Information Literacy

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Information Literacy in the

English Language Classroom

Julien HAWTHORNE & William CHENG

NET Section, CDI, EDB 14 January 2019

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Objectives

• develop an understanding of the core concepts of information literacy and its role in the English Language Education KLA Curriculum;

• examine opportunities for developing students’ information literacy skills

• develop suitable English language learning tasks for students in which they critically evaluate and use information; and

• explore resources for developing

information literacy in the English Language classroom.

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Run down

• Setting the scene – Why is Information Literacy important?

• What is Information Literacy?

• How is Information Literacy related to ELE?

• What pedagogy should be used?

• How can Information Literacy be integrated into the learning and teaching of English?

➢ Identifying needs for information (IL Area 2)

➢ Locating and accessing information (IL Area 3)

➢ Evaluating information, including bias (IL Areas 4 & 8)

➢ Creating new ideas by using IT (IL Areas 5 & 6)

• Takeaways

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Why is Information Literacy important?

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http://thebrandlaureate.net/2017/03/20/newspaper-vs-cellphone/

Image of people reading a newspaper in 1916 and reading their mobile phones in 2016

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Everyone is...

An editor

A photographer

A reporter

A film-maker

An author

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8.1M photos

1M Likes

100 hours of clips

3.75M messages

Information Overkill? Since the start of the workshop…

Snapchat

Facebook

YouTube

Messengers /WhatsApp

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Video of every new York times front page since 1852

https://www.youtube.com/watch?v=hw5yB3MkNEg&t=14s

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https://informationisbeautiful.net/visualizations/biggest-fake-news-of-2017/

Fake news infographic

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It’s Groupfie

Time!

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Activity 1a: What You See is What You Get

• Scan the QR Code on the right.

• When you are taken to a Padlet wall, look at the photos.

• In your group, consider what the story is behind each photo.

• Share your thoughts with other groups.

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Activity 1b: What You See is What You Get

• Scan the QR code on the right.

• After you are taken to another Padlet wall, study the photos.

• In your group, share what you have found.

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Activity 2: What is Information Literacy?

Individually, think of three words that you think best represent information literacy. Then go to menti.com, enter the code provided and input your three words.

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What is Information Literacy?

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Information Literacy is

an ability or attitude

that guides an

effective and ethical

use of information.

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https://www.edb.gov.hk/attachment/en/edu-system/primary-secondary/applicable-to-primary-secondary/it-in-edu/Information-Literacy/IL20180516E.pdf

...refers to the ability and attitude that would lead to an effective and ethical use of information. The target abilities include:

• identifying the need for information;

• locating, evaluating, extracting, organising and presenting information;

• creating new ideas;

• coping with the dynamic in our information world; and

• refraining from unethical use of information such as cyber-bullying and infringing intellectual property rights.

Information Literacy for Hong Kong Students

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What are the critical aspects of

Information Literacy?

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1.

2. 3.

4.

5.

8.

Use, provide and communicate information ethically and responsibly.

Recognise the conditions under which reliable Information could be obtained

Identify and define a need for information

Locate and access relevant information

Evaluate information and information providers in terms of authority,

credibility and current purpose Extract and

organise information

and create new ideas

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How is it related to ELE?

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1.

2. 3.

4.

5.

8.

Promote ethical use of information (e.g.

acknowledging sources of information properly,

preventing cyberbullying) and respect for intellectual property rights

Design learning activities and projects that require students to evaluate, extract, organise and synthesise information and ideas from different sources, and create new ideas of their own

Provide students with opportunities to apply IT skills to process and create multimodal texts, and share information and ideas through

online platforms

Facilitate discussion and evaluation of the power, accuracy and reliability of information, and the

effectiveness of different sources in conveying

information (e.g. websites, documentaries, news

articles, advertisements) Guide students to identify the bias and stereotypes conveyed in different kinds of texts

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What pedagogy should be used?

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https://www.continentalpress.com/blog/gradual-release-model-ela-strategy/

Multiple Readings

https://www.pinterest.com/pin/168673948519146528/?lp=true

Gradual Release of Responsibility

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Morning

Tea

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How can Information Literacy be integrated

into the learning and teaching of English?

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Literacy Area 1:

Use, provide and

communicate information

ethically and responsibly

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Literacy Area 2:

Identify and define a need for information

https://www.manausa.com/blog/mls-tallahassee/

https://blog.ipleaders.in/can-data-processing-charge-be-taxed-as-royalty/

Cartoon What do you need _ infographic

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What does this look like in the classroom?

