Improving student outcomes: an Information-to-Knowledge approach at The Geelong College .

1. Improving student outcomes: an Information-to-Knowledge approach at The Geelong College.

2. Knowledge building in the 21st century at The Geelong College: Information-to-Knowledge Continuum “As we increasingly move toward an environment of instant and infinite information, it becomes less important for students to know, memorize, or recall information, and more important for them to be able to find, sort, analyze, share, discuss, critique, and create information. They need to move from being simply knowledgeable to being knowledge-able” (Wesch, 2009) Through collaboration and partnership across all disciplines within The Geelong College community, the library creates learning opportunities to empower students to move from information seekers to knowledge creators. This collaboration and partnership will: • Recognise the differing discipline-based research approaches and enable students to develop and use transferrable skills, knowledge and understandings to improve learning outcomes. • Provide an ICT rich environment to encourage individuals to create, navigate and connect to information, people and ideas in responsible, effective and ethical ways. • Build upon students’ knowledge, skills and understandings to develop self-directed learners who are critical and reflective thinkers.

4. Implementation of an Information-to-Knowledge Continuum... in line with Teaching and Learning Goals of the College Strategic Education Plan. Core Commitments: The College is geared to the knowledge age of the 21st century: • We value deep understanding and knowledge • Our students are encouraged to be open-minded, curious and independent learners • Our students are empowered to use a range of technologies effectively • Our students will be able and keen to continue learning throughout life (p.22) Goal: To improve student learning outcomes: • Provide activities where students engage in higher order thinking • Enhance the capacity of students for analytical and critical thinking • That practices are aligned with the acquisition of deep learning and knowledge • That the learning programs respond to the needs of our learners as well as to the world in which we live (p.10)

5. The Role of the Teacher Geelong College Teachers are expected to foster intellectual character in their students and use effective curriculum strategies. Embedding information literacy skills will assist teachers to • give students opportunities for deeper thinking within their subjects. • recognise different teaching and learning opportunities that will foster curiosity, questioning and open-mindedness in their students. • Ensure the curriculum is relevant to the emergent issues of 21st century life. • Integrate technology effectively into their students’ learning. https://gnet.geelongcollege.vic.edu.au/Geewiz/StaffNet/PoliciesProceduresForms/Policies/_Assets/_documents/The%20Role%20of%20the%20Teacher.pdf

6. So what does this mean for your department? • Information Literacy skills are necessary in all discipline areas though different approaches may be used. This is because the knowledge construction ie. how knowledge is gained in a subject varies. • Collaboration with the College Teacher Librarians in the preparation, delivery and assessment of learning activities.

7. History: Knowledge Construction • Plan investigation • Make judgments about sources • Ascertain the facts - fidelity of facts • Drawing inferences from available evidence • Gathering evidence from a variety of sources • Documenting evidence from sources • Critically evaluate completeness of evidence • Test inferences and constructing historical claims / hypotheses • Integrate values, cultures, literal and symbolic meanings • Deal with multiple, conflicting, partial interpretations • Communicate understanding of history using conventional forms to report findings and conclusions

8. Science: Knowledge Construction • Discovery of truth: what is asserted is either true or false • Goal is to establish – truth claims: generalisations, laws • Use scientific methods to establish generalizations • Formulate hypotheses / questions based on available facts • Design and pursue investigation related to hypothesis / question • Develop systematic approach to data collection • Record observations from sources, environment, testing • Generate, validate, analyse, critique and interpret evidence • Draw valid conclusions: aim for generality • Explain how scientific knowledge is used • Construct working models to demonstrate scientific ideas • Present results using data appropriate formats

9. Information-to-Knowledge Continuum On Curriculum Navigator – on the learning plan page - there is a link to the Information-to-Knowledge Continuum. Therefore when writing your learning plans you can refer to it and embed a zone of intervention into your plan. A zone of intervention could be planning an assignment with library staff to refine research tasks, targeting one information literacy skill or an overview of the research process. There is widespread research that using zones of intervention significantly improves student outcomes. This a collaborative partnership

10. What’s next? Action Research Project: Aim – to gather evidence about the direct impact Information Literacy intervention has on improving student learning outcomes. Method - over Terms 3 and 4 we will work with several teachers and their classes to develop and trial lessons through zones of intervention where we assess and evaluate outcomes.

11. Information-to-Knowledge Wiki • For sharing information • To keep updated www.i2k.wikispaces.com

12. References The Geelong College. (n.d.). Strategic education plan: Tradition and innovation 2005 - 2010[Brochure]. (Available from The Geelong College, Talbot Street, Geelong, Victoria 3220) The role of the teacher. (2008, August 15). Retrieved May 11, 2009, from The Geelong College Web site: https://gnet.geelongcollege.vic.edu.au/Geewiz/StaffNet/PoliciesProceduresForms/Policies/_Assets/_documents/The%20Role%20of%20the%20Teacher.pdf Todd, R., Dr. (2007). Information literacy is the solution, what's the problem? [PowerPoint]. Retrieved May 11, 2009, from www.lilacconference.com/dw/resources/2007/todd07.ppt Wesch, M. (2009, January 7). From knowledgeable to knowledge-able: Learning in new media environments. Retrieved May 11, 2009, from Kansas State University Web site: http://www.academiccommons.org/commons/essay/knowledgable-knowledge-able Compiled by : Jodie Heath (Teacher/Librarian – Senior School) Carolyn Guest (Head of Library Services – Senior School)