Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 11 - Information Literacy Model › Section LXXXI-1101 - 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 twenty-first
				  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 impact 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 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
				  twenty-first 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:
a. the school library media center;
b. community libraries and
				  agencies;
c. resource people;
				  and
d. others as
				  appropriate.
3.
				  Extracting and Recording. Students examine the resources for readability,
				  currency, usefulness, and bias. This task involves:
a. skimming or listening for key
				  words;
b. "chunking";
c. reading;
d. finding main ideas; and
e. 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.:
a.
				  research report;
b.
				  project;
c. illustration;
d. dramatization;
e. portfolio;
f. book report;
g. map;
h. oral/audiovisual presentation;
i. game;
j. bibliography;
k. 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.