Build information literacy skills

The DLC has put together a collection of information literacy tools designed to help students hone their "info skills." Take a look.

Eve Datisman from Port Angeles High School offers a fun way of thinking about how to teach students to use appropriate databases and enlisting them to spread their skills amongst other students and staff: think virus, host, and vector transmission! (See What Works below for more.)

Browse the excellent ideas below, and read a few of the articles for additional ideas.

What Works

It's a waste of time to teach anything in isolation, especially information literacy skills. I do a library orientation for 9th graders the day before students start their first research project. For sophomores, juniors, and seniors, I teach specific mini-lessons when they come to the library to do research. Information literacy has to be tied to an existing assignment; otherwise, it doesn't make any sense to the students.

— Eileen Ray, Toppenish High School

A new idea is like a virus against which there is no current vaccination. If it is strategically inserted into a population, finds a host that will nourish it and a vector that will carry it, the 'virus' will infect and overtake it with astonishing results. The hosts at my school are the departments. I can determine the insertion point with the copies of lessons that teachers are required to send me before they visit the library if they have not collaborated with me in the planning of the lesson. Once I see what the teachers are asking the students to do I contact them, ask a few clarifying questions, work with them to do some refining, and try to gain a little instruction time. When the class comes in, I do a short demonstration of the tool, hand out a short how-to for the ones who need a little something to refer to, and turn the students loose. Students get to see and practice, and they remember where they were successful and will try to replicate that success the next time they come in with a new information problem to solve. It's interesting that since it is usually the student who gets the practice with the tool, they're the ones who will remember it and will often, at a later time, remind teachers of the tool.

— Eve Datisman, Port Angeles High School

I've noticed students often don't have the right set of keywords and terms necessary for a successful search. Before letting students loose in the databases, I have them do something called 'book passes.' Students find books on their topics and then scan the table of contents, index, chapter text, and image captions, writing down potential keywords. After two minutes, they choose another book and continue to collect potential keywords.

— Elizabeth Hamming, Lynden High School

When I'm teaching information literacy skills, I like to present the information in a variety of ways: verbally, print, and visual. After presenting a concept, I will stand behind the students and watch while they practice searching. This gives me immediate feedback on their understanding.

— Debbie Arthur, West Seattle High School

Articles & Resources

"Analyzing Student Search Strategies: Making a Case for Integrating Information Literacy Skills into the Curriculum"
Thomas J Scott, Michael K O'Sullivan. Teacher Librarian. Seattle: Oct 2005.Vol.33, Iss. 1; pg. 21, 5 pgs (Proquest)

"The End of the Teacher-Librarian: Turning Threats Into Opportunities"
James E Herring. Teacher Librarian. Seattle: Oct 2005.Vol.33, Iss. 1; pg. 26, 4 pgs (Proquest)