented a paper titled, The Rediscovered Agents of Change: Librarians Working with Academics to Close the Information Gap with Shirley Sullivan at the Australian Library and Information Association Conference in Canberra. Dr. Corinne Laverty Shared Vision: Learning Partnerships for the Information Age with Martin Schiralli in 1995. Loanne Snavely Designs for Active Learning Miriam Dudley Instruction Librarian award.

34. Information Literacy - UWF Libraries (2003) HandsOn information literacy activities. New York Neal-Schuman. TeachingInformation Literacy Concepts Activities and Frameworks from the Field. http://library.uwf.edu/reference/InfoLiteracy.shtml

Information Literacy University of West Florida Libraries Information Literacy Introduction Definitions Standards Accreditation ... Recommended Readings Introduction Information Literacy is defined as the ability to locate, evaluate, and apply the content of print, non-print, and digital resources both to academic study and to one's professional, public, and personal life. Within the context of lifelong learning and the broad information continuum, information literacy competency focuses on five broad abilities: To recognize the need for information To know how to access information To understand how to evaluate information To know how to synthesize information To be able to communicate information The University of West Florida Libraries offer instruction which supports information literacy competency and encourages the incorporation of information literacy components throughout the university's curriculum. Back to Top Show Menu Definitions Information Literacy Instruction: Theory and Practice . New York: Neal-Schuman. (Book Stacks ZA 3075 G73) Institute for Information Literacy http://www.ala.org/Content/NavigationMenu/ACRL/Issues_and_Advocacy1/Information_Literacy1/Information_Literacy.htm

35. CLA Divisions: CSLA New Literacies, Multiple Literacies 830 am 400 pm. Thursday July 8th, 2004. Creatinginformation literacy activities 830 am - 400 pm. Friday July 9th, 2004. http://www.cla.ca/divisions/csla/2004_summer_institute.htm

Canadian School Library Association The UPEI Faculty of Education in partnership with the Canadian School Library Association( CSLA )and the Prince Edward Island Teacher-Librarians’ Association ( PEI TLA proudly presents INFORMATION LITERACY AND THE SCHOOL LIBRARY A Summer Institute for Teacher-Librarians and interested Educators July 4th ~ 9th, 2004 Charlottetown , Prince Edward Island Description Times Location Facilitators ... Tourism Description of the Institute Information Literacy and the School Library is a summer institute, offered by the UPEI Faculty of Education, in partnership with the Canadian School Library Association (CSLA) and the Prince Edward Island Teacher-Librarians' Association (PEITLA). It promises to be a unique learning experience for teacher-librarians and interested educators as participants will explore current trends in the teaching of information literacy with a focus on the role of the school library in helping teachers and students develop their information literacy skills.

36. Information Literacy For K-16 Settings a sevenpart videotape series on information literacy. Each video focuses on one in developing effective learning activities that incorporate information literacy. To play the 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. California State University Long Beach has developed a series of learning experiences that help students and teachers incorporate information literacy into the library media program and collaborate with classroom teachers to infuse information literacy across the curriculum. Library Media Teacher Services Credential Program Coordinator Dr. Farmer and University Librarians John D'Amicantonio and Tiffini Travis developed this Web site to provide Web sites and other resources on information literacy and supportive lesson plans. All book titles are located at CSULB's library. The main part of the Web site is comprised of seven modules: an overview, followed by each of the Big6 research steps.

37. “Bringing Instructional Activities Under An Information Literacy Umbrella" Article describes ways that information literacy can be placed within the higher education curriculum. http://www.rapidintellect.com/AEQweb/cho24653j.htm

Academic Exchange Quarterly Spring 2004: Volume 8, Issue 1 An Information Literacy Umbrella for Instruction Wm. Joseph Thomas, East Carolina University Carolyn N. Willis, East Carolina University William Joseph Thomas is an Instruction and Reference Librarian at Joyner Library, East Carolina University, in Greenville, NC. Carolyn N. Willis is a Reference Librarian and Interim Coordinator of Instructional Services at Joyner Library, East Carolina University, in Greenville, NC. Abstract Instructional activities at Joyner Library, East Carolina University , currently include course-integrated instruction, online tutorial use, class web pages, research consultations, a customizable subject guide database, and a writing contest. These instructional activities can be more usefully planned and evaluated with proper program building. With an improved planning process, an “Information Literacy umbrella” will also allow the instruction librarians to target certain student groups more effectively, specifically incoming first-year students, distance education students, and students who are participating in a new 3-year-to-degree program. Introduction East Carolina University is a public doctoral university that serves more than 20,000 students from its

38. Online Activities Promoting Information Literacy Online activities Promoting information literacy. The following activitiesfocus learners on the process skills recommended by the http://mciu.org/~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 ... Communication Don't miss the lessons and posters in the CyberSmart Curriculum http://www.cybersmartcurriculum.org/lesson_plans/ and the lessons, learning tools, and research at the 21st Century Information Fluency Project Portal http://wizard.imsa.edu/ and Library Instruction.com http://www.libraryinstruction.com/ , maintained by maintained by Michael Lorenzen, Michigan State University. 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?

39. Online Activities Promoting Information Literacy Online activities Promoting information literacy Joyce Valenza has compiled a listing of activities that focus learners on the process skills recommended by the American Association of School http://rdre1.inktomi.com/click?u=http://mciu.org/~spjvweb/infolitles.html&y=

40. Building Information Literacy Student Learning Outcomes information literacy outcomes for all grade levels 1 12 Blocks to develop your own resource-based learning activities; save your 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.

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