WOW+moments+for+ASS2

The WOW moments that have made my mind mosh.

This time I have more then on arthur Just need to synthesis

//“Information Literacy is a transformational process in which the learner needs to find, understand, evaluate, and use information in various forms to create for personal, social or global purposes.” (Ablilock, 2004,p.1)// It is important to consider why Information Literacy (IL) is paramount to student learning. Kuhlthau (1995,p.1) states “(t)he major challenge for the information age is to educate children for living and learning in an information-rich environment.” Kuhlthau distinguishes that teaching should include what goes on outside of school “living” (work on this) Students “are at sea, drowning in a pool of information, looking for life preservers.” (Lorenzo, 2001,p.3) Empowering students by teaching them how to be IL is training them to swim through the sea without drowning. This is why Ablilock has encapsulated IL in his definition he talks about transforming information as a process this is the essence of IL completely changing information by creating something useful to the student, it describes learning. Transfer is described by Anderson (2001, p.1) as “the ability to use what was learned to solve new problems”. IL is concerned with enabling students to transfer what they have learned not only in one assignment but also from one subject to the next. Constructing meaning from vast amounts of information (find a quote that states that IL is a constructivist approach to learning) is at the core of IL being able to transfer this knowledge into the workplace and social situations is the aim of IL. Thus “creating a foundation for lifelong learning” (Farmer, 2003,p.35) The definition used in this paper (above) is answering the question asked by Langford (1998, p.1) relating to IL being a “ concept or a process”. Herring (2011, p.32) states, “information literacy can be viewed as a practice, rather than a set of skills.” Thus introducing the notion that IL will be repeated implying that IL will be used later in student’s lives.
 * PART A**
 * Definition of Information Literacy chosen for this research paper.**

Stripling (2007, p.25) states that IL is important to students “when they are engaged in a coherent process of inquiry and learning.” (this helps definition by stating how students learn it and that it is a process that ends in student learning)

Lorenzo (2007) “They are at sea, drowning in a pool of information, looking for life preservers” (p.3).

(in relation to the TL it is because the definition talks about a transfermation process that it is applicable to the TL. What the TL teachers must be transferred by the student (in life and to other subjects, add this idea to the other transfer info don’t add more)

