81. Archived: School-Home Links Reading Kit: Second Grade Activities Table Of Conten Archive d information. School grade. The activities are organized by readingand literacy skills appropriate to this grade. Under http://www.ed.gov/pubs/CompactforReading/table2.html

A r c h i v e d I n f o r m a t i o n School-Home Links Reading Kit - February 1999 Cover page A Word to Families and Tutors Listed below are 100 School-Home Links activities for the second grade. The activities are organized by reading and literacy skills appropriate to this grade. Under each specific skill, there are varying numbers of activities to help children develop their ability to read and write. For the categories that have multiple activities, you can download the entire section or the individual activities within that section by selecting from a pull-down menu. The School-Home Links activities below are available to download as PDF files. In order to read or print these files, you will need to use Adobe Acrobat Reader, which you may download from Adobe If you need more information on using these PDF files or the Adobe Acrobat Reader, go to our Adobe Help Guide NOTE: You may also download the entire Second Grade Activities volume [1.7 MB] in PDF format. Reading and Literacy Skills Recognizes Book Titles and Authors Recognizing the different parts of a book Knows the Parts of Books and Their Functions Recognizing and using the different parts of a book Reads and Comprehends Fiction and Nonfiction Learning about different types of books Demonstrates Familiarity with Different Types of Text Or select a single activity from the topics below...

82. Information Literacy Credit Courses In Canadian Colleges And Universities course is to integrate information literacy into the information technologies directlyaffect nearly every aspect of engage in leisure and cultural activities. http://cybrary.uwinnipeg.ca/services/il/cdn_credit.htm

Information Literacy Credit Courses in Canadian Colleges and Universities This is a list of credit based courses in Canadian Colleges and Universities where information literacy is the primary aim of the course. The list does not include courses where information literacy or library instruction is a component of a credit course, however this does not imply that they are less important or useful. If you know of a course that should be added to this list please let me know. Karen Hunt , k.hunt@uwinnipeg.ca Institution / Contact Course Title Description Credit Hours Augustana University College Paul Neff neffp@augustana.ca English Studies and Information Literacy An introduction, for students of English, to the structures and applications of the English language to various theoretical understandings of literature, and to principles and practices of information access, evaluation, and use in the context of the academic library. 3 credit hours Augustana University College Paul Neff neffp@augustana.ca

83. UWinnipeg Library | Committees | SLC | Information Literacy Across The Curriculu we are recommending that the tight integration of information literacy competenciesbe piloted in several programs. Many of these activities are already http://cybrary.uwinnipeg.ca/committees/SLC/InformationLiteracy/index.cfm

Table of Contents Summary Information Literacy Learning Outcomes Background Role of the Information Literacy Coordinator ... Models for Information Literacy Across the Curriculum Information Literacy Portfolio Current Research in the Sciences Resources in the Disciplines Data Literacy: Finding and Using Numeric Data Information Ethics Web Project Alternative Models Bibliography and Links Senate Library Committee IL Program in the Library ... Information Literacy Competency Standards in Higher Education Information Literacy Across the Curriculum The Senate Library Committee welcomes suggestions and comments regarding the direction of the University's information literacy program. Please email, call or visit: Karen Hunt , Information Literacy Coordinator 4C01A, Library Elizabeth Dawes , Chair, Senate Library Committee I. Summary The University of Winnipeg curriculum should include opportunities for students to become fluent in finding, using and evaluating information resources. The SLC recommends that the University discuss endorsing information literacy competency standards and that models for integrating information literacy across the curriculum be developed and evaluated. Five pilot models are proposed: Information Literacy Portfolio Resources in the Discipline Data Literacy: Finding and Using Numeric Data Current Research in the Sciences Information Ethics Web Project The SLC suggests the University community discuss the Information Literacy Across the Curriculum initiative.

