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This document contains information about teaching information literacy and inquiry skills to students. It discusses how inquiry draws on students' life experiences and motivates learning. It also provides recommendations for explicitly teaching information literacy across the curriculum. The recommendations include developing students' knowledge of evaluating accurate and reliable information sources, using effective search strategies, and respecting intellectual property rights when incorporating ideas from other artists.
Finished ila presentation
- 1. Year 12 Information Learning Activity – Visual Art This artwork is named The Journey 2011 by contemporary Indoneasian artist Uji Handoko Eko Saputro ://www.qagoma.qld.gov.au/exhibitions/current/apt7_asia_pacific_triennial_of_contemporary_art Analysis and recommendations for the teaching of Information Literacy and Inquiry Skills
- 2. “Inquiry draws on student’s life experiences, beginning with things that Information literate learners are matter to them and that motivate them to want to know more. able to access, process, organise, Motivation and interest are key elements in inquiry learning” create and present information in (Kuhlthau, 2006, p.3) a range of ways that make meaning for them and all the construction of personal knowledge. Information skills must be embedded across the school curriculum andexplicitly taught in the context of teaching and learning programs. ASLA , Oct 10, 2012 http://www.asla.org.au/policy/information-literacy.aspx http://seaviewartgallery.com.au/wp-content/uploads/2011/07/Out-in-the-elements-by-Raelean-Hall.jpg Kuhlthau, C.(2006) ‘Information Literacy through Guided Inquiry: Preparing Students for the 21st Century’, IASL Report, Rutgers University, USA.
- 4. Task Concept – Social Commentary or Issues of the 21st Century Focus : Student Choice This task was the final unit of the course and students were asked to make another Body of Work. They could : • extend on either body of work already submitted but they were not allowed to finish or rework a previous piece. • add to either body of work (1 and 2) in terms of concept or focus. • increase the size of a body of work • work in the same media or explore new media that they were not so experienced with.
- 5. Links to Visual Arts Model (Senior Studies Authority)
- 6. Methodology Information was primarily gathered using the S.L.I.M Toolkit Questionnaires were administered two times. Further information was collected through observation and informal conversation between myself, the classroom teacher and students.
- 7. Participants The students attended a co-educational, independent secondary college. Out of a class of 18, 14 students were tracked as they completed both questionnaires. The participants were of mixed ability level. There were no students identified as gifted or special needs within the cohort.
- 8. Question 1 : Knowledge of the Topic 10 9 8 7 6 5 4 3 2 1 0 Fact Explanation Conclusion
- 9. Question 2 : How interested are you in the topic? 9 8 7 6 5 Q. 1 4 Q.2 3 2 1 0 Not at all Not much Quite a bit A great deal
- 10. How much do you know about this topic? 12 10 F r 8 e 6 q Q.1 u 4 Q.2 e n 2 c 0 y Not at all Not much Quite a bit A great deal
- 11. Question 4: What did the students find easy? Develop their own opinions Integrate new information Q.2 into one’s knowledge Able to evaluate information critically and competently Able to access information efficiently and effectively Q.1 Able to develop questions that lead to appropriate information 0 2 4 6
- 12. “for this particular assignment I have a book about the history of graffiti and how “I researched artists that had the same ideas and go on influential it is perceived that I want to use and I websites ,read books and comics” really enjoy discussion as it helps me through my creative ideas” Examples of Participant answers. What skills do the students feel confident about? “Google the internet” “I find researching on the internet the “I find it easy to find information on the topic” easiest, looking at websites and Google books.” “I can find sites that are reliable”
- 13. Question 5: What did the students find difficult? Q.2 Q.1 0 1 2 3 4 5 6 Communicate information and ideas in the appropriate format Organise the information Can determine the accuracy of information Respects intellectual property rights Able to evaluate information critically and competently Uses Information Technology Able to access information effectively and efficiently Able to develop questions that lead to appropriate information
- 14. “, what to research and artist influences, usually I have to search for an influence after because I have already made up “Finding accurate and reliable my ideas” websites, tracking down artists” Not an authentic learning experience Student responses, what skills did they not feel confident about? Piecing together all the gathered information to start the piece of work “Just starting to research, eg. What to type in as an initial focus” organisation
- 15. Recommendations Positive Outcomes •Most students were interested in the topic and confident with their knowledge. •Class generally said that they enjoyed sharing ideas with their peers. •Students were very comfortable with reflective practices •Students valued researching information effectively and efficiently •Students researched using a variety of online formats, such as Google books, blogs and Google.
- 16. Ways to Improve teaching Students had little knowledge of information literacy which meant that they did not consider how effective they were at finding information No student mentioned search strategies in the questionnaires – I feel they have limited knowledge of using search strategies . Whole school plan – needs explicit teaching of information literacy with a focus on digital literacy as many students rely on the internet for research purposes. Teaching topics to be addressed (by school librarian?) •Authentic, reliable and relevant websites •Search strategies and using Boolean operators effectively •Why using books is for research purposes is still useful Teaching Topics to be address by the classroom teacher: • How to incorporate ideas from artists while respecting intellectual property rights
Editor's Notes
- #3: Guided inquiry is an inquiry based learning approach to teaching that encourages students to ask their own questions and think critically . The teacher’s role is to give the students skills to create good critical questions, to identify and collect appropriate evidence, to analyse and interpret the results, formulate conclusions and to evaluate the importance of those conclusions. (Lee et al. 2004) The teacher scaffolds the students development process. (Lupton 2012) Rather than giving students information and answers, the teacher’s role is to equip students with critical thought processes to find and use information to create.
- #4: Kuhlthau’s Information Seeking Process described six stages of feelings and thoughts that are commonly experienced in the Information seeking process. Thoughts begin vague and clarifty as the student works through different stages.
- #6: The students were expected to start with their existing knowledge and experiences (including previous two artworks, appraising task), then frame and focus their own questions based around the cocepts of Globalisation or Issues of the 21st Century. While researching, students search for information, locate it, organise and analyse evidence. While developing, students create connections between the information they have gathered. This is done by evaluating, synthesising and documenting conclusions. Resolving processes involve creating images or objects or appraising written work. The student’s visual diary has a vital role, it is used to record evidence and reflect higher order thinking.
- #7: Using the tool kit I was able to show the classroom teacher how her students developed knowledge and understanding of their curriculum as well as illustrate the development of information seeking and using skills.(Todd,Kulhthau and Heinstrom, 2005, p5)
- #12: Information literacy skills – students did not write many responses, most popular one is able to access information efficiently and effectively