TL needs to fill the gap as IL “is not an embedded practice in our learning institutions.” (Langford, 1998) (this also helps to explain why TL can use definition as the definition is clear and teachers and school community will be able to understand what IL is) Prue Mercer for ALIA (2003) “How successful we are depends on a combination of skills known as ‘information literacy.’ Information literacy means more than being able to read or use a computer. It means knowing how to find, evaluate and use the best, most current information available” (p.3). (look at the IL section in folder as it has ideas of why it is important to TL) Also read Warlick and add his ideas that we need to rethink teaching and learning and IL is a process that enables this to occur. Warlick is very clear that we don’t know the future we are preparing our students for. He also states that students today are different as they engage with information differently. Information used to be a product you purchased today information is a raw material that can be changed. Constructivist model of learning best reflects an understanding of how the brain deals with knowledge. Find a quote for this constructivist notion Prue Mercer for ALIA (2003) “The capability to respond to changing information needs is now a critical life skill” (p.3).  Prue Mercer for ALIA (2003) “ An information literate person recognises when information is needed and can locate, access, evaluate and apply that information.  Information literacy:   Encompasses the effective use of multiple information technologies and formats.  Enables individuals to develop skills for learning throughout life. Supports skills for workplace enterprise and for community participation” (p.3). **PART B** Herring (2009) “This author would argue that, if there is an emphasis on school students not only applying information literacy skills which they have been taught by teacher librarians and/ or teachers, but also on thinking and reflecting on why, where and when they might use these skills, then information literacy may be defined as a way of thinking. This way of thinking would include not only thinking about information literacy skills but also about information literacy as a practice (Lloyd, 2006). If information literacy is viewed as a practice, then this practice would involve students: think about their own information environment-digital, textual and personal-based; thinking about making choices…” (p.3). There are divergent views of what constitutes IL, it is widely accepted that it is not a passive acquisition of knowledge, students Information skills models scaffold the information seeking in to a process of smaller steps. Kuhlthau (2007) describes guided inquiry as a third space. She states that the student’s world is space one and the teachers (curriculum) is space two and a third space is created when guided inquiry is successful. “Guided Inquiry is the necessity of connecting to the student’s world.” (Kuhlthau, 2007, p.5). Thus the aim of the models is to provide guided inquiry by as Wolf and Saye (2003) explain “provides a structured vocabulary that students and teachers can use while discussing the problem-solving” (p.?). What needs to be avoided is what happens “without guidance, students often approach the process as a simple collecting and presenting assignments that leads to copying and pasting with little real learning” (Kuhlthau, 2007, P.?) This needs to help explain why a school needs to be IL and bring both the description and the models together. The IL skills models enable students to adapt to the ever-changing information environment. The self-reflection part of the models is important for all learning activities, as it requires students to consider what they have achieved why the activities are important to their world. This process requires students to “…stop and think” (Herring, 2006, p.14). When students stop and think deeper knowledge is gained it is the deeper learning and reflection that is needed to improve student outcome. Also link this to higher order thinking and transfer. “The PLUS model simplifies the process for them and helps them to be aware, to think, to question and, if possible, be critical” (Herring, 2006, p.15). Having compact steps makes this model easy to understand and remember. The elements of the PLUS model provides students “…with a potentially transferable framework that can help to develop as information literate citizens” (Herring, 2006, p.1) Kuhlthau’s ISP model is the only model to consider feelings by doing this teachers are able to guide the students through their frustration. “For example, students get frustrated in the exploration stage of inquiry and need encouragement to take time to read and reflect and guidance in making sense of information that does not fit together smoothly” (Kuhlthau, 2007, p.5). Relate this to transference and how this impacts on lifelong learning ISP is a teacher centered model and PLUS is a student centered. Incorporate constructivist approach to learning. Abilock (2007) “Information Literacy shares a fundamental set of core thinking- and problem-solving meta-skills with other disciplines. Authentic cross-disciplinary problems which include observation and inference, analysis of symbols and models, comparison of perspectives and assessment of the rhetorical context, engage students in developing mastery information literacy over time” (p.1). “Information Literacy: A problem-solving process…” (p.1). Langford (1998) Explains how IL is a confusing concept she askes, is it a transfiguration? What is clear is that a “shift in educational thinking has occurred in that literacy is more than the ability to read and to write(p.2). (this is why it is more than just skills) Langford stresses that all learners need to become IL. She describes the main aim of IL as “gaining control over the vast amounts of information in its myriad forms and registers, (p.2) Obstacle (ISOLATION) “In secondary schools, teaching often becomes subject-based, and changing approaches to teaching and learning tend to be taken up in specific disciplines” (p.3). “Therefore, domains of teaching are unwittingly set up, and when new ideas percolate through, they are often sectoralised” (p.4). Thus the “teacher librarian as sole stakeholder in the development of information literacy in students” (p.4). (ISP) about (Kuhlthau, 1995) Langford states “…challenged the rather pragmatic interpretation of literacy by introducing the importance of attitudinal behaviours towards seeking information. She affirmed that to be literate was not only to recognize when information was required, but involved the ability to construct one’s own self-interest to the notion of learning throughout a lifetime” (p.5). Literacy is transforming changing with society “The concept of literacy really depends on the information needs of the society of the time” (p.6). “The world view of literacy broadened to accept that literacy was evolving; that there was a continuum of skills associated with literacy; and that literacy itself was taking on differing forms, in fact transforming, (p.6).  **Definition of SEMIOSIS** **:** a process in which something functions as a sign to an organism **Semiosis** (from the [|Greek] : σημείωσις, //sēmeíōsis//, a derivation of the verb σημειῶ, //sēmeiô//, "to mark") is any form of activity, conduct, or process that involves [|signs] , including the production of [|meaning] “Therefore, if literacy is merely an act of semiosis, then every act that records symbols of human communication outside of the human body is a type of literacy, be it textual, visual, gestural, social or digital, and that every act of communication evolves around the encoding and decoding of information in its many and changing forms and registers. One could deduce from this that literacy is fuelled by information and hence all literacy is information literacy!” (p.6&7). “…literacy, as an Industrial Age concept, has transformed t include affective as well as cognitive understanding, in the culture of the Information Age (p.7). “…there is considerable support for viewing literacy as a continuously evolving concept allowing for a more liberal understanding and hence development of the initial ideal of the universal right to read and write. Because literacy depends on information, and because information is expanding at exponential rates, the mere ability to read and write is being translated into the ability to read, write, and to develop the capacities to understand …” (p.8) “…independence in defining and solving their information problems could be drawn together under and umbrella concept referred to as information literacy” (p.9). “information literacy is a goal that can be attained through a process that relies on the continuous learning of specific and evolving behaviours. It is a cluster of abilities that the individual can employ…” (p.10). “One needs to be able to locate and or to solve information problems through enlisting the techniques and skills necessary to survie in the Information Age” (p.10). “…information literacy: the paradigm of lifelong learning” (p.11). (Page 12 talks about whose job it is to create an IL school community) Kuhlthau (2007) “ The configuration of the 21st-century school is quite different from its 20th- century industrial age counterpart. The model, in which one teacher and one class of students was the norm, is surely past its prime. The information age and the future call for a team approach, each member bringing his or her expertise to a collaborative learning environment. Research competency and subject knowledge in the context of fostering cooperative learning, reading comprehension, language development, and social skills are needed” (p.11). How learning occurs Kuhlthau (2007) “… a transmission approach, in which learning is viewed as something the teacher or text does to the student, and a constructivist approach, in which the student is involved in an active process of constructing deep understanding” (p.14). Kuhlthau (2007) “ A constructivist approach builds on knowledge by engaging students in stimulating encounters with information and ideas. Students learn by constructing their own understanding of these encounters and by building on what they already know to form a personal perspective of the world. Construction is an active, ongoing process of learning that continues throughout life” (p.14). Information Literacy Model Herring, Tarter and Nayler (2002) Kulthaus ISP “ which identifies how pupils feel during the assignment process as well as what they do…” (p.2) Herring, Tarter and Nayler (2002) “ The PLUS model provides a framework for pulils and teachers to work with, but it is not just a linear model with pupils working through each stage when completing an assignment” (p.2). Herring, Tarter and Nayler (2002) state that collaboration is important for teachers and teacher librarians. “There are benefits for both teachers and for school librarians. Including the sharing of knowledge: the teachers gained more insight into information skills and the use of resources, and the school librarian gained more insight into the subject and the teaching approach used” (p.20).

