Louisiana Administrative Code › Title 28 - EDUCATION › Part LXVII - Bulletin 1977-Business Education Content Standards Curriculum Framework for Louisiana › Chapter 9 - Appendix › Section LXVII-907 - Information Literacy Model For Lifelong Learning**

Current through Register Vol. 50, No. 6, June 20, 2024
A. Students must become competent and
				independent users of information to be productive citizens of the 21st century.
				They must be prepared to live in an information-rich and changing global
				society. Due to the rapid growth of technology, the amount of information
				available is accelerating so quickly that teachers are no longer able to impart
				a complete knowledge base in a subject area. In addition, students entering the
				workforce must know how to access information, solve problems, make decisions,
				and work as a part of a team. Therefore, information literacy,-the ability to
				recognize an information need, and then locate, evaluate, and use the needed
				information, is a basic skill essential to the 21st century workplace and home.
				Information literate students are self-directed learners who, individually or
				collaboratively, use information responsibly to create quality products and to
				be productive citizens. Information literacy skills must not be taught in
				isolation; they must be integrated across all content areas, utilizing fully
				the resources of the classroom, the school library media center, and the
				community. The Information Literacy Model for Lifelong Learning is a framework
				that teachers at all levels can apply to help students become independent
				lifelong learners.
1. Defining/Focusing. The
				first task is to recognize that an information need exists. Students make
				preliminary decisions about the type of information needed based on prior
				knowledge.
2. Selecting Tools and
				Resources. After students decide what information is needed, they then develop
				search strategies for locating and accessing appropriate, relevant sources in
				the school library media center, community libraries and agencies, resource
				people, and others as appropriate.
3. Extracting and Recording. Students examine
				the resources for readability, currency, usefulness, and bias. This task
				involves skimming or listening for key words, "chunking" reading, finding main
				ideas, and taking notes.
4.
				Processing Information. After recording information, students must examine and
				evaluate the data in order to utilize the information retrieved. Students must
				interact with the information by categorizing, analyzing, evaluating, and
				comparing for bias, inadequacies, omissions, errors, and value judgments. Based
				on their findings, they either move on to the next step or do additional
				research.
5. Organizing
				Information. Students effectively sort, manipulate, and organize the
				information that was retrieved. They make decisions on how to use and
				communicate their findings.
6.
				Presenting Findings. Students apply and communicate what they have learned
				(e.g., research report, project, illustration, dramatization, portfolio, book,
				book report, map, oral/audiovisual presentation, game, bibliography, hyper
				stack).
7. Evaluating Efforts.
				Throughout the information problem solving process, students evaluate their
				efforts. This assists students in determining the effectiveness of the research
				process. The final product may be evaluated by the teacher and also other
				qualified or interested resource persons.
** Developed by the Louisiana Department of Education,
				  Louisiana Content Standards and Assessment Development Project,
				  1997.