84. Information Literacy At CQU Library Provides some modification of strategies to suit information access tool(s), or whenthe initial search has not been judged successful, activities are completed http://www.library.cqu.edu.au/informationliteracy/teachresources/markcriteria.ht

DIV.centerbody Central Queensland University Library Central Queensland UNIVERSITY Where Students Come First. CQU Library Links Home Site Index Search Reference Services Information Literacy Home IL Initiatives IL Programs by Faculty Teaching Resources Suggested IL Marking Criteria IL Learning outcomes Marking criteria HD D C P F 1.2 Demonstrates an understanding of the purpose, scope and appropriateness of a variety of information sources Clearly articulates the characteristics of information sources that determine their suitability for meeting particular information needs; relates the purpose and audience of a source to the nature/scope of the information presented Clearly articulates many of the characteristics of information sources that determine their suitability for meeting particular information needs. Differentiates between the various types of information sources (that is, acknowledges some of the characteristics of particular information sources that determine their suitability for meeting specific information needs).

85. Information Literacy: An Overview Colloquy activities included presentations describing work on defining and assessinginformation literacy nationally; opportunities for sustained crosscampus http://www.ac.wwu.edu/~dialogue/issue6.html

The Role of the Library in Information Literacy The Role of the University in information Literacy Outcomes Assessment and Accreditation Future of Information Literacy For WWU ... Appendix A Information Literacy: An Overview Robin Angeley and Jeff Purdue The American Library Association (ALA) describes information literate people as: "Â (t)hose who have learned how to learn. They know how to learn because they know how knowledge is organized, how to find information and how to use information so that others can learn from them. They are people prepared for lifelong learning because they can always find the information needed for any task or decision at hand." Yet despite ALA's fine definition, there remains some confusion about what information literacy means. Part of the confusion is the word "literacy" itself, which at its most basic level is the ability to read and write. Yet literacy has seldom been restricted to that simple definition. Rather it has been frequently used to describe something more: the idea that people need to interpret what they read, to place it in a specific cultural context. In contemporary adult literacy education, this context has been understood primarily in economic terms; literacy is often seen as an entry-level skill for participation in the economy. And while such training is certainly a laudable goal, it has never been the sole purpose of a university education, or of education in general. In his article "Nominal and Active Literacy", Michael Holzman presents a useful model for understanding the range of activities understood as literate by various people.

86. Groups Of ALIA Group aims to provide continuing professional development activities and foster ALIAinformation literacy Forum, nat, infolit, ALIA information literacy Forum http://www.alia.org.au/groups/infolit/

search site about us contact us join us events ... infolit Groups of ALIA [notify a friend] Groups of ALIA ALIA Groups have a geographic, special interest, special purpose, issue or sectoral basis, have the support of (or serve) at least 25 members of the Association, and are endorsed by the Board of Directors. A group may be established for a short period (for example for a specific purpose, issue or activity) or for up to two years to fulfil a longer-term purpose or need. A geographic location need not be limited to state borders. The Board of Directors may initiate groups to meet specific needs of the Association not met by self-nominating groups. sort by short name state link ALIA Acquisitions (National) nat acqnat ALIA Acquisitions is a national group aiming to inform and educate by supporting and promoting best practice in acquisitions, collection development and preservation, and to promote use of appropriate and leading-edge technology. more... ALIA Acquisitions (SA) sa acqsa ALIA Acquisitions (SA) informs and educates the library and information profession by promoting best practice in acquisitions, collection development and preservation. more...

87. Information Literacy Bibliography Esther R. Doing the Hustle Public Relations. School Library activities Monthly.January 1995 31+. Summers, Martha. information literacy Resources for http://www.atlc.ca/Publications/infolitb.htm

Association for Teacher-Librarianship in Canada About ATLC Membership Information Awards Publications ... Teacher-Librarians Links INFORMATION LITERACY BIBLIOGRAPHY Bibliography from ATLC's publication, Information Literacy: An Advocacy Kit for Teacher-Librarians. Compiled and edited by Victoria Pennell. BOOKS Aaron, S.L. Personalizing instruction for the Middle School Learner: The Instructional Role of the School Media Specialist . Tallahassee: Florida Department of Education, 1975. Alberta Education Focus on learning: An integrated program for Alberta school libraries . Edmonton: Alberta Education, 1985. Alberta Education Focus on Research: A guide to developing student's research skills . Edmonton: Alberta Education, 1990. American Association of School Librarians and Association for Educational Communications and Technology. Information Power: Guidelines For School Library Media Programs . Chicago: American Library Association, 1988. American Association of School Librarians. Information Literacy: A Position Paper on Information Problem-Solving . Chicago: American Library Association, 1996.