Herring, Tarter and Nayler (2002) “ A key implication for teachers and school librarians is pupils of this age are capable of reflection and of focusing or their own learning and that the teachers and school librarians should not underestimate the abilities of pupils of this age, but encourage them to be reflective learners”. (p.21). (year 7 students)

Herring, Tarter and Nayler (2002) “… the use of a structured model such as the PLUS can allow pupils to be active and reflective learners but, at the same time, to feel that there is a support structure that underpins this approach to learning” (p.21).

In relation to TL

Herring, Tarter and Nayler (2002) “… the implications of this study are: that teachers wil respond positively to the suggested use of a structured model of information skills such as PLUS; that collaborative assignment planning and development increase the curricular role of the school librarian; that school librarians can actively improve pupils’ learning; and that involvement in subject-based research projects is a positive way of increasing the use of resources in the school” (p.21).

General ideas about learning McGregor (1999) “Theories can become meaningful and useful only if they are explored, understood, experimented with, and tested in a variety of circumstances” (p.26).

McGregor (1999) “Educational psychology has given rise to two major theoretical approaches to learning in this century. The behaviorist view is based on the belief that reality is external and absolute. Reality is measurable, and cause and effect can be determined and standardized. The constructivist view, in contrast, looks at reality as something that is socially constructed by individuals who determine their reality based on their unique prior knowledge and experiences. These two views of reality affect how learning is perceived and studied” (p.27).

McGregor (1999) “Constructivists view learning as a process by which learners construct understanding as a process by which learners construct understanding themselves, rather than simply taking in ideas and memorizing them” (p.29).

Kuhlthau (1995) “The major challenge for the information age school is to educate children for living and learning in an information-rich environment. An understanding of the process of learning is one of the most important abilities for students to acquire in order to function in that information-rich environment” (p.1).

Kuhlthau (1995) “The concept of uncertainty is a basic underlying principle of the ISP” (p.8).

Kuhlthau (1995) “Uncertainty is not only to be tolerated in the ISP but to be expected as a normal condition” (p.8)

Kuhlthau (1995) “ The four basic enablers identified in libraries reporting successful implementation of a process approach were: a team approach to library services, a mutually held constructivist view of information seeking, a shared commitment to instructing and guiding in skills for lifelong learning, and competence in designing process strategies” (p.11).

Kuhlthau, Jannica and Ross (2008) “… students identified a series of stages of thoughts, feelings and actions in the process of an extensive research assignment. It revealed that students were involved in a complex process of construction rather than simply collecting and reporting on found information” (p.2). Kuhlthau, Jannica and Ross (2008) “ This user- centered research was among the first to include the affective experience of information seeking in addition to cognitive and physical dimension. Kuhlthau found that in more complex information seeking tasks, feelings of uncertainty commonly construction in later stages. This rise in uncertainty was frequently unexpected and caused apprehension and confusion in some searchers to the point of obstructing the task” (p.2).