How can we make students aware of the need for information?

Literacy Area 2:

Identify and define a need for information

https://www.callcentrehelper.com/customer-service-interview-questions-45914.htm

Image of question marks

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Activity 3

Below is a typical textbook task:

Write an article for your school

newspaper/magazine about the pros and cons of fast food in Hong Kong.

Complete the following tasks:

(a) Brainstorm possible ideas about the positive / negative aspects of fast food in Hong Kong.

(b) Identify the info you need and the key words required for your search.

Fast Food restaurant logos

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Activity 4

Identify and define the information students will need to complete the task.

Textbook contents pages with final tasks circled

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Literacy Area 3:

Locate and access relevant information

http://resources.seattlecentral.edu/iris/evaluate/evaluate_intro/evaluate_info_intro.shtml https://americanlibrariesmagazine.org/whaddyamean/

Cartoon about copying content from the Internet Photo of indecisive student

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Evaluating Information – CRAAP Test

Credible Source

Currency

Relevance

Authority Accuracy

Point of View

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In groups, study the ten food-related websites, which you can find on a Padlet wall.

Decide if the websites can meet your need(s), i.e, if they can offer the information you need.

Activity 5

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What does this look like in the classroom?

• What skills do students need to locate and access relevant information?

• How can we teach the skills and strategies for locating and accessing relevant information?

Locate and access relevant information

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Literacy Area 4:

Evaluate information and information providers, in terms of authority, credibility and current purpose

https://iconsinmedicine.wordpress.com/2011/02/14/finding-health-information-online/

https://docudharma.com/2010/08/the-week-in-editorial-cartoons-part-i-dropping-the-ball

Image of person confused by too much information Cartoon about bloggers not being a reliable source of information

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https://www.flickr.com/photos/vandycft/29428436431

Bloom’s Taxanomy

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Evaluating Information – CRAAP Test

Credible Source

Currency

Relevance

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1.

2. 3.

4.

5.

8.

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Literacy Area 8:

Recognise the conditions under which reliable information could be obtained

https://sites.google.com/site/garciacapstone/political-cartoons

Cartoon about subjugation by propaganda

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Using the Textbook

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Activity 6: Setting questions for a Lesson with Typical

Reading Comprehension Focuses

• In your group, scan the QR code and

study the excerpt of a textbook reading text.

• Set three questions that you would

normally ask to develop your students’

reading comprehension skills.

• I nput your questions into the Padlet wall created for this.

Textbook page Rainbow Eating

New Treasure Plus 1B

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Activity 7: Setting questions for a Lesson with

Information Literacy Focuses

• In your group, study the reading text on rainbow eating again.

• Using the CRAAP Test, set three questions that you could ask to develop students’

ability to evaluate information.

• Scan the QR code and input your

questions into the Padlet wall created for this.

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Who wrote this text?

Who is the target audience?

What is the purpose of this text?

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Going Beyond the

Textbook

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Activity 8: Evaluating an

Authentic WhatsApp Message

• Scan the QR code on the right, which will take you to a Padlet wall.

• Study the WhatsApp message in the first column.

• Evaluate it using the CRAAP Test.

• In your classroom,

➢ what reading comprehension questions will you ask?

➢ what questions will you ask to help your

students evaluate the WhatsApp message?

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Lunch

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Detecting Bias

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Evaluating Information – CRAAP Test

Credible Source

Currency

Relevance

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• Who created the text?

• Who is the audience?

• What position does the text take?

• Are there biases? If yes, what are they?

• Why was the text created? (i.e. the purpose)

• How does the text influence the reader?

• How does the creator make the purpose of the text clear?

Why Who

What

How

Detecting Bias (The “P” of the CRAAP Test)

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Communication is

impossible without bias.

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http://www.vivaliban.net/2016/01/26/finding-humor-in-cultural-differences-malcolm-evans-cartoons/

Cartoon of one woman in a bikini and another wearing a burqua

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What is Bias?

• Prejudice, Partiality, Preconception

• Favouring or supporting one thing over another

• Can be:

• Social

• Political

• Cultural

• Commercial(?)

• Detectable

• Choice of words

• Framing

• etc

Image with Maya Angelou quote:

We are only as blind as we want to be.

