Tuesday, August 17, 2004

Integrated Information Skills Instruction: Does It Make a Difference? This article is by Ross J. Todd. It was published in School Library Media Research Volume 23, Number 2, Winter 1995.

From the article:

In the context of an emerging global information society, information literacy is increasingly presented as a key challenge to educators and to educational authorities. School library media specialists worldwide have responded energetically to this challenge. Today school library media programs are increasingly based on the assumptions that information skills instruction is a valuable and essential part of the school's educational program; that these skills emphasize general information problem solving and research processes rather than just skills of location and access to library resources; that these skills should be taught within the context of the school's curriculum; and that the teaching of these skills can be enhanced by the use of innovative instructional methods.(1)

This report documents ongoing research in Sydney, Australia, into the impact of information literacy programs on student learning. In this research, information literacy is defined as the ability to use information purposefully and effectively. Kirk, Poston-Anderson, and Yerbury present it as a holistic, interactive ability encompassing skills in six areas:

defining the tasks for which information is needed;
locating appropriate sources of information to meet needs;
selecting and recording relevant information from sources;
understanding and appreciating information from several sources and being able to combine and organize it effectively for best application;
presenting the information learned in an appropriate way; and
evaluating the outcomes in terms of task requirements and increases in knowledge.

In essence, information literacy is demonstrated when competence with this range of information skills is demonstrated.

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