88. WAAL Infomation Literacy Committee Process And Activities WAAL Wisconsin Association of Academic Librarians. WAAL information LiteracyCommittee. COMMITTEE PROCESS AND activities Stage One Drafting Competencies. http://www.wla.lib.wi.us/waal/infolit/process.html

WAAL Information Literacy Committee COMMITTEE PROCESS AND ACTIVITIES Stage One - Drafting Competencies May 1996 At the LOEX conference in Ypsilanti Michigan, several Wisconsin librarians explore the possibility of creating statewide standards for information literacy in higher education. Support for this process is sought from the Wisconsin Association of Academic Librarians (WAAL), the Wisconsin ACRL chapter. January 1997 WAAL provides funding and establishes the Ad Hoc Committee to Create Information Literacy Competencies and Criteria for Academic Libraries in Wisconsin. The committee is charged with updating the WAAL Minimum Library Use Skills: Standards, Tests and Bibliography (2nd edition, 1989) and creating information literacy outcomes and criteria for academic institutions in Wisconsin, which may be used to support development and funding of information literacy programs at state and institutional levels. Spring 1997 The Committee surveys the academic library instruction community and compiles examples of similar documents from other states and institutions nationwide.

89. Teaching Information Literacy Concepts What kinds of activities, exercises, and assignments do you use to teach informationliteracy concepts? Avoid technical terminology or explain when using it. http://www.lib.vt.edu/istm/discussionforum/Concepts.html

Discussion notes from the ACRL Instruction Section Midwinter Discussion Forum 2000 provided by the ACRL Instruction Section Teaching Methods Committee Topic: Teaching Information Literacy Concepts About twenty people participated in the forum discussion group about teaching information literacy concepts. The moderator of the group, Laurie Alexander, began by posing three questions under which the comments made in the discussion can be organized. I. What information literacy concepts are important to teach? Information literacy: the ability to identify a need, and to locate, evaluate, and use information. The distinctions between key word searching and field (or controlled vocabulary) searching. Types of information resources and models for methods of obtaining information. Methods for focusing a search. Evaluating and choosing relevant or otherwise appropriate resources. Concepts that are transferable to other resources and research settings. The structure of citations. The research process. The methods and processes of scholarly communication and how students participate.

90. Family FUNdamentals Home Learning Activities Get Ready To Read information and resources on early child literacy, includinga screening tool and skill-building activities for children. http://www.michigan.gov/mde/0,1607,7-140--69358--,00.html

Skip Navigation Michigan.gov Home MDE Home Site Map ... Keywords Family FUNdamentals Home Learning Activities Family FUNdamentals PDF Documents Executive Summary Introduction (Read First) PreKindergarten Literacy Activities Kindergarten Literacy Activities ... tell us what you think about the activities mail-in All information contained in this publication may be printed, copied and given to parents as you choose. For example, you could print and copy a full English Language Arts activities for each parent, or select specific skill activities based on student need. COMING SOON Acknowledgements The FAMILY FUNdamentals for Literacy activities were created with the help of teachers, parents, and reading specialists on the Michigan Department of Education's Early Literacy Committee. Prepress Layout and Design by Marilyn ( Sam ) Nesbitt. Illustrations by Carrie Strom Contributors include: Julie Ankrum Julie Fredrick Madonna Nanasi Marvelle Vannest Linda Ayres Margarita Frommert Gretchen Nataro Mary Vliek Gloria Bennett Betsy Hannah Sally Perkins Elaine Weber Cari Bushinski Barbara Jaszcz Kathy Petlicke Ana Cardona Jeanne Klaes Elisabeth Pick Beth Conway Sue Madro Marilyn Ostrander Sheara Ferguson Molly McGlynn Karen Sizemore Jill Fleming Cindy Merkel Sharen Turnbull Additional Resources Michigan public libraries GRASP Michigan Creative After School Experience (MICASE) Michigan History, Arts and Libraries (HAL) Student Activities and Resources

