ITN279 Information Literacy Education

1. ITN279 Information Literacy Education Educational Event By Maranda Lloyd & Alexandra Cooney

2. Setting the Scene • Teaching new IT70 students how to evaluate websites • We are a university mentor group, similar to PASS • The IT70 students are all over 30 years of age

3. The IL Model Australian and New Zealand Information Literacy (ANZIL) framework: • From the Australian and New Zealand Institute for Information Literacy (ANZIIL) • The framework is based on four key principles. The principles state that information literate people: 1. engage in independent learning through constructing new meaning, understanding and knowledge 2. derive satisfaction and personal fulfillment from using information wisely 3. individually and collectively search for and use information for decision making and problem solving in order to address personal, professional and societal issues 4. demonstrate social responsibility through a commitment to lifelong learning and community participation (Bundy, 2004, p.11).

4. The IL Model (continued) The standards of the ANZIL framework – • The four principles frame six key standards which reflect information literacy acquisition, understanding and use by an individual. The standards state that an information literate person: • Recognises the need for information and determines the nature and extent of the information needed • Finds the required information effectively and efficiently • Critically evaluates information and the information seeking process • Manages the information collected or generated • Applies prior and new information to develop new concepts or create new understandings • Uses information with understanding and acknowledges the cultural, ethical, economic, legal, and social matters surrounding the use of information (Bundy, 2004, p.11).

5. The IL Model (continued) • Our educational event primarily relates to the third standard in the ANZIL framework: The information literate person critically evaluates information and the information seeking process • More specifically, in relation to the third standard, the information literate person: - assesses the usefulness and relevance of the information found - defines and applies criteria for evaluating information - reflects on the information-seeking process and revises search strategies as required (Bundy, 2004, p.16). • In this case, IT70 students will be taught how to evaluate websites, using a set of evaluation criteria

6. The Learning Theory Knowles’ Adult Learning theory:

7. Educational Event – Feedback In relation to the lesson, we would like feedback on the following:

8. The Lesson Begins: Teaching IT70 Students How to Evaluate Websites

9. Aims and Objectives

10. Why Evaluate Websites?

11. Evaluation Criteria Authority • Who is the author? What are their credentials? • What group is responsible for the website besides the author? What are their credentials? • Are author and/or publisher details readily available? Purpose • What is the intended purpose?

12. Evaluation Criteria (continued) Content • What subjects or topics are covered? • Where does the information come from? • Is the author’s point of view objective and impartial? • Does the information appear to be accurate and well researched? • How current and timely is the information? • When was the website created? When was it last updated?

13. Evaluation Criteria (continued) Content (continued) • Is the focus popular, business-oriented, professional, or academic? • Is the content of the website an original idea or taken from other sources? • Are references attributed to the website? If yes, are they from trustworthy sources (eg. Academic journals, professional research) • How is the information organised? • Are the main points clearly presented?

14. Evaluation Criteria (continued) Content (cotinued) • Is the author’s writing style easy to read? • Does the website have a Contact Us feature? Overall evaluation of website • Strengths • Weaknesses Adapted from: Katz, A. (1997). Introduction to Reference Work. New York: McGraw-Hill AND Birks, J., & Hunt, F. (2003). Hands-on Information Literacy Activities. New York: Neal-Schuman Publishers.

15. Class Activity Two groups: • One group will evaluate…. • The other group will evaluate….

16. Key Differences Between the Two Websites

17. Importance of Knowing How to Evaluate Websites End of lesson

18. Our View of the Presentation (Strengths & Weaknesses)

19. Evaluation – Peer Feedback Please fill out the questionnaire provided THANK YOU

20. References Birks, J., & Hunt, F. (2003). Hands-on Information Literacy Activities. New York: Neal-Schuman Publishers. Bundy, A. (Ed.). (2004). Australian and New Zealand Information Literacy Framework: Principles, standards and practice (2nd ed.). Adelaide: Australian and New Zealand Institute for Information Literacy. Retrieved May 10, 2007, from http://www.anziil.org/resources/Info%20lit%202nd%20edition.pdf . Katz, A. (1997). Introduction to Reference Work. New York: McGraw-Hill.