Information Literacy Framework for Hong Kong Students

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Information Literacy Framework for Hong

Kong Students

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articulating, reflecting upon and rectifying their thoughts; and negotiating meanings with others. Such inquiry process thus demands students to possess a wide range of skills which can be developed through independent, collaborative, life-wide and life-long learning. In this regard, the “Learning to Learn” curriculum reform document (Curriculum Development Council 2001) has already outlined a set of overarching principles to empower students to master such life-long skills that can be used beyond their classroom:

‘Our overarching principle is to help students learn to learn, which involves developing their independent learning capabilities leading to whole-person development and life-long learning.’

‘Life-wide learning offers learning opportunities conductive to whole-person development. It offers learning in real contexts, and experimental learning that cannot be provided by classroom learning…’

1.2 The Internet and its New Dimensions

With billions of websites relating to millions of topic areas, the question lies on how one finds, processes and rejects particular information relevant to the task given. Without knowing how to do so, knowledge will never be constructed. The Information Age has spawned the Internet as a primary tool for people to search for information. However, the Internet is not a thinking machine and that effective searches rely entirely on the searchers themselves (Laverty, C. 1997). The Information Technology Learning Targets (Curriculum Development Council 2000) states that:

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‘After completing secondary 7, students should select and apply appropriate IT tools in different aspects of study, such as collecting and analyzing information, problem solving, as well as decision making.’

Very often, the information from the Internet comes to searchers in unfiltered formats through multimedia such as graphical, aural and textual. For many searchers who are at the beginner levels, to find relevant and accurate information involves only typing a word or two into a search engine. This raises the questions about its authenticity, validity and reliability because anyone can publish information on cyberspace without editorial or expert review as opposed to the traditional print reference materials.

Copyright issues can also be raised due to the ease of the “copy and paste” functions that allow the searchers to use one’s work and presenting it as their own without acknowledging that author. Relevant laws on copyright may, therefore, be violated as a result of effective but mindless acts from the searchers. The EMB believes that students should be aware of the intellectual property rights and copyright in using information from others and realize privacy issues possibly involved in accessing information via computer networks (Curriculum Development Council 2000).

1.3 Characteristics of the Information Process

Knowledge construction is facilitated by means of processing information. The process can be defined as (Chandler A.N. 1998):

‘a problem-solving process which involves decision-making, as well as critical and creative thinking. Learners are active and in control of the learning while engaged in developing a set of skills and strategies for the planning, gathering, interacting with, organizing, creating, sharing and evaluating of information.’

As its name implies, one of the characteristics is that it is a process. This means that it involves a particular method of interacting with different things at the same time, where one finished step is required before the next step can be progressed. This information process can be described as developmental. It cannot be mastered through one teaching activity or project.

Students accumulate their learning experiences and then apply them in similar future situations. Information reaches out to all aspects of the teaching and learning environment and so the information process is widespread. Learning does not operate in isolation from

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others. At any given time, a student will be bringing all the learning processes together for the information process.

Metacognition is also one the characteristics of the information process. Students are expected to think about thinking on how to achieve their goals from one step to the next. Two of the components of metacognition are reflection and self-regulation. These are part of the learning to learn skills that are transferable to new learning situations, in school and out of school (Branch, J.L., & Oberg, D. 2004). The information process itself is dynamic.

Students are expected to learn actively rather than being passive observers. However, learning is not linear. Students will need to revisit, reformulate and reflect on their learning.

1.4 What is expected from an Information Literate Person?

An information literate person is one who knows why and how to use information for achieving the purposes throughout his/her lifetime. That person is expected to be able to build on prior knowledge on ‘what I already know’ and ‘what I want to know’ and therefore, should be able to apply their knowledge in real life contexts. But more importantly, the information literate person should be expected to act ethically by not plagiarizing another’s work when presenting the research to an audience.

Changing times require changing skills. The Information Age changes the way of how we perceive and use information. Information literacy is often being recognised as essential skills for workers to survive in a knowledge-based society. It is anticipated that within 10 years approximately half of the workforce in some developed countries, such as Canada, will be employed in information-based jobs (Gauntley, T. Kerr, L. & Dotten, R. 1998). With such high numbers of people being involved in information literacy, it is essential that everyone should prepare for change that is inevitable by start planning for the future now.