91. ALA | Characteristics Of Programs Of Information Literacy That Illustrate Best P Outreach activities for an information literacy program communicate a clear messagedefining and describing the program and its value to targeted audiences;; http://www.ala.org/ala/acrl/acrlstandards/characteristics.htm

ALA American Library Association Search ALA Contact ALA ... Login Quicklinks Career Opportunities Chapters CHOICE Committees Directory of Leadership e-Learning Forms Information Literacy Marketing @ your library Publications Catalog RBM Recruiting to the Profession Scholarly Communication Sections Tipsheets Home Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline Best Practices Initiative Institute for Information Literacy Approved by the ACRL Board, June 2003. Overview excellence . The characteristics are not, however, descriptive of any one program, but rather represent a metaset of elements identified through examination of many programs and philosophies of undergraduate information literacy. information literacy Although an attempt was made to categorize and organize the characteristics for ease of use and logical presentation, the order does not reflect any judgment of priority. Purpose and Use The characteristics are primarily intended to help those who are interested in developing, assessing, and improving information literacy programs. This audience includes faculty, librarians, administrators, and technology professionals, as well as others involved in information literacy programming at a particular institution. Individuals involved with information literacy programming are encouraged to use the characteristics in a variety of ways. These characteristics present a set of ideas that can be used when establishing, developing, advancing, revitalizing, or assessing an information literacy program. The characteristics also provide a framework within which to categorize the details of a given program and to analyze how different program elements contribute to attaining excellence in information literacy programming. Because the characteristics are descriptive in nature and the result of a meta-analysis of many programs, they may also be useful for benchmarking program status, improvement, and long-term development.

92. Help Is At Hand Home : Information And Resources : Support And Advice : Funding literacy activities and Projects. Your Approach literacy activitiescan be nonthreatening and fun with a computer. They may not http://www.helpisathand.gov.uk/info/support/funding/sources/literacy-activities/

@import url(/.static/css/public.ltr.css); Skip Navigation Accessibility Home About ... Sitemap Search: You are here Help is at Hand Home Information and Resources Support and Advice Funding ... Funding Sources for ICT Centres Literacy Activities and Projects Literacy Activities and Projects Your Approach: Literacy activities can be non-threatening and fun with a computer. They may not need to relate to Basic Skills funding if you frame your activity as a project rather than as a qualification. Here are some sources to try: Reading Families Millennium Awards Scheme A Reading Families Award provides money to cover all costs (including childcare) as well as training and support to run the project. Lloyds TSB Foundation Supports cultural enrichment and improving participation and access to the arts and national heritage for disadvantaged or disabled people. Previous Up Next This document was last modified by Roy Bhakta on Funding Sources for ICT Centres Tips For Successful Funding Local History and Heritage Projects Advisory or Self-Help Projects Literacy Activities and Projects Arts and Media Activities and Projects Funding Links Links Reading Families Millennium Awards Scheme Lloyds TSB Foundation Sign-up If you sign-up for an account you will be able to customise elements of this site and subscribe to an email newsletter.

