Curriculum Development for Information Literacy (IL)

Prof. Dr. Buket Akkoyunlu Hacettepe University, Faculty of Education

Curriculum Development for Information Literacy (IL)

Curriculum Development can be defined as
the systematic planning of what is taught and learned in schools as reflected in courses of study and school programs. The primary focus of a curriculum is on what is to be taught and when? On how is to be taught?

UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey

What is Curriculum.
Here are multiple definitions of curriculum,

Curriculum is:
That which is taught in schools A set of subjects. Content A program of studies. A set of materials A sequence of courses.

UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey

What is Curriculum.
A set of performance objectives A course of study Is everything that goes on within the school, including extra-class activities, guidance, and interpersonal relationships. Everything that is planned by school personnel. A series of experiences undergone by learners in a school. That which an individual learner experiences as a result of schooling (Oliva, 1997, 4).

UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey

We need some questions to start developing IL curriculum

1. What are the purposes of the IL? (Think about, justify, and delineate what you are you going to teach and how this material is relevant to the common, current purposes of IL). 2. What educational experiences are related to those purposes?

(What content, processes and methods are you going to use to deliver instruction and information?)

UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey

We need some questions to start developing IL curriculum

3. What are the organizational methods which will be used in relation to those purposes? (In the contexts of your educational purposes, how can you effectively organize your information and presentations so that they are effective?) 4. How will those purposes be evaluated?

(How do you know you taught the content or process successfully?)

UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey

We need some questions to start developing IL curriculum

These questions are certainly a good place to start developing curriculum, in light of what we now know about the complex journey of learning and how the human brain processes and retains information, there are additional questions that may help you create effective instructional plans and curriculum.

UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey

We need some questions to start developing IL curriculum

1. In the context of students' future needs, be able to justify why you are teaching particular content or processes. (Be able to provide a rationale for what you are teaching and for how you are using students' time.) 2. Be able to make the content or processes more holistic. (Teach the whole child through instructional techniques and processes which actively engage multiple modalities and children's minds, bodies, psyches, and social consciousnesses. Good instruction needs to be multi-modal and holistic in order to be remembered. This approach creates multiple neural pathways and has a better chance of being remembered and of meeting different types of learning styles.)
UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey

We need some questions to start developing IL curriculum

3. Be able to make instruction relevant to students' experiences -- past, present, and future lives? (Tie instructional strategies and content into students' experiences -- make it real, make it applicable to their past experiences, their present needs and their immediate futures.) 4. Be able to create more authentic types of assessment. (Give students connections through meaningful assignments that have direct applicability and carry-over into the real world.)

UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey

We need some questions to start developing IL curriculum

In order to create effective curriculum, we can use These questions as a place to get started, and then use the others as a way to monitor instructional relevancy and applicability.

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CURRICULUM DEVELOPMENT
What is to be taught? 1. Objectives*

What content, processes and methods are you going to use to deliver instruction and information?)

2. Teaching and Learning Process

How do you know you taught the 3. Measurement and Evaluation content or process successfully? ) *Objectives, are usually specific statements of educational intention which delineate either general or specific outcomes.

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Objectives
Objectives, are usually specific statements of educational intention which delineate either general or specific outcomes. Objectives can be written in a number of ways. Currently, most objectives are written in behavioral terms. Behavioral objectives usually employ observable verbiage and can be divided into specific domains -- cognitive, affective, and physical.

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Objectives
Samples: Cognitive: Students will identify and list 5 slang terms they have heard from their peers. Affective: Student will choose 3 of the most offensive slang terms from a list developed by the entire class. Physical: Students will create expressive gestures to go with their favorite slang terms.

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Objectives
Benjamin Bloom, identified three domains of educational activities: Cognitive: mental skills (Knowledge) Affective: growth in feelings or emotional areas (Attitude) Psychomotor: manual or physical skills (Skills) In other words, domains of human learning are; cognitive (knowing, head), affective (feeling, heart) and psychomotor (doing, hand/body).
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Objectives
The resulting efforts yielded a series of taxonomies in each area. A taxonomy is really just a word for a form of classification. Taxonomy deals with the varied aspects of human learning and are arranged hierarchically proceeding from the simplest functions to those that are more complex.

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Objectives

The Cognitive Domain: In the following table is the taxonomy of cognition. This, entitled Blooms, is based on the original work of Benjamin Bloom. This taxonomy is over 50 years old.

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BloomsTaxonomy 1956 1. Knowledge: Remembering or retrieving previously learned material.

