Do employers want information literacy skills? | CILIP
“There are many reasons a student can lose focus in school. It can be bad grades that will discourage them to be inactive and to rebel. It can be the environment that can be stifling and suffocating for the students. It can be the fact that many of them don’t find it easy to the meaning in their struggles in school.”
Big6 is a six-stage model to help anyone solve problems or make decisions by using information. Some call it information literacy, information communication, or ICT skills, or a process, but we call it the Big6.
Using the Big6 information literacy process, you will identify information research goals, seek, use, and assemble relevant, credible information, then to reflect— is the final product effective and was my process efficient. The Big6 information literacy process is completely transferable to any grade level, subject area, or workplace. Big6, state and national instructional standards, and your curriculum all work together hand-in-hand.
Barbie E. Keiser
“The task force was charged with updating the information literacy competency standards for higher education “so that they reflect the current thinking on such things as the creation and dissemination of knowledge, the changing global higher education and learning environment, the shift from information literacy to information fluency, and the expanding definition of information literacy to include multiple literacies, e.g., transliteracy, media literacy, digital literacy, etc.”’
Re-imagining Information Literacy Competencies
Library and information professionals can make a significant contribution to increasing digital inclusion and participation. Libray and information professionals have the right skills and ethics to be an effective part of bridging the UK’s digital divide.
They are trusted by their communities, have experience working in partnership or programmes encouraging digital participation and have the skills set to teach how to use, create and manage information in an ethical way.
The usual term is a digital native–students born into our digital, connected, and uber-social world who have always had Wikipedia to ask questions, and Google to bail them out.
Teaching Google Natives To Value Information
How “basic” this is depends on who your audience is, but this is more of an overview to help students systematically look at an argument piece by piece–and these are the pieces.
This is one of the organizers I used as a teacher–there’s a lot here, from thesis to tone, pathos/ethos/logos to implicit/explicit, audience awareness to media form, to “next steps” that ask students to consider the “So? So what? What now?” closure of any learning experience.
Primary audience would be English-Language Arts students in grades 8-12, but it makes sense to promote this kind of thinking in all content areas, even in simpler form starting in late elementary school.
Students could use something like this to analyze formal or informal arguments, from love songs to political manifestos, from the Declaration of Independence to speeches, advertising pieces, essays, and more. The more it was used, the more comfortable they’d get with the nuance of the structure of the 6 step process, which appears below.
A 6 step process for teaching argument analysis