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Chapter 2 Information Literacy for the 21 ^st Century

2.1 The Quest for Information Literacy

The ongoing, unprecedented growth of information and communication technology, coupled with the globalization of the economy, has created a huge challenge for education. The pursuit of information literacy in education has become widespread with the extensive pervasiveness of global networks. Information literacy education is thus seen as a way to address a growing awareness and demand for preparing students to effectively participate in the emerging global knowledge economy. Bates (2000) contend that, in order to struggle against social exclusion and to maintain competitiveness in a global economy, education must go beyond the framework of initial schooling in order to prepare and support citizens for life-long learning. In September, 2003, participants, representing 23 countries from all of the seven major continents, at the Information Literacy Meeting of Experts, organised by the US National Commission on Library and Information Science and the National Forum on Information Literacy, with the support of UNESCO, held in Prague, the Czech Republic, expounded six basic Information Literacy principles in the Prague Declaration (2003):

1. The creation of an Information Society is key to social, cultural and economic development of nations and communities, institutions and individuals in the 21st century and beyond.

2. Information Literacy encompasses knowledge of one’s information concerns and needs, and the ability to identify, locate, evaluate, organise and effectively create, use and communicate information to address issues or problems at hand; it is a prerequisite for participating effectively in the Information Society, and is part of the basic human right of life long learning.

3. Information Literacy, in conjunction with access to essential information and effective use of information and communication technologies, plays a leading role in reducing the inequities within and among countries and peoples, and in promoting tolerance and mutual understanding through information use in multicultural and multilingual contexts.

4. Governments should develop strong interdisciplinary programs to promote Information Literacy nationwide as a necessary step in closing the digital divide through the creation of an information literate citizenry,

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an effective civil society and a competitive workforce.

5. Information Literacy is a concern to all sectors of society and should be tailored by each to its specific needs and context.

6. Information Literacy should be an integral part of Education of All, which can contribute critically to the achievement of the United Nations Millennium Development Goals, and respect for the Universal Declaration of Human Rights.

Information Literacy is conceived as part of the basic human right of lifelong learning and a vehicle for bridging the digital divide. Parallel to the current education and curriculum reforms in Hong Kong, the information literacy can therefore serve as a framework for teachers to frame learning and teaching activities pertaining to the four key tasks (CURRICULUM DEVELOPMENT COUNCIL 2001): reading to learn, project learning, IT for interactive learning and moral & civic education, in such a way that students are empowered to engage themselves critically in information processing and inquiry learning, to become more self-directed, and to assume greater autonomy and social responsibility over their own learning. In this regard, information literacy should be seen as an integral part of the entire curriculum reform initiative as illustrated in Figure 1.

Information Literacy

Figure 1: Relationship of Information Literacy with the Four Key Tasks.

Moral & Civic Education Reading to Learn

Project Learning IT for Interactive Learning

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2.2 Definition of Information Literacy

The concept of information literacy has spawned a proliferation of literature in the past two decades. The notion of information literacy, emerging with the advent of information and communication technologies, has been shaping the way of how people perceive, process, use and create information. Most of the contemporary interpretations of information literacy are inextricably intertwined with lifelong learning (Candy 2002). Information literacy is deemed to be pivotal to the pursuit of both personal empowerment and economic development of a society. It is being recognised as a kind of “new economy” (O’Sullivan 2002) and lifelong learning skills essential for people to cope with the rapidly evolving changes in the era of information age. Thus, the emerging digital culture coupled with the trends in economic globalization and the needs for developing a knowledge-based society, as depicted in Figure 2, have underpinned the infusion of information literacy in education and all spheres of political, economical and social life of the twenty-first century.

Figure 2: A conceptual model for Information Literacy

Nevertheless, the traditional way of conceptualizing information literacy solely as either information retrieval skills or IT skills is seen as inadequate to encompass all these visions (Menou 2002). According to Sanford (2000), information literacy is a process of turning

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information into meaning, understanding, and new ideas. This process would require students to understand the rationale behind using information as well as actually knowing the exact procedures of conducting the information search. Students need to ‘know-how’, but more importantly, they must first ‘know-why’. Hence, being information literate would contribute towards personal empowerment through the learning to learn principle.

In order to develop a global perspective on and deepen our understanding of the current trend in information literacy development, a set of representative information literacy frameworks developed in different regions were selected for scrutiny. A coding scheme Grounded on the analysis of the frameworks selected from SUNY¹, ACRL², AASL³, SCONUL⁴, AkASL⁵, WLMA⁶, ANZIIL⁷ and JULM⁸, it was found that, as shown in Table 1, the information literacy standards derived from the frameworks can be classified accordingly into four key dimensions of learning: cognitive, meta-cognitive, affective and socio-cultural dimensions with respect to the coding scheme given in Figure 3.

