Information Literacy Standards

The third standard is, teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning. To apply this standard in my practice I will have to try give the students assessments to see if they understand the content that they are required to know. To demonstrate that I am adhering this standard, I will have to make sure that I create an assessment that I can use to test the students and to see if I am teaching them the way they need to be

Information literacy is said to be the foundation of the learning process. Unfortunately, as the Internet expands to meet the demand for easy accessible information, people are abandoning the literacy component by not seeking to understand the importance of reliable information to the learning process itself. The objective of this paper is to explore how the scholar, practitioner, leader model is influenced by information literacy, examine the responsibility of each, and provide alternate solutions to meet the challenges.

EDEE  400  –  Assignment  1   Literacy  in  schools  today  not  only  involves  teaching  students  to  read  and  write,   but  is  also  heavily  focused  on  giving  students  the  necessary  vocabulary  and  skills   to  understand  different  text  types  according  to  the  key  learning  areas  (KLAs)   they  are  undertaking.  While  traditional  ideas  of  literacy  often  ignored  the  diverse   needs  of  students,  contemporary  notions  of  literacy  are  constantly  evolving  in   response  to  changes  in  situational

Students are usually required to prepare some class with some recommended reading books, journals or articles, (depending on the particular aims of the course), occasions where they are able to practice their literacy and language skills.

To be truly information literate, you need to understand how information is produced, the forms information comes in, and where to locate information sources. You need to be able to evaluate sources and select the best ones for your purposes. And finally, you need to be able to clearly communicate your research results. As you are guided through this assignment, you will complete

The standards establish guidelines for English language arts (ELA) as well as for literacy in history/social studies, science, and technical subjects. Because students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, the standards promote the literacy skills and concepts required for college and career readiness in multiple disciplines (p.1)

Information Competence is something that students need to demonstrate in this course. According to the Association of College and Research Libraries Standards, an “information literate” student can identify the need for information, access and evaluate information, and use information effectively and ethically to a accomplish a specific purpose.

It is therefore up to the teacher to find ways of intervention to teach and cater to those students needs. because the standards do not regard the students it is setting a tone for it to be highly unlikely that teachers will seek to support these students. the implications of literacy means that the literacy requirement is once again not black and white, different students may or may not met all the standards and they will likely not reach them at the same time. thus i feel that the definition of literacy should reflect that and isn't so clearly defined or can be clearly evaluated because of this. it also means that the these students will need different ways or additional resources when learning and may have to showcase mastery in a different way. it goes to show that literacy is subjective. this definition indicated that all student need to be literate by mastering these specific things and that includes english language learners. it offers no guidance for educators of diverse learners. it's a one size fits all kind of policy that leaves these students out. are there alternative testing options?how do the standards play out in the curriculum would more clearly depict the implications. if you need to learn all these things to be successful as the next grade then most likely

All of the topics that have been covered so far in class have all interconnected in one way or another. Learner development, knowledge transformation, and connecting to text are all foundations that lean upon each other in order to surmount and achieve the goal of content area literacy (Hodges, 2015). Content area literacy alone is extremely important, but it requires the aforementioned applied skills in order to be successful. Personally, I consider these concepts to create a fantastic base for students and teachers to build towards content area literacy. Obviously, a student needs to be able to connect to the given text in order to be interested in it, which aids in retaining the information gleaned. Learner development is fairly self-explanatory;

Information Literacy: Ability to receive and send information correctly and appropriately; by determining where the information can be found, who the information should be received by, and how this information can benefit or harm the desired outcome. Having the trait of being informationally literate means one has no challenge communicating ideas, thoughts, desires, and facts with one's audience in such a way that is easy to understand and informative. Being informationally literate requires one to present information in a legal and principled manner. Lastly, these individuals can portray information differently based on the recipient in order to provide the clearest understanding of the material.

As schools promote 21st-century learning, there has been a push for literacies which encourage students to be 21st-century learners. The two overarching literacies, new and digital, has taken over the three R’s literacy, reading, writing, and arithmetic. New Literacies continuously change due to the new technology emerging providing different ways to get information and communicate with others (Leu et al., 2015). In contrast, digital literacy is the ability to use digital tools to access information for understanding and communication (Jose, 2016). New literacies and digital literacies also differ in aspects of use in the classroom. New literacies are the building blocks for digital literacy; which are the skills students need to understand the internet (Maloy, Verock-O'Loughlin, Edwards, & Woolf, 2017). New literacies can be taught without the use of technology because students are learning to locate, evaluate, synthesize, and communicate information. Teachers can demonstrate these skills using encyclopedias and journal articles to gain a minimalistic comprehension. Once students learn the necessary understanding, teachers can transfer these skills to online which will promote digital literacy; furthermore, digital literacy can only be taught using digital tools. Teachers would teach students how to use computers and the social practices of the new literacies to gain an understanding of the digital literacy (Jose, 2016). Furthermore, digital literacies

One of these standards is the use of technology in each lesson. The implication is that “technology” is computer technology alone, instead of other types of technologies (e.g., paper and pen, white board, or calculator). The importance placed on using such technology underscores the importance being placed on moving students to higher levels of the “Cone of Learning” and from more simulated, “real-life” experiences. The “Cone of Learning” is likely not true due many factors. Most of the factors involve the lack of evidence to support any of the information provided in the “Cone of Learning” model.

Eshet-Alkalai, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93-106. Retrieved from http://search.proquest.com/docview/205852670?accountid=32521

The purpose research is to outline the importance of information literacy and recommendations for the future. Specifically, it argues for the importance of Information Literacy to individuals, business, and citizenship. It suggests opportunities to develop information literacy which addresses the information age in school.

Information literacy is conceivably the foundation for learning in contemporary environment of continuous technological change. As information and communication technologies develop rapidly, and the information environment becomes increasingly complex, educators are recognizing the need for