1 / 11

InFlow : An integrated model of applied information literacy

InFlow : An integrated model of applied information literacy. Sarah McNicol. About iTEC. A four-year European project (2010-14) Creating educational tools and resources piloted in over 2,000 classrooms across 19 European countries

blake-chang
Download Presentation

InFlow : An integrated model of applied information literacy

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. InFlow: An integrated model of applied information literacy Sarah McNicol

  2. About iTEC • A four-year European project (2010-14) • Creating educational tools and resources piloted in over 2,000 classrooms across 19 European countries • Based around innovative Learning Activities that effectively use and exploit both existing and emerging technologies

  3. The starting point: iTEC Cycle 4 Learning Activities See http://itec.aalto.fi/2013/01/cycle-4-full-pilot-material/

  4. This led to the development of InFlow See http://issuu.com/happinessdragon/docs/inflow_model__nov_13_

  5. General principles • Student-centred and encourages student engagement with information • Supports collaborative working • Supports authentic and creative learning • Is a flows, rather than discrete activities • Can be undertaken in any order • Makes the iterative nature of tasks explicit • Flexibility: resources, time, age range, subject…

  6. An investigation into the history of popular music in Manchester Planning phase Imagine: students familiarise themselves with the brief and consider possible outputs (eg essay, exhibition, composition) Map: Students map various information sources which may be relevant Map: Students add to their map of information sources Collaborate: Students share their mind maps with friends, family, other students, teachers, librarians etc Ask: Students ask for additional ideas for information sources

  7. Library research phase Reflect: students reflect on the information they have found and identify where there are gaps in their knowledge Map: Students map topics and keywords they could use to search for information Collaborate: Students share their findings with other students and external collaborators (eg people they have interviewed) Ask: Students ask friends, family, other students, teachers, librarians for other topics or keywords Explore: Students search for information using various databases Explore: Students search for further information to fill these gaps

  8. Presentation phase Reflect: students reflect on the feedback they receive Show: Students presented their finished output Ask: Students for feedback from a range of people eg other students, lecturers, people they have interviewed, experts Imagine: Students plan how they will use this information to produce their finished output Make: Students produce their exhibition, composition etc Make: Students edit/remodel their output based on feedback

  9. Further information • Inflow model: http://issuu.com/happinessdragon/docs/inflow_model__nov_13_ • Or http://bit.ly/1jWwPYI • Email:s.mcnicol@mmu.ac.uk • iTEC: http://itec.eun.org

  10. Mapping information sources

  11. Mapping keywords/topics

More Related