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Information Literacy Workshops
“The hallmark of a critical thinker is an inquiring mind.” A. King, 1994
Library skills are no longer taught in isolation. Information literacy
skills, which include traditional library skills, will be taught in
conjunction with classroom assignments. See the attached information
literacy standards from Information Power, 1998, published by the ALA.
Information Literacy
Standard 1: The student who is information literate accesses information
efficiently and effectively.
Standard 2: The student who is information literate evaluates information
critically and competently.
Standard 3: The student who is information literate uses information
accurately and creatively.
Independent Learning
Standard 4: The student who is an independent learner is information
literate and pursues information related to personal interests.
Standard 5: The student who is an independent learner is information
literate and appreciates literature and other creative expressions of
information.
Standard 6: The student who is an independent learner is information
literate and strives for excellence in information seeking and knowledge
generation.
Social Responsibility
Standard 7: The student who contributes positively to the learning community
and to society is information literate and recognizes the importance of
information to a democratic society.
Standard 8: The student who contributes positively to the learning community
and to society is information literate and practices ethical behavior in
regard to information and information technology.
Standard 9: The student who contributes positively to the learning
community and to society is information literate and participates
effectively in groups to pursue and generate information.
Essential questions will figure into the workshops. Students must learn to
examine situations for similarities and differences, to derive new ideas
from old, and to probe persistently for discovery.
STANDARDS FOR INFO LIT FROM COLORADO
Information Literacy
STANDARD 1
The information literate student accesses information efficiently and
effectively.
Assessment Guidelines:
States overview of a topic.
Connects ideas and other issues to a main topic.
States more than one side to an issue.
Indicates when information is complete or incomplete; accurate or inaccurate.
Develops essential questions that go beyond facts and are thoughtful.
Locates information using a variety of formats.
Identifies and uses primary and secondary sources.
Locates relevant information to answer research questions.
STANDARD 2
The information literate student evaluates information critically and
competently.
Assessment Guidelines:
Identifies fact-based information.
Demonstrates that differing resources may have conflicting facts.
Identifies accurate information by comparing and contrasting topic-related
resources.
Uses facts and opinions appropriately.
Uses identification of point-of-view to assess validity of information.
Identifies inaccurate or misleading information.
STANDARD 3
The information literate student uses information accurately and creatively.
Assessment Guidelines:
Organizes information appropriately.
Demonstrates understanding of essential ideas by using them effectively.
Integrates new information, draws conclusions, and connects with prior
knowledge.
Develops strategies to solve information problems effectively.
Selects the best format to communicate the information.
STANDARD 4
The information literate student is an independent learner who pursues
information related to personal interests.
Assessment Guidelines:
Uses information literacy strategies for real-life situations.
Applies information problem-solving skills to personal life.
STANDARD 5
The information literate student is an independent learner who appreciates
literature and other creative expressions of information.
Assessment Guidelines:
Uses a variety of resources and formats for information and personal
enjoyment.
Reads many things.
Reads regularly for pleasure.
Extrapolates ideas from creative sources and applies to personal experiences.
STANDARD 6
The information literate student is an independent learner who strives for
excellence in information seeking and knowledge generation.
Assessment Guidelines:
Reflects on and revises work based on feedback.
Sets personal criteria and checks quality of work.
States personal standards of excellence.
STANDARD 7
The information literate student contributes positively to the learning
community and to society and recognizes the importance of information to a
democratic society.
Assessment Guidelines:
Examines diverse opinions and points-of-view (i.e., culture, background,
historical context, etc.) to develop and modify his own point-of-view.
Shares materials.
Returns materials on time and in useable condition.
STANDARD 8
The information literate student contributes positively to the learning
community and to society and practices ethical behavior in regard to
information and information technology.
Assessment Guidelines:
Shows respect for and solicits others’ ideas.
Exercises personal rights and responsibilities for freedom of expression.
Draws conclusions and states them in his own words.
Cites information sources appropriately.
Demonstrates responsible use of information technology.
STANDARD 9
The information literate student contributes positively to the learning
community and to society and participates effectively in groups to pursue and
generate information.
Assessment Guidelines:
Contributes to the success of the group.
Shows respect for others’ points-of-view and ideas.
Solves information problems in collaboration with others.
Reflects on and evaluates his own and the group’s work to improve content,
delivery, and work habits.
See the “Interpretation
of Bloom’s Taxonomy” below.
CATEGORY STUDENT BEHAVIOR EXAMPLES
Knowledge Recalling facts Which one
What does it mean
Select those which
Recite
Create a timeline
Identify the following
Comprehension Understanding the meaning Give examples
In your own words
Make a graph
Demonstrate
Summarize
Application Using knowledge to solve problems Compute
Solve
Modify
Construct a model
Illustrate
Show
Analysis Breaking down material into related parts Compare
Contrast
Examine
Investigate
Separate
Categorize
Synthesis Produce something new from component parts Invent
Create
Compose
Devise
Develop
Predict
Plan
Evaluation Making a judgment after thoroughly considering all
Debate
Verify
Justify
Argue
Recommend
Assess
Determine
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