Cognitive Meta-cognitive Affective Socio-cultural ANZIIL1, ANZIIL2, ANZIIL3,

ANZIIL4, ANZIIL5, WL1, WL2, WL3, WL4, WL5, WL6, AkASL1, AkASL2, SCONUL1, SCONUL2, SCONUL3,

SCONUL4, SCONUL5,

SCONUL6, SCONUL7, AASL1, AASL2, AASL3, AASL4, AASL5, ACRL1, ACRL2, ACRL3, ACRL4, SUNY1, SUNY2, SUNY3, SUNY4, SUNY5, SUNY6, SUNY7, JULM1, JULM2, JULM3, JULM5, JULM6, JULM7

ANZIIL1, ANZIIL2, ANZIIL3, WL4, WL6, AkASL4, AASL1, AASL4, AASL5, ACRL1, ACRL2, ACRL3, ACRL4

SUNY1, SUNY2, SUNY9, JULM4

AkASL3, AkASL4, AASL4, AASL5, ACRL3, SUNY9

ANZIIL6, AkASL4, AkASL5, UK4, SCONUL 6, AASL3, AASL4, AASL7, AASL8, AASL9,

ACRL4, ACRL5, SUNY3, SUNY7,

SUNY8, JULM8

Table 1 Classification of information literacy standards of the seven selected models.

1 State University of New York

2 Association of College & Research Libraries

3 American Association of School Librarians & Association for Educational Communications and Technology

4 Standing Conference of National and University Libraries from United Kingdom

5 Alaska Association of School Librarians

6 Washington Library Media Association

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CoCodidinngg ScSchheemmee

cognitive dimension

meta-cognitive dimension

affective dimension

socio-cultural dimension

find

comprehend apply

analyse synthesize

evaluate

attitude motivation value

communal/cultural social

awareness planning monitoring reflection

Figure 3: A coding scheme for analysing the selected models of information literacy.

Despites the variations in scope and coverage exhibited among the selected models, most of them adopt a process-driven approach to develop students with a much wider spectrum of learning skills conducive to life-long learning. For instance, the cognitive dimension addresses the need to enable students to master the necessary skills to comprehend, locate, analyse, critically evaluate and synthesise information and apply their knowledge to inform decisions and problem solving, whilst the meta-cognitive dimension emphasises on developing students as reflective learners. To engage students in meaningful learning, learning by itself should not be divorced from its social context and student’s experience.

Along this vein, the affective and socio-cultural dimensions address the need to enable students to appreciate and enjoy the process of inquiry; and to empower them with greater autonomy and social responsibility over the use of information in their individual as well as collaborative learning. Thus, these four key dimensions of learning provide the theoretical underpinnings for the formulation of the entire information literacy framework.

2.3 Objectives of the Information Literacy Framework

Stemmed from the four key dimensions identified above, the overarching objectives of the information literacy framework are four fold:

1. To enable students to master the necessary skills to comprehend, locate, analyse, critically evaluate and synthesise information and apply their knowledge to inform decisions and problem solving;

2. To develop students as reflective learners who are able to plan, reflect upon and regulate

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their process of inquiry in a rapidly changing, information-based environment;

3. To enable students to appreciate that being an independent learner will contribute to personal growth, enjoyment and lifelong learning;

4. To empower students with greater autonomy and social responsibility over the use of information in their individual as well as collaborative learning.

2.4 Information Literacy Standards

To embrace all the aforementioned dimensions of information literacy, eleven standards and thirty-two indicators were subsequently formulated. Out of the eleven standards, four: C1, C2, C3 and C4 fall in the cognitive dimension, three: M1, M2 and M3 fall in the meta-cognitive dimension, two: A1 and A2 fall in the affective dimension whilst the other two: S1 and S2 fall in the socio-cultural dimension. Each standard is followed by a number of indicators that detail the descriptions of each corresponding standard and provide a guideline for the formulation of the expected learning outcomes of information literacy.

2.4.1 Cognitive dimension

C1. An information literate person is able to determine the extent of and locate the information needed.

Indicators:

C1.1 Comprehend

An information literate person is able to:

1. frame appropriate questions based on information needs;

2. determine the nature and scope of the information needed;

C1.2 Find

1. identify a variety of potential sources of information;

2. develop strategies for locating information;

3. collect primary/empirical data to address the research questions;

C2. An information literate person is able to apply information to problem-solving and decision making.