“Since its generation the Information Search Process model has been used to examine theoretical concepts within librarianship and information science, as well as to develop practice in diverse contexts including education, work and ever-day life information seeking. The literature review shows that the model is used as a framework for understanding central concepts in the librarianship and information science field, such as relevance judgments, tasks, knowledge construction, affect and information seeking as process. The model is not only valuable as a theoretical construct for examining information behaviour, but also serves as a diagnostic tool for intervention in different information seeking contexts” (p.3).

Kuhlthau, Jannica and Ross (2008) “ The Information Search Process model was ground-breaking in its emphasis on the interrelationship of cognitive, affective and physical dimensions of information seeking and how the search process often causes anxiety and uncertainty” (p.3). Kuhlthau, Jannica and Ross (2008) “ The model is valuable as a diagnostic tool in a reference setting to make interventions more user-centered” (p.4).

More then just skills

Kuhlthau, Jannica and Ross (2008) “ When the model is used as a framework for guiding inquiry, students move away from simply collecting and compiling information to please teachers; rather, they become involved in thinking processes that require extensive exploration of ideas and formulation of thoughts before developing their own deep understanding of their topics and presenting it” (p.4).

In relation to Boyce (2004) critique of IL being based in print were as students are based in digital

Kuhlthau, Jannica and Ross (2008) “Students working in digital environments appear to go through the search process stages to build knowledge of their topics, but the easy availability of information encourages them to skip stages and thus end up with superficial descriptive conceptions of their topics. The stages can function as a diagnostic tool for educators to identify and understand the learning dilemmas students experience as they engage with information to construct knowledge” (p.10).

Kuhlthau, Jannica and Ross (2008) “The information search process model describes feelings, thoughts and actions in an information seeking task with a discreet beginning and end, where considerable construction of knowledge takes place. The description of the stages of affective, cognitive and physical experience of users continued to be found in this study. This indicates that the model continues to be useful theoretical and explanatory framework for users…” (p.10).

Kuhlthau, Jannica and Ross (2008) “ …the model continues to be instructive when designing user centered information services and systems. Its consecutive stages can form the basis for timed interventions in order to support users throughout the progress of a project. This research indicates that a crucial stage for interventions is the exploratory middle part where the formulation of focus is developed” (p.10).

Kuhlthau, Jannica and Ross (2008) “ The model continues to be particularly useful when applied to intervening with students in inquiry projects. If students are aware that increased frustration and anxiety is to be expected mid-way through the construction process they become less discouraged when it happens” (p.10P.

Kuhlthau, Jannica and Ross (2008) “Teachers and librarians who guide students through inquiry projects can emphasize this for students and be ready to intervene in helpful ways. Inherent and crucial to a successful Guided Inquiry project is a holistic view of students’ experience in the search process. In addition to cognitive processes, there are motivational and affective dimensions” (p.10).

