Information Literacy

Asking Myself…
• What is my primary source of information especially for
schoolwork?
• What are my considerations when looking for a particular
information?
• What do I think makes an effective and efficient
information seeker?
 Callison and Tilley (2006)
• Understands how to utilize a variety of information
sources and agencies, as well as human resources in order
to gain useful information.
• Understands the value of consulting with resource
specialists and critical peers to reframe and refine
questions and inquiries, if necessary.
 Callison and Tilley (2006) cont.

• Identifies important information to a need and

assesses its reliability, bias, authority, and intent.
• Organizes new information in meaningful ways to
determine where gaps may exist and to formulate
the central question or thesis that can be addressed.
 Information Fluency
• Ability to analyze information needs and to move
confidently among media, information, and
computer literacy skills, resulting in the effective
application of a strategy or strategies that will best
meet those needs.
What determines my need for
information?
• When do you look for information?
• How do you look for information?
 The need for information…
• Depends on your prior knowledge and experience
• Depends on your goals and objectives
• Rely on what questions or problems you would like
to solve
• Rely on your task
 The need for information
• Who will consume and/or benefit from the
information?
• How much information do you need?
Typology of Information
Addressing information needs
 Typology of information
1. Factual vs. Analytical

Factual – based on evidences and findings provided by reliable

sources (like academic texts)
Analytical – analysis or interpretation of facts by an individual
(feature articles, commentaries, reviews)
2. Subjective vs. objective

Subjective – information is about the discussion and

elaboration of a thesis statement
Objective – information is unbiased and does not lead you
to judge the information (scientific papers and news
report)
3. Current vs. historical

Currency – how up-to-date or how recent the

information is.
4. Scholarly (Academic/Professional/Technical) vs.
Popular

Scholarly information – comes from academic sources; product of

author’s expertise and study on subject matter
Popular information – appeals to general interest; usually found in the
general circulation materials (magazines, coffee tables, online feature
articles)
5. Primary vs. secondary vs. tertiary
 Information
Characteristics Examples
Source
• Original, first-hand information
Primary • Hasn’t been interpreted, analyzed,
• Creative work
• Diary
condensed, or changed • Speech
• Information may need to be constructed • Letter
with raw data • Interview

• One or more steps removed from a

Secondary primary source and may interpret or
• News commentaries
• Critical review of literary
analyze a primary source scholar
• Usually written by someone other than • Textbooks
the original researcher or author • Encyclopedias
• Research papers

• Topic review; usually include

Tertiary bibliographies of primary and secondary
• Bibliography of primary and
secondary sources about a
sources person or topic
• Provide access to materials on • Encyclopedias
specific topics • Databases and indexes
6. Stable vs. unstable
 Typology of information
• Factual vs. Analytical
• Subjective vs. objective
• Current vs. historical
• Scholarly (Academic/Professional/Technical) vs. Popular
• Primary vs. secondary vs. tertiary
• Stable vs. unstable
https://www.virtuallibrary.info/paraphrasing.html
 Plagiarism
• One of the major forms of academic dishonesty
which has always existed in education
• Assignments submitted by students may turn out to be
copied from fellow students or could be taken over, in
part or in whole, from existing published works
https://perspective-collective.com/stop-plagiarism/
https://www.emeraldinsight.com/doi/abs/10.1016/S0065-2830%2801%2980019-2
http://spanish.peopledaily.com.cn/n3/2016/0427/c31614-9050388.html
http://ritmoymambo.com/site/en-rd-se-empieza-a-respetar-el-derecho-de-autor/
 Remember…

• When you are information literate, you

are able to evaluate what information you need,
what to discard, and how to use the information
selected.
https://makeameme.org/meme/giving-credits-are
https://davidhealeyauthor.com/2013/11/11/writers-share-some-inspiration/
 Poster
on using information ethically
 Rubric
Criteria 3 2 1
Poster was very Poster was somewhat Poster was somewhat
informative. Message informative. Message informative. Message
Content
was clearly conveyed. was clearly conveyed. was not clearly
conveyed.
Relevance to the topic Some points/details The poster’s message
was observed (2) were not relevant is not conveyed
Content and to the topic properly. Most of the
Relevance points/details (3-4)
were not relevant to
the topic
 Rubric
Criteria 3 2 1
The poster made The poster made The poster made
use of colors and use of colors and use of colors. No
Creativity
symbolisms some symbolisms symbolisms were
present