Indicators:

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C2.1 Apply

1. apply information to inform decisions;

2. apply information in critical thinking and problem solving;

C3. An information literate person is able to analyse the collected information and construct new concepts or understandings

Indicators:

C3.1 Analyse

1. record, categorise and manage the information and its sources 2. critically analyze information collected;

C3.2 Synthesise

1. derive new concepts or understandings from the information collected;

2. make inferences, connections, and draws conclusions;

C3.3 Present

1. articulate and present their thoughts, ideas and feelings;

C4. An information literate person is able to critically evaluate information and integrate new concepts with prior knowledge.

Indicators:

C4.1 Evaluate

1. determine accuracy, relevance, and comprehensiveness of information;

C4.2 Integrate

2. assimilate new concepts into his or her knowledge base and value system;

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2.4.2 Meta-cognitive dimension

M1. An information literate person is able to be aware that information processing is iterative, time-consuming and demands effort.

Indicators:

M1.1 Awareness

1. recognise that the information seeking process is evolutionary and changes during the course of investigation;

2. understand that information processing requires time, diligence, and practice;

M2. An information literate person is able to plan and monitor the process of inquiry.

Indicators:

M2.1 Planning & monitoring

1. decompose a complex task/problem into manageable components;

2. define a manageable focus and timeline;

M3. An information literate person is able to reflect upon and regulate the process of inquiry.

Indicators:

M3.1 Reflecting

1. reflect upon the inquiry process and identify areas of improvement;

2. devise strategies for revising, improving and updating self-generated knowledge;

3. review the information seeking process and revises search strategies as necessary;

2.4.3 Affective dimension

A1. An information literate person is able to recognise that being an independent reader will contribute to personal enjoyment and lifelong learning.

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Indicators:

A 1.1 Attitude

1. read information for pleasure;

2. recognise and select materials appropriate to personal abilities and interests;

A2. An information literate person is able to recognise that information processing skills and freedom of information access are pivotal to sustaining the development of a knowledge society.

Indicators:

A 2.1 Motivation & Value

1. recognise that accurate and comprehensive information is the basis for intelligent decision making;

2. recognise that being an independent learner will contribute to lifelong learning;

3. recognise the importance of freedom of information access to a knowledge society

2.4.4 Socio-cultural dimension

S1. An information literate person is able to contribute positively to the learning community in knowledge building.

Indicators:

S1.1 Communal

1. shares knowledge and information with others;

2. collaborate effectively in groups to pursue and construct knowledge;

S2. An information literate person is able to understand and respect the ethical, legal, political and cultural contexts in which information is being used.

Indicators:

S2.1 Social

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1. recognise that information is underpinned by values and beliefs;

2. understand and respect the principles of equitable access to information;

3. understand and respect for the principle of intellectual freedom;

4. observe laws, regulations, institutional policies, and social etiquette related to the access and use of information resources.

2.5 Anticipated Learning Outcomes

Each indicator of the IL standard entails a set of learning outcomes that detail the levels of proficiency in a particular performance area in information literacy. Levels I, II, III and IV indicate respectively the expected IL learning outcomes for students at Junior Primary, Senior Primary, Junior Secondary and Senior Secondary as shown in Appendix I. However, in light of students’ abilities, teachers have the discretion to allow students to excel at a higher level other than the stipulated one. The table listed below also provide a cross comparison between the information literacy framework and the Information Technology Learning Targets (ITLT) (see Appendix II) formulated the Curriculum Development Council in 2000 (Curriculum Development Council 2000), indicating the connection and anchoring points between the two given frameworks.

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Chapter 3 Implementation

3.1 Survey and Interviews

In order to solicit views from the stakeholders, a total of 15 focus group discussion sessions with each lasted for approximately 1 and a half hour, including associations in education, education bodies, IT pilot primary and secondary schools in 1998, secondary, primary and international schools were conducted during November and December 2004. The response rate of focus group discussions is 38.82%. A total of 11 groups of professional, including education, information technology, commercial and industrial, had been recruited for in-depth interviews during October, November and December 2004. Each interview lasted for approximately 1 and a half hour. A total of 3924 questionnaires were sent to 1308 primary and secondary schools in Hong Kong in December 2004 to invite participations of principals/curriculum coordinators, IT coordinators and teacher librarians of each school. The total number of questionnaires replied is 2608 and the response rate is 66.46%. In February 2005, a total of 8 consultation seminars, including 4 seminars for primary and 4 seminars for secondary, had carried out to seek advice from frontline educators about the implementation details of establishing an information literacy framework for Hong Kong students.