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https://politicalcartoons.com/cartoon/rj_matson/37967/updated_fda_food_pyramid_color/

Activity 9: Setting questions for a Lesson with Typical Reading Comprehension Focuses

Image of “Updated FDA Food Pyramid” with China at the bottom covered up

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Activity 10: Detecting Bias in the Standard Food Pyramid

• Scan the QR code on the right, which will take you to a Padlet wall.

• Choose “The Standard Food Pyramid” in the Images column.

• Study the typical food pyramid again.

• Detect the “bias” in this food pyramid using the questions in the “Point of View” part of the CRAAP Test.

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What does this look like in the classroom?

Evaluate information and information providers, in terms of authority, credibility and current purpose

• What skills do students need to evaluate information and information providers?

• How can we teach the strategies for evaluating information and information providers?

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Activity 11: Detecting Bias in Food Pyramids

• Scan the QR Code on the right.

• Study the food pyramid you are assigned.

• Decide on what kind of diet your food pyramid represents.

• Use the questions under “Detecting Bias”

(or the “Point of View” part of the CRAAP Test) to determine what the bias is.

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https://skinnybonny.com/paleo-caveman-diet-plan/

https://www.essentialketo.com/keto-food-pyramid/

http://www.veganpeace.com/veganism/veganfoodpyramid.html

Paleo Food Pyramid

Keto Food Pyramid

https://www.cnpp.usda.gov/sites/default/files/archived_projects/FGPPamphlet.pdf

https://steptohealth.com/wp-content/uploads/2017/05/1-food-pyramid.jpg

Images of various food pyramids

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https://politicalcartoons.com/cartoon/rj_matson/37967/updated_fda_food_pyramid_color/

Image of “Updated FDA Food Pyramid” with China at the bottom first covered up and then revealed

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Detecting Bias in Ads

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Activity 12: Predicting What an Ad is Selling

• What does an ad do?

• What is the slogan of this ad?

• What could this ad be about? Why?

• What technique is used in the slogan to sell the product?

• What effect does the slogan have?

• Which part(s) of the slogan represent fact and which part(s) opinion?

Top part of McDonald’s ad only showing the slogan ‘big.beefy.bliss’

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Activity 13: Detecting Bias

• In your group, study the Simple Guide to the Visual System.

• Examine the ad.

• Discuss:

➢ How the ad is designed to persuade.

➢ What “bias” is conveyed by the ad.

McDonald’s big.beefy.bliss ad

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Visual Literacy Skills

Framing Focus

Colour

Point of view

Form/Shape

Juxtaposition

Line

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Positioning Alliteration

Golden Arches

Low angle Horizontal line

Red background

Framing Use of lowercase

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Pareidolia – seeing faces

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Detecting Bias in an Ad

Visual Element

Expression in the advert.

Meaning Purpose

Framing Three burgers The burgers are important Highlight burgers

Focus Three burgers The burgers are important Focus attention on the burgers Colour Red background Red means happiness and

excitement and pay attention

Draw attention, make the audience feel excited and happy about the burgers

Point of view

Low Gives power to the subject Make the burgers look big and imposing

Line Generally horizontal Stable, secure, restful Make the burgers look solid, reliable, no problem

Texture NA

Bias: McDonald’s burgers are delish, make you feel good, and good value for money, no matter what people say about its nutritious value. That they are regarded as junk food in some quarters of society is played down.

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Pep

Activity 14 Ads for you to examine

https://www.boredpanda.com/creative-print-

ads/?utm_source=google&utm_medium=organic&utm_campaign=organic Pepsi ad with pepsi can covered by coca cola cloak

Weightwatchers’ ad with wide and narrow doors

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Break time

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Detecting Bias in News Reports

Various news outlet logos

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http://sdcitybeat.com/news-and-opinion/from-the-editor/looting-finding-and-the-not-to-peculiar-case-of-ms-silverclo/

Racist news report about white couple finding food after Hurricane Katrina and black man lootingfood.

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Activity 15a: Detecting Bias in News Headlines

What position do you expect each article to take regarding the event?

Prediction

Which particular words in the headlines helped you most with your prediction?

News Headline 1 News Headline 2 News Headline 3

Choose news headlines of reports on polarising issues so that distinct contrasting views can be examined.

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Activity 15b: Detecting Bias in News Photos

How do the photos help you predict the position taken in the articles?

Prediction

Which aspect(s) of the photos help(s) you most with your prediction?