(see page 10 for it is still useful stuff) The main criticism of these models is that they may not suit the individual learning styles of some students. (find more research and but that quote) this is from model Wolf (2003) “Several Information problem-solving models exist for teaching and reinforcing the research, problem-solving, and writing processes” (p.1). Information Literacy skills models foster “metacognitive skills”.(p.1) Wolf (2003) “In an effort to better understand the research process or the information problem-solving process, Kuhlthau (1993) examined the thoughts, feelings, and actions associated with various activities within this complex process. Her search process model details the changes that occur for searchers as they move from a generally unfocused to a focused state of mind while progressing from seeking relevant to pertinent information. This shift also describes feelings that ebb and flow between more negative emotions such as uncertainty, confusion, frustration, and doubt, to more positive emotions such as optimism, clarity, confidence and relief.” (p.2) Wolf (2003) “Teachers and designers can develop and support strong metacognitive skills in students by incorporating the use of metacognitive scaffolds… … into the curriculum. Scaffolding has been defined as a support structure for learners engage in activities just beyond their independent ability.” (p.3) Herring (2006) “The elements of the PLUS model – Purpose, Location, Use and Self-evaluation – and intended to provide students with a scaffold that they can use when completing school research assignments but also with a potentially transferable framework that can help them to develop as information literate citizens” (p.1). Limberg (2004,49) urges educators in schools to change their attitude towards information literacy teaching and argues that “the essence of the change needed concerns a shift from focus on procedure and order toward a focus on more abstract and the more exciting contents of information literacy as regards what is at stake and what is crucial for becoming an information literate person.” (p.3). Herring explores views that IL is focused on the educational areana and too limiting in its scope to be tranfered to lifelong learning as it is focused on digital and textual content and does not include “non-textual information practices (e.g. the use of the body or others as information soruces).” (p.3) Herring (2006) “It is important that teachers and SLMSs reflect on these criticisms of information literacy in schools and seek to explore whether the present teaching of information literacy can enable students to cope with the complex rang of digital information which is presented to them; whether information literacy teaching can provide students with not just a prescribed set of skills but a metacognitive approach to their own learning; whether information literacy in education, and in schools in particular, can provide students with the perhaps different information literacy attitudes and skills needed in the workplace; and whether information literacy teaching is in fact related to student learning as opposed to students’ ability to find and evaluate information. As educators, academics, teachers, and SLMSs encourage students to be critical of what they read, so it is incumbent on us to be critical or our approaches to information literacy.” (p.3). Herring (2006) on the PLUS model “The model is intended to be an iterative and not a linear model that students can use as a scaffold to their assignment work but also as a reflective tool to enhance their learning” (p.4). Weakness “Green (2004, 70) takes a critical view of information literacy models, stating that “many of the existing information skills models don’t meet the needs of the learner as well as they should.” A general criticism which can be made of all information literacy models is that they don not take into account individual students’ learning styles and that they may appear as a one-size-fits-all approach to learning. The use of a model in a school can be adapted by the SLMS and teachers for individual students or those individual students can be offered the model not necessarily as a sine qua non for completing an assignment but more as an option which can be modified to suit their own use.” (p.5) Another Weakness Herring (2009) Boyce (2004) argues that most current views of information literacy-in teacher librarianship but also in education as a whole-reflect an outdated view of the information environment in which students operate. She argues that information literacy is bound up with learning and teaching in a print dominated world, whereas students live predominantly in a digital world” (p.3). Herring (2006) “… information literacy as enabling students to take a critical approach not only to information resources of any format but also to their own learning and understanding” (p.5) Ablilock (2004) “ The very nature of information has changed in the past decade” (p.20.). Ablilock (2004) “ Each of these new qualities of information impacts directly on our notions of what it means to be literate, the basic skills required to use information to accomplish goals” (p.20). Ablilock (2004) “ These dramatic changes in information do not mean that we must change our definition of literacy, but they do point to an expanded notion of what those skills are. It means that students must know how to use appropriate tools to find information, decode it, evaluate the information to determine its value, organize the information to add meaning, process, analyze, synthesize, manipulate, mix and remix the information, and then express their findings in compelling ways using appropriate modes of communication” (p.21). Ablilock (2004) “ Information, to them, is a raw material” (p.21). Ablilock (2004) “ they are remixing content, taking information raw materials and assembling them into something that is personally pleasing” (p.21). Ablilock (2004) “ They have taught themselves how to play the information. Their classrooms and libraries must become places where they learn to work  the information. They must learn not only the technique, but also the responsibilities that information workers own—that information is powerful, yet fragile, that it can be worked hard but must also be handled delicately, that the basic information skills have become not only much more complex, but also a lot more exciting” (p.21). Try to bring down to one sentence  Catalysts for Change in a New Information-Rich Culture Lorenzo, G. (2007). “ All the discussions, theories and initiatives of a Web 2.0/Library 2.0 world are influencing how information is disseminated and shared, and how knowledge is gained. All these elements are morphing into the early stages of what could be considered a vast and meaningful culture change in higher education that has educators thinking about information fluency in new ways. In this new education culture, the earlier noted ages and generation classifications and differences fre- quently applied to both students and educators may not be the prevalent catalysts of change. In- stead, the