3.2 Recommendations on Assessing Students

After considering different opinions from participants in the consultation, recommendations on the nature and methods of students’ assessment are derived.

On the nature of assessment, the IL assessment should be a generalized assessment method, which should be widely accepted, simple and easy to define. IL assessment should be formative and developmental as the assessment would be designed for developing the capability of learners in learning different subject disciplines, which would reflect the ultimate learning outcomes of the IL initiatives.

The assessment of IL in both cognitive and affective domains tends to measure the quality of a person. Adopting descriptive statements to describe the quality of a person will be inevitable and thus it is unavoidable that IL assessment inclined to be subjective. Although the assessment of IL is subjective in general, it can be more objective by adopting measures such as continual assessing throughout the developmental period and allow assessment by multiple assessors. Due to the subjective nature of IL assessment, the outcome of assessment

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should be a concise one rather than a precise one even for summative assessment purpose. A summative assessment at the end of a key learning stage is necessary, which serves as a door for the smooth progression of a student to progress to the next key stage.

As for the methods of assessment, students could be assessed in an open assessment environment in which they would be given an open resources environment, such as the internet and library access to complete assigned tasks. Interviews in assessing the IL of students could also be conducted. Furthermore, continue assessment and multiple assessors using assessment rubrics are some appropriate elements to construct the methods of assessment. A number of teachers could participate in a number of IL assessments throughout each academic year. Teachers could assess students’ attainment by marking according to the rubrics. The marks on the extremes are truncated. In this way, an objective assessment will be formed based on the subjective marks.

At an early stage, the assessment should be school-based. Whether a high-stake assessment across schools should be conducted requires further studies and investigations.

3.3 Recommendations on IL Implementation

A school-based implementation of the information literacy framework should be considered.

There are three proposed implementation options, namely IT/library lesson coordinating, curriculum infusion and PBL coordinating. IT/Library lesson coordinating option is to use existing IT/library lesson as a coordinating subject to implement the IL framework.

Curriculum infusion option is to implement the IL framework by infusing in all curricular in basic education. PBL coordinating option is to use project-based learning across the curricular as a means. Schools could choose either ways that would be suitable for their own development. The implementation models are IT/Library lesson and curriculum infusion model, Curriculum infusion and PBL model, and IT/Library lesson and PBL model.

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Reference

Bates, A. (2000). Management technology change. Strategies for college and university leaders. San Francisco, Jossey-Bass.

Branch, J. L., & Oberg, D. (2004). Focus on inquiry: A teacher’s guide to implementing inquiry-based learning. Edmonton, AB: Alberta Learning. Available at

http://www.learning.gov.ab.ca/k_12/curriculum/resources/focusinquiry/pdfs/FOI_Draft.pdf.

Candy, P. (2002). Lifelong Learning and Information Literacy. White Paper prepared for UNESCO, the U.S. National Commission on Libraries and Information Science, and the National Forum on Information Literacy, for use at the Information Literacy Meeting of Experts, Prague, The Czech Republic, available at

http://www.nclis.gov/libinter/infolitconf&meet/candy-paper.html.

Chandler A.N. (1998). Information Literacy: What is Information Literacy? available at:

http://www.upei.ca/~fac_ed/tlit/info/whatis.htm.

Curriculum Development Council (2000). Information Technology Learning Targets. The Curriculum Development Council, EMB, HKSAR.

Curriculum Development Council (2001). Learning to Learn – The Way Forward in Curriculum Development. The Curriculum Development Council, EMB, HKSAR.

Gauntley, T. Kerr, L. & Dotten, R. (1998). Information Studies: The Importance of Information Studies. Ontario School Library Association, available at:

http://www.accessola.com/action/positions/info_studies/html/intro.html.

Laverty, C. (1997). Definition of Information Literacy. Stauffer Library, Queen's University, Kingston, Ontario available at:

http://stauffer.queensu.ca/inforef/tutorials/rbl/infolit.htm.

Menou, M. (2002). Information Literacy in National Information and Communications Technology (ICT) policies: The Missed Dimension, Information Culture. In July 2002, White Paper prepared for UNESCO, the U.S. National Commission on Libraries and Information Science, and the National Forum on Information Literacy, for use at the Information Literacy Meeting of Experts, Prague, The Czech Republic.

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O’Sullivan, C. (2002). Is Information Literacy Relevant in the Real World? Reference Services Review. 30(1),7-14.

