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HEAR, HEAR!!! Exactly what I've been trying to say, we need to be teaching these skills in all we do, it isn't just the formal research and it isn't just when I am told I need information. It is in the every day how I decide what information I need or how to use the information coming at me. Teaching all of our patrons, yes, adults too, how to figure out what they need, look at all their options, use that information and then make a decision. Aren't they the basic steps you go through when checking out a book? You even evaluate the book as you decide to keep reading. Aren't they the basic steps when somebody comes and asks us to help them? All of that reference interview brouhaha! Aren't they the basic steps when we make decisions in the management of our programs? Purchasing? Library arrangement? The services we offer? It is not an "Information Literacy 101" class; these are skills that are integrated into everything, the application of the steps used in real-life in real time learnings, just as we have been heard to complain that skills taught outside of real applications are not authentic, so are these! If your patrons "get it" by using a research model, then so be it, but do not stress this is how you research, stress this is how you live! Jean R. Jean Gustafson Teacher-Librarian Selah Jr. High Selah, WA 98942 jeangustafson@selah.k12.wa.us -----Original Message----- From: School Library Media & Network Communications [mailto:LM_NET@LISTSERV.SYR.EDU] On Behalf Of Michael Eisenberg Sent: Tuesday, April 28, 2009 11:11 AM To: LM_NET@LISTSERV.SYR.EDU Subject: GEN: Information Literacy - the most basic of the basics (long post) Hello All - This is an edited and expanded recent post to my blog (on the Big6 website). I offer it because I am concerned about the school library field losing its focus and center. Looking at recent discussions and standards/guidelines, I see a downplaying of the importance and centrality of information literacy. For example, in the latest AASL publications, the emphasis seems to be on "multiple literacies" including information literacy, but also equally focusing digital, technology, visual, media, and other literacies. I have no quarrel with recognizing the value of other literacies. They are certainly important to a child's education and development. BUT - (1) information literacy is the most basic of the basics. (2) information literacy skills are gaining increasing recognition among educators and the public. (3) information literacy is us - that's what school library program are all about. (4) information literacy is not just "one of many" literacies. It's the foundation; the most basic of the basics. Teacher-librarians can't be responsible for ALL learning. Different educators champion and focus on different aspects of student learning. We are champions of information literacy. In our instructional programs, our focus should be on student learning of information literacy skills in the context of classroom curricula and learning. When we state that information literacy is just one of many literacies, we do ourselves a disservice and marginalize the core of what we are about. Ironically, we seem to be watering down our message and emphasis just when others are recognizing its value. I acknowledge (and expect) some criticism because of perceived personal bias. Yes, I am deeply involved with information literacy learning. My own writing, research, teaching, and presentations are information literacy focused. But, this isn't about promoting the Big6. It's about the essence of school library programs and the needs of students. Forget the Big6 -- champion and use any model, approach, or set of information literacy skills. I recently presented a 2 hour session on information literacy via video to a group of librarians (academic, school, public, and special) in Belarus. It was a very meaningful and interesting experience. We had simultaneous translation and they had the handouts translated in advance. The best part was the extensive Q&A session. One of the most insightful questions was about the broad applicability of information literacy (Big6) skills. The questioner posed something like, "Professor Eisenberg, you offer a new way of thinking about research and library skills. You say that these skills are applicable widely - not just for research papers and projects. But, are there any places where these skills are not important, are less applicable?" I must admit that I was stumped at first. I hadn't faced this question before. So, I fumbled a bit and started talking about the applicability of "literacy" itself - reading and writing. While reading and writing are certainly widely applicable, there are instances where they are less important - when riding a bicycle, for example (or learning how to ride a bicycle) or taking a photograph or deciding whether to go to the movies or for a walk. Oh yes, there are certainly instances where reading and writing could help in these situations, but it's not required. BUT, even in these situations, information literacy skills come into play. You still size up the situation (i.e., define the task), gather information, process/use information, and sythesize decisions. You even engage in information evaluation (e.g., do I need more?) and possibly loop back to a different stage in the process. Then it hit me - hard - that information literacy is the most fundamental, the most basic of the literacies. Reading and writing is essential in our society, and media literacy, and digital, technology, visual, financial, and all the rest are certainly important. But, information literacy - information skills - the information problem-solving process underlies all. I now speak about RESEARCH is the 4th R, but it's more than that - is actually the most important of all the R's! There are many interesting developments in technology, media, and new approaches to learning and teaching. There are certainly roles for teacher-librarians and school library programs in all of these. But, we must remain true to our core and make sure that our programs fulfill the core responsibility of ensuring that all students are information literate. Yes, we can integrate other literacies into information literacy as appropriate. For example, media literacy fits nicely into the information seeking and presentation stages of information literacy. Doug Johnson and I have written extensively about full integration of technology skills into an information literacy skills curriculum. Also, we can collaborate with classroom teachers, technology specialists and others to see that instruction takes place in meaningful contexts. But first and foremost, we should focus and be assessed on the information literacy learning of each and every student in our schools. Thanks for listening, Mike *************************************************************** Mike Eisenberg Dean Emeritus and Professor The Information School of the University of Washington Box 352840 Mary Gates Hall, Suite 370 Seattle, WA 98195-2840 Phone: (206) 616-1152 mbe@u.washington.edu http://www.ischool.washington.edu/mbe Twitter Username: mbeseattle Second Life Avatar: MB44 Husky *************************************************************** -------------------------------------------------------------------- Please note: All LM_NET postings are protected by copyright law. You can prevent most e-mail filters from deleting LM_NET postings by adding LM_NET@LISTSERV.SYR.EDU to your e-mail address book. 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