Information Literacy Lesson 3

Part 1 

Consider the space in between reading and understanding. 

She had a boyfriend with a wooden leg, but broke it off. 

When a clock is hungry, it goes back four seconds. 

A boiled egg in the morning is hard to beat. 

When you’ve seen one shopping centre, you’ve seen a mall. 

Light travels faster than sound. That is why some people appear bright until you hear them speak. 

Part 2  

Information Skills Process  

 Producing a research assignment is like baking a cake. You must be thorough in preparing the ingredients and follow the steps in the recipe carefully. Here are the six steps recommended for creating the best assignments.   

1)       Define the key words/subjects

2)       Locate rich resources

3)       Select information that suits the questions

4)       Organise the results by themes, such as time, place or personality

5)       Present the results in a variety of ways

6)       Assess and evaluate the results of your search     

Click on the hyperlink to see a comprehensive list of questions and answers on the Information Process that the NSW Department of Education uses to help students learn. 

Part 3 

Information Literacy and self empowerment.  

We are not always lucky in life but with good information literacy skills we can be prepared for new opportunities that may come our way. Rumpelstilskin is an excellent example of how a girl uses a combination of good fortune and information skills to solve the problems she was facing.    

Using the central narrative answer the following questions. 

1)       Why do people boast of things that cannot be done?

2)       What is straw?

3)       Why is gold so precious?

4)       What is more valuable than all the treasures in the world?

5)       Why are names so important? 

Part 4    Bibliographic records not only give information through metadata they are an exercise in visual literacy. Look at the record below. 

From http://library.bankstown.nsw.gov.au 

Item Information
Call Number	Collection	Volume Ref.	Branch	Status	Due Date	Res.
JNF 333.79 MOR	Junior Non Fiction		Bankstown	On Loan	17 Mar 2007
JNF 333.79 MOR	Junior Non Fiction		Chester Hill	Available

Download Title

Reserve Title

Catalogue Information

Field name	Details
ISBN	0431148953
Name	Morgan, Sally.
Title	Alternative energy sources / Sally Morgan.
Published	Oxford : Heinemann Library, c2002.
Description	64 p. : col. ill. ; 25 cm.
Series	Science at the edge
Notes	Includes bibliographical references (p. 63) and index.
Contents	Alternative energy sources — A fossil-fueled world — Making and storing electricity — Harnessing the wind — Trapping light — Water power — Heat from the ground — Nuclear energy — Bioenergy — The future of renewable sources.
Subjects	Renewable energy sources — Juvenile literature.

Links to Related Works

Subject References:      
     Renewable energy sources — Juvenile literature

Authors:      
     Morgan, Sally.

Series:      
     Science at the edge

Questions about the bibliographic record.

Answer the questions from the record above 

1)       Title:

2)       Author:

3)       Description:

4)       Series:

5)       Place and date of publication 

Part 5 

How we learn best 

Some students are saying they learn best when they work with each other. We call this collaboration. Other students are saying they want time to think about what they have learned. We call this reflection. Answer these questions.

1)       Do you like group work?

2)       Why is that?

3)       When do you think about what you have learned?

4)       Do you want more time to reflect and ask questions in Information Literacy lessons?

5)       Do some subjects need more time to reflect on?

6)       Which subjects are those? 

Information Literacy lessons

Information Literacy at BGHS – Lesson 2 

Knock, knock!Who’s there?Mary.Mary who?Ho ho ho, Merry Christmas! 

Knock, knock!Who’s there?Alex.Alex who? I’ll explain if you let me!

Q. What is faster, heat or cold?      

A. Heat. You can catch a cold.

 

Q. What would you call Superwoman if she lost all her powers?                   

A. Woman

 

   The Tree of Knowledge: Arts and Sciences

   Some people imagine that all knowledge is connected as though it formed and branched on a tree. There are two main branches to begin with. One branch deals with subjects where experiments can be repeated with the same results and mathematical ideas proven by logic. The other main branch deals with subjects that are unique and creative, like art, music and poetry. Some subjects use a combination of logic, imagination and creativity.