Prague Declaration (2003). Towards an Information Literate Society. Available at www.nclis.gov/libinter/infolitconf&meet/ post-infolitconf&meet/PragueDeclaration.pdf.

Sanford, S. (2000). Terry Crane: Inspiring Connections. Available at http://www.centerdigitaled.com/converge/?pg=magstory&id=3374.

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Appendix I A Matrix Depicting the Anticipated Learning Outcomes for Information Literacy

Learning Outcomes Dimension

s

Standards Indicators

Level I ITLT Level II ITLT Level III ITLT Level IV ITLT

An information

literate person is

able to frame appropriate

questions based on information

needs

¾ articulate the focus of the given research topic

¾ have an idea of a topic from a resource

¾ use graphic organisers to accomplish specific purposes for reading, viewing, and listening

¾ identify the key features of what they read, hear and view

Stage 1:

St1.1 Sk1.1 Sk1.3

¾ identify and clarify research inquiry

¾ get an overview of a topic or problem from a variety of reference resources

¾ use skimming or scanning and graphic organisers to accomplish specific purposes for reading, viewing, and listening

¾ describe the purposes and key features of what they read, hear and view

Stage 2:

St2.1 Sk2.2 Sk2.4 St2.3 Sk2.3 St2.1 Sk2.4

¾ formulate questions for research inquiry

¾ describe and assess the strategies they use for reading, viewing, and listening for various purposes

¾ use questioning, summarizing, skimming or scanning, and graphic organisers to accomplish specific purposes for reading, viewing, and listening

¾ evaluate the purposes and ask the

appropriate questions

Stage 3:

St3.1 Sk3.1

¾ formulate and criticise own questions as essential and

non-essential for research inquiry

Stage 5:

¾ independently develop research inquiry questions relating to specific topics or issues, with reference to purpose and audience

¾ use questioning, predicting, summarizing, inferring, skimming or scanning, and graphic organisers to accomplish specific purposes for reading, viewing, and listening

¾ integrate the questions into the research inquiry process

St5.2 Sk5.1

Cognitive

An information

literate person is

able to determine the extent of and locate the information

needed.

An information

literate person is

able to determine the nature and scope of the

¾ use simple mind-maps for brainstorming ideas &

thoughts

¾ scan to locate and understand the given information

¾ construct simple mind-maps to articulate ideas

& thoughts

¾ scan to locate and understand the given information

¾ skim to identify

¾ construct mind-maps to frame research questions

¾ scan to locate and understand self-selected information

Stage 3:

St3.3 At3.2 St3.2 Sk3.2

¾ construct mind-maps to build research framework

Stage 4:

St4.5

¾ scan to locate and understand self-selected information

Kn4.3

¾ skim to identify key concepts and their inter-relationships

¾ skim to identify key concepts and

Stage 5:

St5.2 At5.1

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Learning Outcomes Dimensions Standards Indicators

An information literate person

is able to determine the extent of and locate the information

needed.

An information literate person is

able to identify a variety of

potential sources of information

¾ bookmark relevant websites

¾ begin to use catalogues to locate materials by call number

¾ realise that there are different types of information (radio, TV, Internet, newspaper, books, etc.

¾ use print and electronic media features

¾ be aware of resources being classified within different classification systems

Stage 1:

St1.1

Cognitive

Sk1.3 St1.1 Sk1.2 St1.1 Sk1.2.

St1.1 Sk1.3

¾ organise the bookmarked websites into simple categories

¾ use call number to locate materials

¾ find the different types of information based on the problem

¾ use print and electronic media features identify how resources are classified within different classificatio n systems

Stage 2:

St2.1

¾ organise the

bookmarked websites into a more

sophisticated structure, such as a tree structure, etc.

¾ identify differences in purpose and coverage of different

periodicals, newspapers and Internet news websites

¾ describe and evaluate a variety of strategies for locating

information in print and electronic resources, including mass media Sk2.3

¾ employ a variety of communication tools to seek information from experts

¾ identify how resources are classified within different

classification systems

Stage 3:

St3.1, Kn3.1 St3.3

¾ organise the

bookmarked websites into a more

sophisticated structure, such as a tree structure, etc.