catalysts for change in this new cul- ture—some of which were alluded to when describ- ing the characteristics of NetGeners—are defined within a wide variety of concepts, tools, and chang- ing social habits. Let’s take a closer look at some terms and concepts that apply to this new educa- tion culture” (p.6.). Learning as connected, participatory and distributed (via web 2.0) (me 2011)  Lorenzo, G. (2007). “ Librarians, information technologists, faculty and administrators are coming together, realizing that the new culture of education—influenced by information fluency initiatives, Web 2.0 and Li- brary 2.0—can impart much more than the skills students need to get them through their academic careers. Information fluency skills aren’t limited to the academic environment. It may be that students do not need to have a strong understanding of how specific information-resource tools work—because the tools change so quickly today. However, hav- ing a basic understanding of how information is created; how information is communicated; and what’s needed to manage, evaluate, synthesize and present information—whether they be a person’s work life, personal life or academic life “(p.13.). Kracker (2002) “Students may feel anxious and overwhelmed at the start of an assignment and doubt their ability to create what is asked of them” (p.282) Kracker (2002) “One groundbreaking aspect of the work was her attention to emotions. Kuhlthau found that strong emotions are an important part of the research process, and that these feelings are normal. They can rage from confusion and anxiety ant the beginning to confidence and satisfaction or disappointment at the conclusion” (p.282). Kracker (2002) “Carol Kuhlthau published a series of five studies between 1983 and 1991 about the development of the ISP model…” (p.283). Kracker (2002) “Kuhlthau showed her ISP model is valid across a wide population, a wide range of ages, and a wide range of information needs…” (p.283). Kracker (2002) “ Research papers are part of most students’ education experience and knowing how to gather data and synthesize information are important life and job skills” (p.284). Brown (2005) “One of the best ways to ensure students gain new knowledge and skills is through the effective use of information. Essential to information literacy is the ability to locate and use information” (p.2). Brown (2005) “ISP provides research strategies that do more than inform a student, transforming the student’s knowledge base and leading to constructive solutions or conclusion to the research question” (p.2). Answer to one size fits all answer Brown (2005) “Selecting the most appropriate research model is a key issue for our information-driven society” (p.2). Teacher Librarian Brown (2005) “By conducting a needs assessment, the school librarian will have the tools to create a dynamic information center for the community” (p.2). How (collaboration) Paraprasise Brown (2005) “ This leads us to the final area of importance – collaboration” (p.3). Collaboration is critical to the library program (my paraprasie) Brown (2005) “ It is important that teacher partnership is planned, completed, and reported. In recent interviews with school librarians, it was reported that among the main elements that contributed to success in a collaborative project a 1) trust in relationship, (2) a shared vision, and (3) proactive efforts for open communication among teachers who collaborate. The librarian, more than ever, must establish realationships with teachers that are built on mutual trust. Successful collaboration are accountable to their co-workers and always complete what is promised. It is important to seek partners that have a similar vision. After a few successful projects are noticed, others will follow your vision” (p.3). IL school community  Langford (1999) “Learning organizations are organic. They learn, change and grow. A healthy organization focuses on learning and rewards its corporate body, through accepting and implementing change” (p.292).  Langford (1999) “ Information literacy is a pathway that lead the individual onward and forward, shifting mental models of what is to what can be or will be. It moves the individual along a path that is dominated by personal mastery, and hence continual learning. Continual learning sweeps across the platform of information literacy bringing individual into contact with new experiences, requiring of each to make decisions, within those decisions to take on board social, cultural, and ethical literacies” (p.306). Langford (1999) “Information literacy relies on a system that supports continual learning. Both concepts provide a marriage that challenges within an atmosphere of respect and trust, giving and receiving, leading and being led…” (p.307) Langford (1999) “ In a information literate school community, personal empowerment comes with the knowledge that the stakeholders share a vision, and that this vision can take each team member along a path that will renew the individuals as well as renew the organization” (p.307). Why IL (MODELS TOO) are not skills Skrzeczynski (1999). “Involvement and support of all parties is the key to the development…” (p.241). of an IL school community. Skrzeczynski (1999). “ This is not a transformation that took place over night but the paradigm shift infiltrates in the fullness of time and develops as a result o fthe change in the way information is stored, accessed and used” (p.241). Henri (2005). “…the information literate school community can be viewed as ‘a philosophy as well as a place; it is a way of being as well as a working model. It’s a mindset as well as a map’” (p.12). Henri, J. (2005). “Community is something that transforms thinking within the school and does so in such a way that the transforming pulls the world of school and the world outside school closer together. Collaboration and collegiality are key measures of community well-being and are partial indicators of the existence of an information literate school community” (p.12). Henri (2005). “In essence, the information literate school community describes a school community that places a significant priority on transforming information into knowledge and in turning knowledge into information” (p.12) Henri (2005). “ The information literate school community draws from and meshes with emerging learning theory and provides a sound reason for reconceptualizing, and, ultimately, reengineering the places we call schools” (p.12) Henri (2005). “…the brain’s predisposition toward constructivist learning to thrive, consideration must be given to all aspects of a child’s learning environment. Therefore, building an information literate school requires and demands a departure from the stereotypical thinking that places teachers into classrooms and subjects. The culture, the architecture, and the relationships that dominate school must be holistic and spaces where people learn to learn and this must be transparently obvious and demonstrable” (p.13). Obstical Henri (2005). “Kuhlthau (1993a) has developed a set of primary inhibitors and basic enablers that may help in understanding the