Include photos on the polarising issue from various news outlets, which represent opposing positions

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Activity 15c: Detecting Bias in News Headlines

Which photo should go with which headline? Why?

Various photos included in news reports on the same theme

News Headline 1 News Headline 2 News Headline 3

Match each headline with a photo.

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Activity 16: Identifying the Language of Bias in News Headlines

Heartbreak as another migrant child dies in American detention Belt and Road Initiative making difference in Asia-Pacific region

Another migrant child dies at US border

BRI Bringing Challenges and Opportunities to Asia-Pacific Region

1. Identify the language of bias in the headlines below.

How is the bias used to influence you?

2. Revise the headlines to reduce the bias.

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For More Advanced Students…

News Bias

Framing/

Angle

Limiting Debate

Omissions

Word

Choice

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What did you learn from comparing the

ways different news outlets presented the

same news story?

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Activity 16: Identifying the Language of Bias in News Reports

China Daily logo

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Literacy Area 5:

Extract and organise information and create new ideas

https://www.grammarly.com/blog/how-to-write-outline/

https://hbr.org/2003/09/how-to-pitch-a-brilliant-idea https://www.salesforce.com/ca/blog/2017/11/4-ways-buy-in-creative-marketing-ideas.html

Images expressing ways to think about organising and creating new ideas.

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https://www.verywellfamily.com/examples-of-graphic-organizers-2162277

Graphic Organisers

Extract and organise information and create new ideas

Images of graphic organisers

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•

Topic Sentence

•

Elaboration

•

Example(s)

•

Concluding / Summary Sentence

https://pixabay.com/en/burger-fast-food-food-2645563/

Identifying main ideas

Hamburger paragraph structure

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What does this look like in the classroom?

• What skills do students need to extract and organise information?

• How can we teach the strategies for extracting and organising information?

• What skills do students need to create new ideas?

• How can we teach the strategies for creating new ideas?

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Literacy Area 6:

Be able to apply IT skills in order to process information and produce user-generated content

https://flamegrillingproducts.com/blog/is-webscom-the-right-solution-for-small-businesses-1051/ https://www.entrepreneur.com/article/293769

Cartoon of frazzled website maker Photo of someone writing a blog

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Students as Consumers

Various logos of websites

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Students as Consumers

Students as Producers

Various logos of apps

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• Knows how to create new meanings

• Knows how to manipulate it

• Knows where to get information

Source:

https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?referer

=https://www.google.co.uk/&httpsredir=1&article=1551&context=gaintlit Source: ttps://www.flickr.com/photos/vandycft/29428436431

Bloom’s Taxonomy

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Subvertisement - Creating new ideas

McDonald’s subvertisement McDonald’s subvertisement

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Subvertisement – Creating New Ideas (2)

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https://www.youtube.com/watch?v=llvuJXTfOBM http://www.adbusters.org/wp-content/uploads/2016/02/adbusters_mc_cruelty.jpg

Subvertisement - Creating new ideas (3)

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One-minute Films Rumor Net

https://www.youtube.com/watch?

v=udfQMvhDbqs

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A Spark Video on Child Labour

https://spark.adobe.com/video/nBRWoqgRacdBo

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What does this look like in the classroom?

Be able to apply IT skills in order to process information and produce user-generated content

• What IT skills do students need to process information?

• How can we teach the skills for processing information?

• What skills do students need to produce user-generated content?

• How can we teach the skills for producing user-generated content?

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Literacy Area 7:

Recognise the roles and functions of information

providers (e.g. libraries, museums, internet) in society

http://infoethicsandlit.blogspot.com/2006/02/teaching-internet-ethics.html https://www.freeshiksha.com/questions/7154/diagram-title-understand-about-between-media-business-diagram

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What information should we believe?

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Participants’ Takeways

Guiding students to brainstorm by filling in a table.

Providing scaffolding.

Use of padlet.

Use of advertisements.

CRAAP test for searching for information.

Bias – especially in the photo re looting

Interpretation of pictures – visual literacy skills Deeper meanings – see through the message Thinking out of the box

Changing news headlines – critical thinking / vocab development

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ABCs of information Literacy

https://elearninginfographics.com/the-abcs-of-information-literacy-infographic/

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"Smart e- Master"

Information Kit on e-Learning

Developed by the EDB to support teachers to develop students’

information literacy and proper attitude in using information

technology

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