Sk3.3

¾ identify differences in purpose and coverage of different periodicals, newspapers and Internet news websites

¾ describe and evaluate a variety of strategies for locating information in print and electronic resources, including mass media

¾ employ a variety of communication tools to seek information from experts

¾ identify how resources are classified within different classification systems

Stage 4:

St4.1 Sk4.3

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,Stage 4:

Stage 3:

St3.1 Sk3.1 St3.1 Sk3.1 St3.1 Sk3.1

¾ use keywords with logical operators to search for information with search engines; sort and rank the information in search engines; search Internet using a range of strategies available in a variety of meta-search engines

¾ use the electronic library catlog system to conduct basic & advanced searching An information

literate person is able to develop

strategies for locating information

¾ find reference information by using simple searching method from digital encyclopedias

¾ use simple keywords to search for information with search engines

¾ use simple keywords to search library catalogues

¾ browse library shelves to locate information

Stage 1:

St1.2 Kn1.3 St1.1 Sk1.3 St1.1 Sk1.1 St1.1 Sk1.1

¾ find reference information by using

advanced searching method from digital encyclopedias

¾ use keywords with logical operators to search for information with search engines

¾ use the electronic library catalog system to conduct basic searching

¾ use keywords with logical operators to search library catalogues

Stage 2: ¾ use keywords with logical operators to search for information with search engines; sort and rank the information in search engines

¾ use the electronic library catlog system to conduct basic

& advanced searching

St4.2 Sk4.3 St4.2 ,

Sk4.3 Stage 5:

St5.2 Sk5.2 St2.2

Sk2.3 St2.1 Sk2.3 St2.1 Sk2.3 St2.1 Sk2.3

¾ access on-line library catalogues and electronic resources from other locations

¾ expand the search for information beyond the school library, such as, use public libraries, use college and university libraries, access on-line library catalogues and electronic resources from other locations, etc.

Cognitive

An information

literate person is

able to determine the extent of and locate the information

needed.

able to collect primary/empirical

data to address the research

questions

¾ conduct a simple survey

¾ conduct simple surveys and short interviews

¾ conduct simple surveys, short interviews and devise simple questionnaires

Stage 3:

St3.1 Kn3.4

¾ conduct surveys, interviews and devise simple

framework for formulating questionnaires

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Learning Outcomes Dimensions Standards Indicators

apply information to

inform decisions

¾ make choices based on the information collected

Stage 2:

St2.3 Kn2.2

¾ make judgments and draw conclusions from research to solve problems

able to apply information to problem-solving

and decision making.

An information literate person is able to apply

information in critical thinking and

problem solving

¾ draw simple conclusion from information collected

¾ draw simple conclusion from the information collected and understand its implications

¾ draw conclusion from the information collected and apply the knowledge to solve problems of similar nature

¾ apply the knowledge learned from one context to solve problems of different nature

is able to record, categorise and

manage the information and its sources

¾ use simple keywords or phrases to label information

Stage 3:

St3.1 Sk3.3

¾ use multiple keywords or phrases to label information;

use diagrams or any graphical forms to categorise information

¾ use multiple simple keywords or phrases to label information

¾ identify agreement and disagreement among sources

¾ use multiple keywords or phrases to label information;

categorise and connect the concepts derived from information

¾ identify and describe details and feelings conveyed by the information

¾ make simple analogies to illustrate ideas

¾ integrate the agreement and disagreement among sources

¾ make analogies to connect and illustrate ideas in a variety of formats

¾ use efficient note-taking strategies

¾ recognise layout of the computer keyboard and know the proper method for typing for effective communication

¾ manage basic keyboarding skills for effective communication in Chinese and English medium

Cognitive

able to analyse the collected information and

construct new concepts or understandings

is able to critically analyze information

collected

¾ arrange categories in logical order

Stage 1:

¾ be aware of the use of the spreadsheet to do simple "what-if"

analysis

St1.1 Sk1.1

¾ create simple spreadsheets and tables to organise information

¾ use of spreadsheet to do simple "what-if"

analysis

Stage 2:

St2.1 Sk2.1 St2.1 Sk2.1

¾ use simple graphing and statistical software such as spreadsheet to analyze data

¾ use of spreadsheet to do simple "what-if"

analysis

Stage 3:

St3.5 Kn3.5,

At3.3 St3.2 Sk3.2

¾ create relational databases and spreadsheets and show information in a variety of ways

¾ use spreadsheet to do simple simulation and modelling of data

Stage 4:

St4.1 Sk4.1 St4.2 Sk4.3

(27)

able to derive new concepts or

understandings from the information

collected

¾ understand the use of mind-map to illustrate thoughts and ideas

¾ use simple mind-maps to illustrate thoughts and ideas

¾ use mind-maps to illustrate thoughts and ideas

Stage 3:

St3.5 Kn3.3

¾ use mind-maps to illustrate thoughts and ideas

able to make inferences, connections, and

draws conclusions

¾ make simple generalizations from the evidence collected

¾ make inferences and simple generalizations from the evidence collected

St3.5 Kn3.5

¾ Think critically, including formulating hypotheses and supporting arguments;

¾ make inferences and simple generalizations from the evidence collected Cognitive

is able to analyse the

collected information and construct new concepts

or understandings

An information literate person is able to articulate and present their thoughts, ideas

and feelings

Stage 1:

St1.1 Sk1.1,

Sk1.2

¾ organise

information from a variety of sources into a structured presentation using more than one form of representation

Stage 2:

St2.4 At2.4

¾ select and use a variety of information technology tools for making the presentation

¾ proficiently use a variety of technologies to facilitate and enhance representation

¾ organise

information into a sequenced presentation that includes a beginning, middle and end

¾ use word processing and simple multimedia software to present ideas

¾ plan, revise, and deliver written and oral presentations

¾ present ideas using simple information technology tools

¾ present using limited

organization skills

¾ present via brainstorming

St3.2 Sk3.2 St3.2 Sk3.2

¾ use a variety of communication technology to enhance the presentation

¾ proficiently use a variety of technologies and media elements to facilitate and enhance representation

¾ ensure logical and organised oral and written presentation of information

Stage 4:

St4.4 Sk4.4,

At4.3 St4.4 Sk4.4

(28)

¾ describe what is known about topics or issues and check for gaps in the information available

¾ proof-read and revise draft

¾ distinguish primary and secondary sources of information

¾ evaluate the credibility and reliability of various sources

Stage 2:

St2.4 At2.4

¾ identify gaps in information obtained

¾ identify differences in purpose and coverage of different periodicals, newspapers and Internet news websites

Stage 3: ¾ locate other information to fill in the identified gaps

¾ proof-read, edit, revise and re-write the whole draft if necessary

¾ develop criteria for evaluating the accuracy, reliability and objectivity of the information found in a variety of print and electronic sources, including mass media An information

literate person is able to determine accuracy, relevance,

and comprehensiveness of

information

¾ know where to locate selected information

St3.3 Sk3.4

¾ evaluate the credibility and reliability of various sources An

information literate person is

able to critically evaluate information

and integrate

new concepts with prior knowledge Cognitive

An information literate person is able

to assimilate new concepts into his or her knowledge base and value system

¾ relate ideas in materials to personal knowledge and experience

¾ identify and explain connections between new ideas and information and their previous beliefs, values, and experiences

(29)

An information literate person is able to recognise that the information

seeking process is evolutionary and changes during the

course of investigation

¾ be aware of the general principles of conducting good research

¾ understand general principles of conducting good research

is able to be aware that information processing is

iterative, time-consuming

and demands effort.

An information literate person is able to understand

that information processing requires time, diligence, and

practice

¾ be aware that a problem have different ways to solve

¾ know the research process requires time, diligence and practice

¾ be aware that a problem have different ways to solve and that other people may have different opinions on same problem

¾ know the research process requires time, diligence and practice

¾ relate other people's opinions to solving a problem

¾ recognise the importance of taking time to internalise questions and findings at all stages of the research process

¾ know how to solve a problem using different ways

¾ recognise the importance of taking time to internalise questions and findings at all stages of the research process

An information literate person is able to decompose a

complex task/problem into

manageable components

¾ use simple statements to describe the purpose of the given task

¾ identify the key components for the given task

¾ priorities questions for significance, relevance and practicality

¾ identify the key components for the task;

arrange the components into sequences and rankings for effectively completing the task

¾ priorities questions for significance, relevance and practicality

Stage 4:

St4.2 Sk4.2 , Stage 5:

St5.3 At5.2 Meta-

cognitive

An information literate person is able to plan and monitor the

process of inquiry.

able to define a manageable focus

and timeline

¾ complete tracking sheets

¾ define the timeline for the project work

¾ complete tracking sheets

¾ define the timeline for the project work and revise it if necessary; use a variety of planning tools, including outlines, webs, flow charts, and diagrams to formulate plans

¾ complete tracking sheets;

articulate the stages of the

¾ define the timeline for the project work and revise it if necessary; use a variety of planning tools, including outlines, webs, flow charts, and diagrams to formulate plans

¾ complete tracking sheets;

articulate the stages of the

Information Literacy Framework for Hong Kong Students