93. CTAP 11 Online - CTAP 201 : Information Literacy & The Internet activities Review and assess information literacy standards; Examine why teachersuse the Internet; Explore how teachers students are using the Internet. http://lacoe.ctaponline.org/courses/ctap201/

@import "/skins/lacoe/css/format.css"; @import "/skins/lacoe/css/skin.css"; Note: CTAP 11 Online content is accessible to all versions of every browser. However, this browser may not support basic Web standards, preventing the display of our site's design details. We support the mission of the Web Standards Project in the campaign encouraging users to upgrade their browsers. text size: A A A H ome Room I nformation C ourses T ools Co m munication S tandards Site Ma p Wednesday June 9, 2004 Login ID Password Forgot your Login ID Password You are in Home Room Courses CTAP 201 CTAP 201 Course Materials Page of 23 Course Map [ show all Lesson 1 Activity 1a : Intr... Activity 1b : Why ... Activity 1c : Why ... E-Tools Webcasting Lesson 2 Integration Exchanges 1 Exchanges 2 Problem Solving Activity 2a, 2b : ... Activity 2c, 2d : ... Lesson 3 Searching Activity 3a : Sear... Activity 3b : Sear... Activity 3c : Subj... Activity 3d, 3e, 3... Lesson 4 Pitfalls Activity 4a, 4b : ... Activity 4c : Murp... Activity 4d, 4e : ... Course Tools Lesson Plans Document Sharing Webliography Forums Add this Course Begin the Course Course Overview The Internet is a powerful, ever-evolving teaching and learning tool. The Web offers an engaging and challenging atmosphere where students can hone their information literacy and problem-solving skills. When integrated effectively, the Internet makes the development of these skills more relevant to students by anchoring learning tasks in meaningful, authentic, and highly visual contexts. It also can teach students how to work together to solve problems through group-based, cooperative learning activities. And, for the most part, the wealth of information on the Net is free.

94. ESLs And School Libraries a partner with classroom teachers to integrate content with information literacy. attendcourses, workshops and conferences; highlight activities in the library; http://www.learningspace.org/instruct/literacy/ESLSLIBS.HTM

Essential Learnings and School Libraries Return to the Instruction page. Essential Learnings target specific curriculum areas. Information Literacy Skills are process skills taught in conjunction with any and all curriculum. WLMA Ad Hoc Committee on Essential Learnings September, 1996 Contents of This Page Essential Learnings and Information Literacy What We Believe Role of the Library Program in Information Literacy Collaborative Partnerships Building the Partnerships Making the Partnership Work A Collaborative Planning Scenario Pre-Conference Conference (using The Rain Forest Project as example) Responsibilities : Student, Teacher, Library Media Specialist Evaluation Information Literacy Process Models Chart Review of the Research and Professional Literature ... Bibliography of Sources Essential Learnings and Information Literacy As the Information Age has evolved into the Communication Age, today's students must be able to solve problems, collaborative on decisions and communicate well while dealing with massive amounts of information. Therefore, they must develop skills in Information Literacy that can be applied whenever and wherever needed. To be effective, these skills are not taught in isolation, but always integrated into the classroom curriculum. To become effective information users, students must have frequent opportunities to manage all kinds of information. The process skills needed include, but are not limited to :

95. Information Literacy Skills Grant Year 2001 Awards Describe how your project objectives and related activities are linked to IndianaAcademic Standards and Library information literacy Standards as defined by http://www.doe.state.in.us/olr/infolit/welcome.html

BACK OLR Home IDEAnet Home Indiana Department of Education Information Literacy Skills Grant Year 2001 Awards County School Corporation School Cass Logansport Community Sch Corp Landis Elem Sch Daviess Barr-Reeve Com Schools Inc Barr Reeve Intermediate Sch Daviess North Daviess Com Schools North Daviess Jr-Sr High Sch Dubois Southwest Dubois Co Sch Corp Southridge Middle School Fayette Fayette County School Corp Connersville Middle School Fayette Fayette County School Corp Grandview Elementary School Fayette Fayette County School Corp Eastview Elementary School Gibson South Gibson School Corp Gibson Southern High School Greene M S D Shakamak Schools Shakamak Elementary School Hamilton Marion-Adams Schools Sheridan High/Middle School Hamilton Noblesville Schools White River Elementary School Hendricks Danville Community School Corp Danville Community High Sch Henry Shenandoah School Corporation Shenandoah Elem Sch Jackson Crothersville Community Schools Crothersville Jr-Sr High School Jefferson Southwestern-Jefferson Co Con Southwestern Jr-Sr High Sch Jefferson Southwestern-Jefferson Co Con Southwestern Elementary Sch