information literate school community. She fund three primary inhibitors in programs that seemed to have stalled, that is, to have been unable to develop effective collegial teaching and learning: lack of time; confusion of roles; and poorly designed assignments” (p.17). How to over come Henri (2005). “Kuhlthau (1993a) found that four basic enablers were present in successful programs: a team approach to teaching; a shared understanding of learning as a constructivist process; a shared commitment to lifelong learning; and competence in developing learning activities and strategies. Successful programs show evidence of the teachers, the librarian, and the principal working together to facilitate, develop, and implement instructional programs” (p.17). Henri (2005). “The instructional team develops assignments through innovation and experimentation; they are trying new approaches in order to enhance student learning” (p.18). Henri (2005). “ A major challenge for a school that seeks to become an information literate school community is to understand the nature of information and to unlock the complex relationships among data, information and knowledge and to promote and sustain a culture and an architecture that will allow opportunity for knowledge-building” (p.18). Henri (2005). “The information literate school community suggests a space where human minds are equipped to master informing processes and where those human minds are provided the opportunity to coalesce: that is, there is need for both ability and opportunity” (p.20). Obstacle Henri (2005). “… there is evidence to suggest that teachers are not necessarily information literate” (p.21) Henri (2005). “The shift in focus from teaching to learning; the shift in focus from stand-alone subjects to integrated learning; the shift in focus from one teacher to 30 students to flexible teaching teams and student groupings; the shift from assessing knowledge to assessing learning; the shift from classrooms (and teachers who are in charge of classrooms) to learning spaces; and the shift from individual foci to a whole-school focus- together these represent a revolution in thinking about schooling. Schools that are serious about substantive change and adopting a ‘learning to learn’ paradigm and encouraged to construct and mould information literate communities where teachers are themselves information literate. This shift in thinking brings with it many shifts in practice and has special implications for the role of the teacher librarian…” (p.24). Henri (2005). “Teacher librarians must shift their services and their allocation of time towards teachers” (p.26). (in relation to information literacy focus shift form students to teachers) Teacher the teachers so they can work as a community to teach IL. Anderson (2001) “Two of the most important educational goals are to promote retention and to promote transfer (which when it occurs, indicates meaningful learning). Retention is the ability to remember material at some later time in much the same way as it was presented during instruction. Transfer is the ability to use what was learned to solve new problems, to answer new questions, or to facilitate learning new subject matter” (p.63). Zmuda (2008) explains how K-12 schools teacher students to be “… passive processors who simply sop up intellectual input without active response” (p.3). This is at odds with what is expected at University. Zmuda (2008) “To overcome the passivity of learners that Levine describes, 21st century schools must embrace learning beliefs that produce engaged and sustained learning and develop skills of independence, problem solving, and teamwork” (p.3). Kuhlthau (2004) “… viewing learning as a constructive process” (p.14). Kuhlthau (2004) “Learning takes place within the context of a whole experience in which the learner is completely engaged” (p.15). Kuhlthau (2004) “Extensive thinking and reflection are an integral part of the information-seeking process…” (p.16) Kuhlthau (2004) “Forming new constructs and reconstruing old ones are continual processes throughout life” (p.17). Kuhlthau (2004) “ The new information may be so disruptive that the person becomes threatened by the prospect of the unknown” (p.18). Kuhlthau (2004) “Feelings interplay with thoughts and actions, engaging the whole person in a complete experience of learning” (p.19). Try to understand below don’t use hudge slabs of quotes Why library an librarian ALIA (2003) “ Technology is changing how we live, learn, work and govern. Library advocates must speak out for the importance of information literacy and the critical role of libraries and librarians.  What we want them to:    Libraries and librarians have a key role to play in helping our communities become information literate. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> In today’s rich and complex information environment, we have a unique opportunity to demonstrate the value of libraries and librarians. Take a leadership role in educating their communities about the importance of information literacy and why librarians and libraries are essential. (p.4) <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> ALIA (2003) “ What is information literacy? <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Information literacy means being information wise. It means knowing when a book may be more helpful than a computer. It means knowing how to find, evaluate and use information in all forms. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Information literacy is more than print literacy, computer literacy or media literacy. It means knowing when you need information, where to find it and how to evaluate and use it in your everyday life. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Information wise communities use the latest and best information to develop sound policies. They know the importance of having citizens who are information literate. And they invest in their school, public and higher education and special libraries as centres for information, culture and lifelong learning. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Information wise people lead satisfying lives. They know how to find quality information that will help them through family, medical or job crises. They are aware consumers who know how to use information resources wisely for work and pleasure. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Information wise people run successful businesses. They know when they need data and what data they need to evaluate success and plan for the future. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Information wise people know that what is true today may not be true tomorrow, that information is not the same as knowledge. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Information wise people know librarians can be their guides. Information wise people create smart communities. Information wise people support libraries. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Why information literacy? <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Good decisions depend on good information. