The reference process is integral to information literacy and teacher librarians are integral to both
The purpose of this entry is to show how Information literacy skills are lifelong learning skills and life skills by illustrating how they integrate with the BC graduate transition outcomes (see table below). Info literacy skills help us “learn how to learn”, and are part of responsible citizenship (e.g. awareness of copyright, privacy, etc.). Once the basic framework is acquired it is easier to keep up with changes in technology and apply the skills throughout school, work life, and across the lifespan. The outcomes have both breadth and depth.
Comparison of BC graduation transition outcomes to Information Literacy outcomes
Note: There is crossover in the sense that info literacy outcomes can be applied to more than one graduate attribute. I have simply matched them according to where they seem to best fit, and highlighted key phrases.
| Selected attributes of a BC graduate that require information literacy | Corresponding Info Literacy outcomes and indicators as described in “Acquiring Information Literacy” |
INTELLECTUAL- ability to;
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Outcome 1:Uses information with aesthetic appreciationOutcome 4: Use information critically to evaluate the relevance, authenticity, and validityof information and its source
Outcome 6: Consciously use info for making personal and group learning decisions – requires recognition that info is needed to solve problems, knowing how info (incl media) is organized, applies info to solve learning and personal inqujiries; works collaboratively with others to make informed decisions and solve group problems Outcome 7: Use information expressively to modify, revise and transform information and to communicate their newly created information with an intended audience – requires creativity to taylor the product to the audience, apply principles of design, communications skills Outcome 8: Demonstrates competence and proficiency in the technical uses of traditional and digital information and media tools to create and present a variety of information and media products – involves knowing purpose, capability and basic operation of info and media tools |
HUMAN & SOCIAL DEVELOPMENT
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Outcome 2: Uses information responsibly for individual and collaborative learning activities. (intellectual property rights, copyright laws, privacy rights when accessing and using info and media resources, records info sources accurately, good work habits, safetywhile using info tools)
Outcome 3: Uses information from diverse perspectives and values respectfully. Recognizes diverse points of view; creates work that is balanced and diverse in perspective.
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CAREER DEVELOPMENT
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Outcome 5: Use information strategically to process, organize, and select information to meet an individual or collaborative learning need. (involves listening, reading, viewing, interpreting, processing strategies to process info, answer questions; strategies to organize and structure info into useful forms for communication; uses criteria to complete a learning task; applies info literacy strategies independently or collaboratively to complete a learning task) |
References:
Asselin, Marlene, Branch, Jennifer L, Oberg, Dianne (Ed.) Achieving Information Literacy: Standards for School Library Programs in Canada. Canadian Association for School Libraries, Ottawa, 2006, p 9-17.
British Columbia Ministry of Education. Program Guide for Graduation Transitions June 2008. Retrieved Feb 6 2012 from http://www.bced.gov.bc.ca/graduation/docs/prog_guide_grad_trans.pdf
The comparisons with MInistry outcomes are always very evident to the people of our TL world, but in all my years of committee work creating the evidence to prove what we do as TLs is utterly important, I’ve never noticed any fruition from all the effort. No one even wants to read the docs let alone mandate them for implementation.
However, I think the TL who becomes indispensable in a particular school hierarchy will seamlessly incorporate these notions, but his/her personal visibility and energy will be more likely to prevail.