96. Chinese Information Literacy Association Board of Directors and steering committee will foresee the implicationof all services and activities relative to information literacy. http://www.cila.org.tw/en/introduce.htm

Chinese English Introduction About CILA Organization CILA's Bylaws Annual Plans 2003 Annual Plan Activity Join us Invitation Application Rules Application Form Link Member Publication Home Introduction / About CILA About CILA Background Information literacy is a essential skill in the Information Age. Instead of drowning in the abundance of information that floods our lives, information literate people know how to find, evaluate, and use information effectively to solve problems or make decisions. The information one selects could come from a computer, a book, a government agency, a film, or any number of other possible resources. Bearing this concept in mind, Chinese Information Literacy Association (CILA) was formed by scholars and practitioners in 2003 to play a key role in preparing members for the demands of today's information society. Visions, Missions, and Goals

97. Cook With Lyle Over 50 free readyto-use activities for literacy, numeracy and ICT are featured, all based on food and recipes and fully referenced to the British National Curriculum and the National literacy and Numeracy Strategies. http://www.cookwithlyle.co.uk/

I'm Lyle the Lion and this is my site to help you learn about cooking. I will be adding games, competitions, products, and much more soon so keep checking back. And remember cooking can be dangerous, so make sure you have a responsible adult with you before having fun in the kitchen. Check out our exciting Squeezy and Spider-Man micro-site! Send ecards to your friends!

98. ALA Information Literacy Competency Standards For Higher Education information literacy Competency Standards for Higher Education from the Association of College Research Libraries. Policies Procedures. information literacy. Marketing @ your library and http://www.ala.org/acrl/ilcomstan.html

99. Big6 Matrix: Use The Internet With Big6 Skills To Achieve Standards information literacy Standards 6.1 assesses the quality of and products of one sown informationseeking Basic Activity assessment rubrics Select from Kathy http://www.surfline.ne.jp/janetm/big6info.htm

Applying Big6™ Skills Information Literacy Standards and ISTE NETS to Internet Research by Janet Murray "The new education must teach the individual how to classify and reclassify information, how to evaluate its veracity, how to change categories when necessary, how to move from the concrete to the abstract and back, how to look at problems from a new direction - how to teach himself. Tomorrow's illiterate will not be the man who can't read; he will be the man who has not learned how to learn." Herbert Gerjuoy Correlate Mike Eisenberg's and Bob Berkowitz' Big6™ Skills with the national Information Literacy Standards developed by the American Association of School Librarians ( AASL ) and Association for Educational and Communications Technology ( AECT ) and the National Educational Technology Standards for Students ( NETS ) to organize an introduction to research on the Internet. Skill Information Literacy Standards NETS Basic Activities Advanced Activities Task Definition Concept Mapping Graphic Organizers Ask Essential Questions ... Information Power 1 Task Definition 1.1 Define the information problem.

100. Big Six Skills This website introduces the Big Six information literacy curriculum and suggestsactivities for teachers to become familiar with how to use this curriculum in http://www.itrc.ucf.edu/webcamp/final_projects/barney/big6.html

Teaching Information Literacy: The Big Six Skills Approach to Information Problem Solving As schools prepare students for citizenship in an Age of Information, information problem-solving skills become paramount. Students must learn to make meaning from the complex and mountainous arrays of data easily available through countless sources. Bellingham Public Schools, 1997) 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 Age-computer networks, telecommunications systems, and databases-have 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? Association for Curriculum and Development, 1993 What is Information Literacy? With the explosion of information now available on the Internet, students must become information literate. Information literacy is defined as an individual's ability to: recognize a need for information;

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