Information literacy - Wikipedia. The United States National Forum on Information Literacy defines information literacy as . Although other educational goals, including traditional literacy, computer literacy, library skills, and critical thinking skills, are related to information literacy and important foundations for its development, information literacy itself is emerging as a distinct skill set and a necessary key to one's social and economic well- being in an increasingly complex information society. Brink (2. 00. 6) researched government organization, such as Human Resources and Skill Development Canada, claims that almost half of working- age Canadians do not have the literacy skills they need to meet the ever- increasing demands of modern life. Zurkowski written on behalf of the National Commission on Libraries and Information Science. Moving Up with Literacy Place is a comprehensive balanced literacy resource for grades 4, 5, and 6 designed to help you differentiate instruction and meet the diverse. The mission of the interior design program at Mississippi State University is to provide a broad-based educational experience that prepares graduates for careers in. Zurkowski used the phrase to describe the . The report's final name is the Presidential Committee on Information Literacy: Final Report. The recommendations of the Presidential Committee led to the creation later that year of the National Forum on Information Literacy, a coalition of more than 9. This update outlined the six main recommendations of the original report and examined areas where it made progress and areas that still needed work. The updated report supports further information literacy advocacy and reiterates its importance. In 1. 99. 9, the Society of College, National and University Libraries (SCONUL) in the UK, published . The resulting Prague Declaration described information literacy as a . More than that, it sets Information Literacy as a basic Human right that it . California Governor Arnold Schwarzenegger signed Executive Order S- 0. California ICT Digital Literacy Leadership Council, which in turn, was directed to establish an ICT Digital Literacy Advisory Committee. Though we may know how to find the information we need, we must also know how to evaluate it. Over the past decade, we have seen a crisis of authenticity emerge. We now live in a world where anyone can publish an opinion or perspective, whether true or not, and have that opinion amplified within the information marketplace. At the same time, Americans have unprecedented access to the diverse and independent sources of information, as well as institutions such as libraries and universities, that can help separate truth from fiction and signal from noise. I call upon the people of the United States to recognize the important role information plays in our daily lives, and appreciate the need for a greater understanding of its impact. The committee was formed with three specific purposesto define Information Literacy within the higher literacies and its importance to student performance, lifelong learning, and active citizenshipto design one or more models for information literacy development appropriate to formal and informal learning environments throughout people's lifetimesto determine implications for the continuing education and development for teachers. The update looks at what the Final Report set out to accomplish, its six main goals, and how far it had come to that point in meeting those objectives. Before identifying what still needs to be done, the updated report recognizes what the previous report and the National Forum were able to accomplish. In realizing it still had not met all objectives, it set out further recommendations to ensure all were met. The updated report ends with an invitation, asking the National Forum and regular citizens to recognize that . This new generation of information literate citizens will truly be America's most valuable resource. It was, in fact, the genesis of the current educational reform movement within the United States. Ironically, the report did not include in its set of reform recommendations the academic and/or the public library as one of the key architects in the redesign of our K- 1. This report and several others that followed, in conjunction with the rapid emergence of the information society, led the American Library Association (ALA) to convene a blue ribbon panel of national educators and librarians in 1. The ALA Presidential Committee on Information Literacy was charged with the following tasks: (1) to define information literacy within the higher literacies and its importance to student performance, lifelong learning, and active citizenship; (2) to design one or more models for information literacy development appropriate to formal and informal learning environments throughout people's lifetimes; and(3) to determine implications for the continuing education and development of teachers. In the release of its Final Report in 1. American Library Association Presidential Committee on Information Literacy summarized in its opening paragraphs the ultimate mission of the National Forum on Information Literacy. Within America's information society, there also exists the potential of addressing many long- standing social and economic inequities. To reap such