INFORMATION LITERACY

LESSON 3
 SPECIFIC LEARING OBJECTIVES

a.Define information needs.

b.Locate sources of information
c.Assess, organize, and communicate information.
d.Identify relevant ethical standards or principles in
information and media use.
e.Demonstrate ethical use of information
 MOTIVATION
Social Media Scavenger Hunt
Find out how savvy you are with social media networks!
1. How many social networks are you on?
2. How many are you active on?
3. How many friends do you have on your favorite site?
4. What percentage of your friends do you know in real life?
5. List all the social media networks you are active on?
6. Google yourself. How many results on the first page are
really about you?
 MOTIVATION
7. Repeat for Google Image search.
8. List the sites that come up for you?
9. Have you ever seen someone else be unkind on a social
network?
10. How often do you see someone lese be unkind on social
network?
11. Why do you think this happens?
12. What do you think teachers/parents should do about it?
13. Do you think social media sites are good, bad, or something
else? Explain.
An information literate individual who can do the following:

 Determinate the extent of information needed

 Access the needed information efficiently and effectively
 Evaluate information and its sources critically
 Incorporate selected information into his or her knowledge base
 Use information to accomplish a specific purpose
 Understand the economic, legal, and social issues surrounding
access and use of information
 Access and use information ethically and legally.
When you are able to judge the “potential value of an information,”
you will be able to maximize its use. According to Callison and
Tilley (2006), and effective and efficient information seeker is one
who can do following:
 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 resources specialists
and critical peers to reframe and refine questions and inquiries, if
necessary/
 Identifies information important to a need and assess 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.
Typology of Information
 Factual vs. Analytical

• Factual information is based on evidences and findings

provided by reliable sources. These sources may include
academic texts such as book, encyclopedias, periodicals, or
technical reports by agencies and institutions.
• Analytical information, on the other hand, is an analysis or
interpretation of facts by an individual, usually an expert on
the subject. Examples of such would be feature articles,
commentaries, or reviews.
 Subjective vs. Objective

• When you consult an expert opinion, such as those found in

the editorial section of a newspaper or in Web log entries of
prolific writers, you are using a subjective kind of information.
This is because the information is about the discussion and
elaboration of a thesis statement which is still anchored on
facts. It is important to evaluate the validity of the claims in
subjective information because a valid argument is more often
than not a successful argument.
• If the information is unbiased and does not lead you to
judge the information in a certain way, then it is objective
information. Scientific papers and news reports are common
sources of objective information.
Current vs. Historical
• The currency of information refers to how up-to-date or
how recent the information is. It does not necessarily follow
that the more current the information, the more reliable and
useful it is.
• There are information that are historical or old but are
very helpful in providing insights and comparison of events.
• Publication date of the source material is the usual basis
for currency. A combination of current and historical
information, especially in research, provides a more holistic
picture. You are able to establish trends or patterns when
you make use of both.
Scholarly (Academic/Professional/Technical) vs.
Popular

•Scholarly information comes from academic sources. It

is a product of author’s expertise and study on the subject
matter. It is usually peer-reviewed.
•Popular information, on the other hand, appeals to
general interest and is usually found in general circulation
materials such as magazines, coffee tables books, or
online feature articles.
  Scholarly resources Popular resources
Authors Written or reviewed by experts in the Written by the publication’s staff writers
discipline
Audience Written for researchers or practitioners Written for the general public or lay
in a particular discipline person

Publisher Professional society or organization or Commercial publisher

university
Content In-depth analysis of topic or report of Review of an event or research project,
original research highlighting key points
Language Use technical language which may not Understandable by a lay person
be understood by a lay person

Appearance Illustrations include graphs and tables Often use slick paper and more color,
and articles are usually long many advertisements and graphics, and
articles are usually very short

References Almost always include a list of sources Rarely include a list of sources
consulted consulted
 Primary vs. Secondary vs. Tertiary
Information Characteristics Examples
Source
Primary  Original, first-hand information  Creative work
 Hasn’t been interpreted, analysed, condensed, or  Diary
changed  Speech
 Information may need to be constructed with  Letter
raw data  Interview
 News film footage
 Autobiography
 Photograph
 Official record
 Historical document
 Professor’s lecture
Secondary  One or more steps removed from a primary  News commentaries
source and may interpret or analyse a primary  Articles in magazines and newspapers
source  Textbooks
 Usually written by someone other than the  Encyclopaedias
original researcher or author  Research papers
Tertiary  Topic review; and usually include bibliographies  Bibliography (citation list) of primary and
of primary and secondary sources secondary sources about a person or topic
 Provide access to materials on specific topics encyclopaedias
 Databases and indexes
 Stable vs. Unstable
•Information may be stable or unstable. Stability
becomes a consideration especially when the information
you have obtained is published digitally over the Internet.
It is often difficult to know how long a certain Web site or
page will last. But an online source may still be predicted
to be stable or otherwise by evaluating it based on the
following questions (Ballenger 2009):
 Has it been around for a long time?
 Is it routinely updated?
 Are print versions of an online document available?
 Is the site associated with a reputable institution?
THANK YOU 