Standard 3:
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Elements3.1 Efficient and ethical information-seeking behavior
3.2 Access to information 3.3 Information technology 3.4 Research and knowledge creation |
Reflection
Gail Bush says that “in the 20th century, we taught that we needed to answer the question, and in the 21st century we teach that we need to question the answer.” The informational landscape is expanding exponentially, and students must learn to evaluate and verify sources. Information literacy encompasses all literacies and is the basic tenet for the school library program: to ensure that students and staff are effective users of ideas and information. I created a digital poster that features Gail Bush’s quote along with the facets of information literacy.
In The School Library & Literacy Environment (FRIT 7332), I created a lesson plan that introduced young learners to the concept of intellectual freedom and their right to read. Furthermore, students had to defend their position on why a book should or should not be banned. Nearly all lessons and modules that I have created throughout coursework at Georgia Southern University include an information and digital literacy component, including a podcast and curation of digital resources following a task where students had to take photographs and reflect on they might feel about others stealing their intellectual property.
Literacy research supports the idea that all people, not just children, have difficulty finding and identifying reliable information. In Information Fluency & Inquiry Learning (FRIT 7234), I created an infographic that visually portrays multiple research findings on teacher perceptions of students’ ability to find, evaluate, and use digital information effectively, efficiently and ethically.
In The School Library & Literacy Environment (FRIT 7332), I created a lesson plan that introduced young learners to the concept of intellectual freedom and their right to read. Furthermore, students had to defend their position on why a book should or should not be banned. Nearly all lessons and modules that I have created throughout coursework at Georgia Southern University include an information and digital literacy component, including a podcast and curation of digital resources following a task where students had to take photographs and reflect on they might feel about others stealing their intellectual property.
Literacy research supports the idea that all people, not just children, have difficulty finding and identifying reliable information. In Information Fluency & Inquiry Learning (FRIT 7234), I created an infographic that visually portrays multiple research findings on teacher perceptions of students’ ability to find, evaluate, and use digital information effectively, efficiently and ethically.