  The Key Learning Areas (or KLAs) of high school are English, Science, Mathematics, HSIE (which includes Geography, History, and other subjects), Languages, Creative Arts (which includes Visual Arts and Music), PDHPE and Technology (which includes Food Technology, Textiles and other subjects). All of your teachers will teach subjects in these KLAs. Sometimes they teach a number of related subjects. For instance a Maths teacher might teach Science and an English teacher could teach History). All of these subjects need a degree of Information Literacy in order to achieve the outcomes the syllabus states are necessary to be skilled and proficient in the subject.

Bibliographic records

Click on this link to find an item in the library.

** Full
Display

Top of Form

http://library.bankstown.nsw.gov.au  Item Information
Call Number	Collection	Volume Ref.	Branch	Status	Due Date	Res.
ANF 371.58 GAR	Adult Non Fiction		Padstow	Available

Download Title

Reserve Title

Catalogue Information

Field name	Details
ISBN	0743228987
Name	Garbarino, James.
Title	And words can hurt forever : how to protect adolescents from bullying, harassment, and emotional violence / James Garbarino and Ellen deLara.
Published	New York : Free Press, 2002.
Description	xvi, 238 p.
Notes	Includes bibliographical references and index.
Subjects	Bullying.
	Aggressiveness in adolescence.
	Bullying — Prevention.
Added Names	DeLara, Ellen.

Answer the following questions about the bibliographic record.

Title:

Author:

Description:

Subject:

Call number:

Hansel and Gretel

The narrative of Hansel and Gretel has many topics within it.

The first time they were taken into the forest what did Hansel use to mark a path?

What was the house made out of?

What colour were the witch’s eyes?

What had happened when they got home?

What school subjects or KLAs can be found in Hansel and Gretel?

 Favourite subjects.

   What was your favourite subject in primary school?

Have things changed now you are in high school?

Why is that do you think?

You can do this homework in one of three ways. You can respond on hardcopy, email me the answers or use the blogsite at http://informationliteracybghs.wordpress.com

Mr Davidson

12 March 2007

Information Literacy lessons

Information Literacy at BGHS – Lesson 1 

Q. Why did the teacher need dark glasses? A. Because her students were so bright. Q: Why are fish so smart? A: Because they live in schools. 

We like jokes because they make our minds stretch to places we didn’t expect to go but when we get there it’s a pleasant surprise. That is the way we want you to think about the library. (Not as a joke but a place for pleasant surprises!)

There are many locations for books in the library. The Reference section has books with a lot of information and big indexes. Non-Fiction books are full of facts about particular subjects. Fiction books are centred on a narrative and while an author makes them up they must ring true or we lose interest in them. There are other smaller locations for special books with particular purposes.

Throughout the year we will learn about how to get and use information. We call this information literacy. Each lesson we will explore a fairy tale narrative and reflect on the useful information it reveals. Then we will practice getting information from various sources by using the catalogue.

The best way to experience fairy stories is to hear them. If you didn’t hear Mr Davidson’s version then you can read the first story at Puss in Boots. The story has some really magical parts but it is also full of information.

Answer the following questions about Puss in Boots

1) What does a miller do?

2) What do rabbits eat?

3) What do chickens eat?

4) How do you trick ogres?

5) What are cats useful for?

You have rights and responsibilities in the Library. Find out the answers to questions about the Library and answer below.

1) How long is the borrowing period?

2) How many books can you borrow?

3) What time does the library open?

4) What is the penalty for overdue books?

Finally I want you to tell me about your last school library. What was special about it? How did it make you feel? Do you remember the name of your teacher librarian?

Click here for a personal message from Mr Davidson and Mrs Dyer.

http://www.youtube.com/watch?v=LOUOr4kJoXk

Would you like to make comment on the Information Literacy blog site?

Go to http://informationliteracybghs.wordpress.com/ 

Mr Davidson