Print this page In Grade 6, instructional time should focus on four critical areas: Students use reasoning about multiplication and division to solve ratio and rate problems about quantities. By viewing equivalent ratios and rates as deriving from, and extending, pairs of rows or columns in the multiplication table, and by analyzing simple drawings that indicate the relative size of quantities, students connect their understanding of multiplication and division with ratios and rates.
Development of competencies was a buzzword in those days, and the term was immediately accepted by the library world as an appropriate term that covered a broad concept of user education and library instruction emphasising student learning and the pedagogical role of the librarian.
Although the term has been used in the library discourse for a number of years, it is an open question if we speak of the same phenomenon.
Recently, there has been a tendency especially in the public library sector to view almost all library activities, traditional or virtual as hosted under the information literacy umbrella; user education, library orientation, user-librarian negotiation, digital services etc.
On the other hand, many librarians perceive teaching information literacy in a narrow sense as synonymous with teaching information searching skills. Perhaps the concept is being trivialised and watered down by these uses of the term?
It is important, however, that librarians reach a common understanding of the concept when speaking to each other, and when discussing information literacy with other stakeholders such as teachers, IT-staff and school leaders.
It might be useful to take a look at the various attempts to define and describe information literacy in order to reach common ground. The definitions may serve as an inspiration for discussions among librarians and other stakeholders on how to define information literacy in their particular context.
In her book Seven faces of information literacy Christine Bruce identifies seven categories of IL as experienced by Australian educators in two universities: Information technology conception — using information technology for information retrieval and communication Information sources conception — finding information Information process conception — executing a process Information control conception — controlling information Knowledge construction conception — building up a personal knowledge base in a new area of interest Knowledge extension conception — working with knowledge and personal perspectives adopted in such a way that novel insights are gained Wisdom conception — using information wisely for the benefit of others.
As a phenomenon, information literacy includes the full range of experience, and students need to be enabled to experience information literacy in these ways.
They also need to reflect on the variations in experience which they encounter and understand which forms of information literacy are relevant to different situations.
Learning to be information literate could be seen as coming to experience using information in these ways, to expand various repertoires of relating to information, and to become conscious that information underpins wise decision-making.
The most recent national standard or framework is The Australian and New Zealand information literacy framework The Framework provides the principles, standards and practice that can support information literacy education in all educational sectors.
It is based on four overarching principles: These are, that information literate people engage in independent learning through constructing new meaning, understanding and knowledge derive satisfaction and personal fulfilment from using information wisely individually and collectively search for and use information for decision- making and problem-solving in order to address personal, professional and societal issues demonstrate social responsibility through a commitment to lifelong learning and community participation.
The principles frame six core standards, which underpin information literacy acquisition, understanding and application by an individual. These standards identify that the information literate person recognises the need for information and determines the nature and extent of the information needed finds needed information effectively and efficiently critically evaluates information and the information seeking process manages information collected or generated applies prior and new information to construct new concepts or create new understandings uses information with understanding and acknowledges cultural, ethical, economic, legal, and social issues surrounding the use of information.
The standards are supplied with learning outcomes and examples that consist of the characteristics, attributes, processes, knowledge, skills, attitudes, beliefs and aspirations associated with the information literate person.
They consist of a mixed bag of lower order thinking skills and higher order thinking skills, ranging from using Boolean operators to comparing and integrating new understandings with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.
In USA, the American Association of School Libraries has formulated The nine information literacy standards for student learning AASL, focusing on efficient and effective access to information, critical and competent evaluation of information, accurate and creative use of information, independent learning and social responsibility.
It is important to note that these definitions and descriptions of information literacy, and the attributes of an information literate person emphasise the use of information: In essence, the information literate person is a person who has learned how to learn.
This emphasis on the use of information and information seeking as integral with the learning process makes it clear why the majority of literature written on information literacy deal with the concept in relation to formal education.
It is in the educational system, from kindergarten and onwards that the foundation for information literacy and lifelong learning should be laid. As it is, too much energy and time are being used in institutions of higher education teaching students skills and attitudes they should have learned at an earlier stage.ABCya is the leader in free educational computer games and mobile apps for kids.
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Each reproducible student book (except for Primary) includes an answer tranceformingnlp.com students will be able to complete some lessons independently.
Getting students to dig deeper and answer questions using higher-level thinking can be a challenge. Here are our favorite tips for teaching critical thinking skills, adapted from Mentoring Minds’ Critical Thinking Strategies Guide, that help kids solve problems by going beyond the obvious response..
1. The Directed Reading Thinking Activity (DRTA) is a comprehension strategy that guides students in asking questions about a text, making predictions, and then reading to confirm or refute their predictions. Critical thinking has been an important issue in education, and has become quite the buzzword around schools.
The Common Core State Standards specifically emphasize a thinking curriculum and thereby requires teachers to elevate their students’ mental workflow beyond just memorization—which is a really good step forward.
Critical thinking is a skill that young minds will undeniably need and. About • Privacy • Help • Contact; The Starfall Website is a program service of Starfall Education Foundation, a publicly supported nonprofit organization, (c.