Louisiana Administrative Code › Title 28 - EDUCATION › Part CVII - Bulletin 116-Louisiana Classical Languages Content Standards › Chapter 3 - Content Standards › Section CVII-303 - 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 part of a team. Therefore, information literacy, the ability to
				recognize an information need and then locate, evaluate, and effectively 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 Learners
				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 a need for information
				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/audio/visual presentation, game, bibliography,
				hyperstack).
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.