Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXIII - Bulletin 109-Family and Consumer Sciences Content Standards Curriculum Framework › Chapter 1 - Education › Section LXXIII-105 - 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. With the rapid growth of technology, the amount of information
				available is accelerating so quickly that teachers no longer are 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.
B.
				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 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 to use 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
				evaluation 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.