2. Comprehension: The ability to grasp or construct meaning from material.

3. Application: The ability to use learned material, or to implement material in new and concrete situations.

4. Analysis: The ability to break down or distinguish the parts of material into its components so that its organizational structure may be better understood.

5. Synthesis: The ability to put parts together to form a coherent or unique new whole.

6. Evaluation: The ability to judge, check, and even critique the value of material for a given purpose.

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The Affective Domain

This area is concerned with feelings or emotions.
KrathwohlsTaxonomy 1956 1. Receiving This refers to the learner's sensitivity to the existence of stimuli - awareness, willingness to receive, or selected attention.

2. Responding This refers to the learners' active attention to stimuli and his/her motivation to learn - acquiescence, willing responses, or feelings of satisfaction.

3. Valuing This refers to the learner's beliefs and attitudes of worth - acceptance, preference, or commitment. An acceptance, preference, or commitment to a value.

4. Organization This refers to the learner's internalization of values and beliefs involving (1) the conceptualization of values; and (2) the organization of a value system. As values or beliefs become internalized, the leaner organizes them according to priority.

5. Characterization - the Internalization of values This refers to the learner's highest of internalization and relates to behavior that reflects (1) a generalized set of values; and (2) a characterization or a philosophy about life. At this level the learner is capable of practicing and acting on their values or beliefs.

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The Psychomotor Domain

Psychomotor objectives are those specific to discreet physical functions, reflex actions and interpretive movements. Traditionally, these types of objectives are concerned with the physically encoding of information, with movement and/or with activities where the gross and fine muscles are used for expressing or interpreting information or concepts. This area also refers to natural, autonomic responses or reflexes.

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The Psychomotor Domain

Perception: The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation. Set: Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a persons response to different situations (sometimes called mindsets). Guided Response: The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing. Mechanism: This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency. Complex Overt Response: The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance. For example, players are often utter sounds of satisfaction or expletives as soon as they hit a tennis ball or throw a football, because they can tell by the feel of the act what the result will produce. Adaptation: Skills are well developed and the individual can modify movement patterns to fit special requirements. Origination: Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills.

http://www.nwlink.com/~donclark/hrd/bloom.html
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General Strategies for Teaching IL

Ideally students are introduced to information literacy as early as possible during all levels of their formal education, primary, secondary and tertiary

In order for information literacy programs to be effective, they must be truly integrated into the core curricula ( IL should be woven into content, structure, and sequence of the curriculum)

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General Strategies for Teaching IL

Information literacy cannot be the outcome of any one subject. It is the cumulative experience from a range of subjects and learning experiences which creates the information literate person Information literacy is important in all disciplines and at all levels of study.

It is best developed within the context of the academic curriculum, rather than as a separate add-on removed from the subject content
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General Strategies for Teaching IL

It is suggested that students are more likely to recognise the relevance and importance of information literacy if teaching is delivered at the point of need, affiliated with their own subject, and included in assessment

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We should remember
Curriculum should be developed with curriculum designers, teachers and librarians
Principles, rules and theories on curriculum desing are best known by curriculum designers Language and conceptual levels of students are best known by teachers Cooperation in the development of instructional material Subject matter on IL are best known by librarians

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We should remember
IL instruction without an assignment does not achieve the purpose Making connections and building up the relations is important

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References
Bloom B. S. (1956). T a x o n o m y o f E d u c a t i o n a l O b j e c t i v e s , H a n d b o o k I : T h e C o g n i t i v e D o m a i n . New York: David McKay Co Inc. Dave, R. H. (1975). D e v e l o p i n g a n d W r i t i n g B e h a v i o u r a l O b j e c t i v e s . (R J Armstrong, ed.) Educational Innovators Press. Harrow, Anita (1972) A t a x o n o m y o f p s y c h o m o t o r d o m a i n : a g u i d e f o r d e v e l o p i n g b e h a v i o r a l o b j e c t i v e s . New York: David McKay. Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). T a x o n o m y o f E d u c a t i o n a l Objectives, the Classification of Educational Goals. Handbook II: A f f e c t i v e D o m a i n . New York: David McKay Co., Inc. Oliva, P. (1997) The curriculum: Theoretical dimensions. New York: Longman.

Simpson E. J. (1972). T h e C l a s s i f i c a t i o n o f E d u c a t i o n a l O b j e c t i v e s i n t h e P s y c h o m o t o r D o m a i n . Washington, DC: Gryphon House.

http://www.nwlink.com/~donclark/hrd/bloom.html

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Thank you

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