benefits, people. To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information. Producing such a citizenry will require that schools and colleges appreciate and integrate the concept of information literacy into their learning programs and that they play a leadership role in equipping individuals and institutions to take advantage of the opportunities inherent within the information society. Ultimately, information literate people are those who have learned how to learn. They know how to learn because they know how knowledge is organized, how to find information, and how to use information in such a way that others can learn from them. They are people prepared for lifelong learning because they can always find the information needed for any task or decision at hand. Presidential Committee established the National Forum on Information Literacy, a volunteer network of organizations committed to raising public awareness on the importance of information literacy to individuals, communities, the economy, and to engage citizenship participation. The forum today. Patricia Senn Breivik. Today, the Forum represents over 9. Although the initial intent of the Forum was to raise public awareness and support on a national level, over the last several years, the National Forum on Information Literacy has made significant strides internationally in promoting the importance of integrating information literacy concepts and skills throughout all educational, governmental, and workforce development programs. For example, the National Forum co- sponsored with UNESCO and IFLA several . In a 2. 00. 0 peer- reviewed publication, Nell K. Duke, found that students in first grade classrooms were exposed to an average of 3. This successful collaboration was sponsored by the National Forum on Information Literacy, Committee for Economic Development, Educational Testing Service, the Institute for a Competitive Workforce, and National Education Association (NEA). The Summit was held at NEA headquarters in Washington, D. C. A major outcome of the Summit was the establishment of a national ICT literacy policy council to provide leadership in creating national standards for ICT literacy in the United States. As part of its goal to support a culture of patient safety and quality improvement in the Nation's health care system, the Agency for Healthcare Research and Quality.Why Community Development? The Great Recession touched the lives of everyone in America, and has had especially significant impacts on low-income families. Welcome to the Department of Education. We are a vibrant department where candidates are prepared to become leaders in 21 st century classrooms. The United States National Forum on Information Literacy defines information literacy as '. As stated on the Forum's Main Web page, it recognizes that achieving information literacy has been much easier for those with money and other advantages. For those who are poor, non- White, older, disabled, living in rural areas or otherwise disadvantaged, it has been much harder to overcome the digital divide. A number of the Forum's members address the specific challenges for those disadvantaged. For example, The Children's Partnership advocates for the nearly 7. The Children's Partnership currently runs three programs, two of which specifically address the needs of those with low- incomes: Online content for Low- Income and Underserved Americans Initiative, and the California Initiative Program. Another example is the National Hispanic Council on Aging, which is: Dedicated to improving the quality of life for Latino elderly, families, and communities through advocacy, capacity and institution building, development of educational materials, technical assistance, demonstration projects, policy analysis and research (National Hispanic Council on Aging, and, Mission Statement section). The National Forum on Information Literacy will continue to work closely with educational, business, and non- profit organizations in the U. S. The Section has, in turn, developed and mounted an Information Literacy Resources Directory, called Info. Lit Global. Librarians, educators and information professionals may self- register and upload information- literacy- related materials (IFLA, Information Literacy Section, n. According to the IFLA website, . One of its goals is to allow for the sharing of information literacy research and knowledge between nations. Official website. European Network on Information Literacy (En. IL); based in the European Union. Official website. National Forum on Information Literacy (NFIL); based in the United States. Official website. NORDINFOlit; based in Scandinavia. SCONUL (Society of College, National and University Libraries) Advisory Committee on Information Literacy; based in the United Kingdom. Official website. United Nations Educational, Scientific, and Cultural Organization (UNESCO) Media and Information Literacy. They work with teachers around the world, training them in the importance of information literacy and providing resources for them to use in their classrooms. UNESCO publishes studies on information literacy in many countries, looking at how information literacy is currently taught, how it differs in different demographics, and how to raise awareness. They also publish pedagogical tools and curricula for school boards and teachers to refer to and use. Shapiro