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THE PIPELINE: Once More with Feeling--What Does Information Literacy Look Like in the Google World?

By Stephen Abram - Posted May 1, 2005
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According to the Association of Teacher-Librarians in Canada (now called the Canadian Association of School Libraries), students, to become lifelong learners, must be able to do the following:

* Recognize the need for information to solve problems and develop ideas.
* Pose important questions.
* Use a variety of information gathering strategies and research processes.
* Locate relevant and appropriate information.
* Access information for quality, authority, accuracy and authenticity.
* Use the practical and conceptual tools of information technology.
* Understand form and format of information, location and access methods, including how information is situated and produced.
* Format and publish in text and multimedia, adapting to emerging technologies.
-From Information Studies, Kin­der­­garten to Grade 12: Curriculum for Schools and School Library Information Centres

Seems simple enough—these are pretty clear graduation outcomes. But what does it really mean in grade 1? Grade 3? Grade 9? I personally like and admire the work done in my province and provincial school libraries association, where we code our expectations of our learners and help them build their information literacy skills in a planned and effective manner. Each stage of life and school comes with its own set of new skills requirements to achieve success across the curriculum.

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This article is available in its entirety in a variety of formats — Preview, Full Text, Text+Graphics, and Page Image PDF — on a pay-per-view basis, courtesy of ITI's InfoCentral. CLICK HERE.


 
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