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Our nation faces a critical new challenge in the 21st century: helping people cope with a bewildering amount of informa- tion. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Technology is changing how we live, learn and work. The ability to read or even use a computer is not enough. You must also be able to evaluate and apply information. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> A library advocate’s guide to building information literate communities 7 The ability to read is a basic survival skill, but it’s not enough. Today’s workforce must be able to find and use information in all forms. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Our children must be information wise if they are to succeed in the 21st century. Today getting information can be easy. Getting the right information can be difficult. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Information is the lifeblood of our democracy. But information is power only if you know how to find the best information and apply it to the decisions you make in your work and daily life. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Real information power is having the right information at the right time. More information isn’t necessarily better. Anyone who’s done a search on the internet and found 999 hits knows that! <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> The internet is an exciting medium. But it can also be confusing. That’s why it’s important for parents and all adults to learn about the internet and how it works. The more you know, the more you can help your child and yourself. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Why libraries? <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Libraries are unique. They are one-stop shops. In person. Online. Where else can you have access to nearly anything on the web or in print as well as personal service and assistance in finding it? <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Libraries are part of our lives. They are a place for education and self-help. They offer opportunity to all. Libraries are changing and dynamic places, at the forefront of the information age. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Libraries level the playing field in the information age. They make information affordable, available and accessible to all people. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> If you know how to use a library, you know how to learn for a lifetime. If we didn’t already have libraries, we’d have to invent them! <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Every parent can afford to give his child the key to success — a library card. There is no such thing as good education without good libraries. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Why librarians? <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> In a world that’s information rich, librarians are information wise. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Librarians are the ultimate search engine. They can help you find the best information, whether it’s a website, book, video or pamphlet. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Teaching others how to critically evaluate information is a unique skill that librarians bring to a society suffering information overload. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Librarians bridge the information gap by ensuring that all people have the resources and skills they need to live, learn, work and take part in the democratic process. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Librarians provide more than facts. They provide the expertise and services that add meaning to those facts. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Special librarians provide critical expertise that help businesses, government, health and other officials make sound decisions based on sound information. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> In schools and universities, librarians teach information literacy skills that students will need to succeed on their jobs and through out their lives. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Public librarians have helped generations of Australians to lead better, more satisfying lives. Today they are teaching them to be information literate. Librarians have been organising information and guiding people to the best sources for centuries. Librarians put the ‘high touch’ in high tech. They are there to help you. Let a librarian be your guide through the information maze!” (p.7&8). <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> ALIA (2003) “ Q. What is ‘information literacy?’ <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> A. Information literacy is a critical life skill in today’s information maze. It means knowing when a book may be more helpful than a com- puter. It means knowing how to find, evaluate and use information from a variety of sources. It means knowing what questions to ask. Is the information complete? Accurate? Is someone trying to sell me something? Good decisions depend on good information. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Q. Why are librarians concerned? A. In a world that is information rich, librarians are information leaders. They know that having more information is not necessarily bet- ter. Real information power is having the right information at the right time. Librarians have been organising information and guiding people to the best sources of information for centuries. Teaching others how to be wise information consumers is a unique skill that librarians bring to a society suffering information overload. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Q. Why should I use the library when I can go to the bookshop down the street? A. There are a lot of reasons. Let me give you just three. First, libraries are unique. They are one-stop shops. Libraries offer a greater variety of resources than most bookstores could ever offer — both in print and online. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Second, libraries are both high tech and high touch. Virtually every library in Australia is wired to the internet and there are librarians to help you find exactly what you need. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Third, libraries are places for education, enjoyment and self-help. All you need is a library card! Q. How can I help my children become information literate? A. There are several things you can do. The most important thing is to encourage your children to use the library and to ask the librarian for help. You give your kids an advantage if you teach them to use the best resources available and that means your local libraries. [Add info about your library programs like: Check out our internet classes and homework help centre for students). Also, make sure your chil- dren have a good school library with plenty of up-to-date books and the latest information technology. Teacher librarians play a critical role in teaching children how to be information wise. (p.9) (has good ideas how to be an IL community after page 9)