and Shelley K. Elementary Literacy Workshops ? This workshop will focus on the pieces that make up and support a balanced literacy classroom. These include: reading (guided, shared, interactive, independent), writing (guided, shared, interactive, independent), environment, (classroom library),independent work (literacy workstations), and social structures (buddy and paired reading) that support a comprehensive literacy classroom.! This workshop is focused on: what guided reading looks like, what takes place within the teacher- guided group, and the elements that support guided reading (classroom libraries, social structures, literacy workstations). This workshop shows and explores many examples of what a literacy- rich environment looks likes and how it supports reading, writing, and speaking — all important in a comprehensive literacy framework! Classroom Libraries! Learn the research- based premises for building effective classroom libraries! Learn how to develop, display, and organize a diverse library that students will use, enjoy, and read more! Vocabulary see Vocabulary Instruction That Rocks!? Spice it up with research- based practical vocabulary strategies that best promote vocabulary development in and out of the classroom! This session includes: (1) the three areas of vocabulary that should be taught in the classroom; (2) affective (subjective association) vocabulary strategies; and (3) physical- sensory (motor) approaches to teaching and vocabulary. Comprehension. Tyson takes an in- depth look at the special needs of emerging readers. Teachers learn how to hook young children into reading and how to develop comprehension with beginning readers! Teachers will explore and practice how to engage readers before, during, and after reading! Research- based strategies are suitable for individuals, small group of readers, and whole group activities. In this session, we’ll explore research- based strategies proven for raising awareness and increasing comprehension developing readers. Participants will see strategies modeled with children’s texts, as well as receive many handouts and templates ready- to- use in the classroom and training suggestions useful for your classroom!? This session will focus on strategies that hook children and lead to better reading comprehension. Learn effective teaching/learning strategies- specific to before reading, during reading, and after reading- that enhance comprehension whether used with one child or an entire class. Literacy Work Stations. Participants will learn how to develop work stations to support reading and writing activities in the classroom! Learn how they can support and encourage reading and writing engagement in your setting. Literature Circles. If you are looking for a way to engage students in the reading and discussion process this workshop is for you! Tyson has successfully worked side by side with teachers in transforming language arts classrooms with this dynamic, student- centered approach. Teachers will learn the five key roles, how to select books, training methods, and watch a literature circle in action as well as engage in their own circle during the workshop. Many handouts and templates for use in the classroom are on the website for teacher use following the workshop! Phonemic Awareness and Phonics. Sometimes it’s easy to confuse them. In this engaging workshop, teachers will learn how to promote phonemic awareness in emerging readers and step up to phonics instruction when children clearly understand sounds, rimes, and language patterns. The emphasis of this program is engaging phonemic awareness activities appropriate for emerging readers. Learn how phonics instruction overlays good phonemic awareness instructional strategies. Reading Fluency. Reading fluency is the link between word recognition and comprehension. Teachers will learn strategies for improving reading fluency with all students and specifically struggling readers.? Then this workshop is for you! Based on much of Tim Rasinski’s fluency work, this workshop will explore whole and small group fluency strategies. Learn how the Fluency Development Lesson can make a difference in your classroom. Teachers will walk about with lots of direct strategies that can spice up the classroom and help kids learn to read fluently. SBRRSBRR: The Five Best Practices for Teaching Reading. The Fab 5: An Overview of the Five Essential Components of Reading. SBRR – Scientifically Based Reading Research points to five best practices that work best when teaching children to read. In this engaging workshop, Dr. Tyson will explore the five best practices: phonemic awareness, phonics, reading fluency, vocabulary, and comprehension. For each strategy, learn what it is, why it’s important, and what works in the classroom- practical strategies that are easy to use in the classroom. Struggling Readers. Top 1. 0 Strategies for the Struggling Reader that you can use tomorrow! The struggling reader sits in every one of our classrooms. In this session, learn how to work with that child. Information shared includes: (1) how to administer a “quick” and “dirty” Informal Reading Inventory (IRI); (2) why the listening- level IRI is so important; and (3) strategies that can help the struggling reader become more independent and feel successful.
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