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SKIP TO PAGES: Evaluation: Can all websites be trusted?

Evaluation: Authority

Evaluation: Currency

Evaluation: Bias

Evaluation: Technical Aspects


INFORMATION FOR PARENTS, PRINCIPALS AND TEACHERS:

Why is InfoLit important?

Why do we still need school libraries?

Resource-based learning in the curriculum

UNESCO School Library Manifesto

Information Literacy is the ability to understand, analyse and communicate information. It is important not only for completing any research you need to do for school subjects, but also for your life outside of school Ė during your school years, and afterwards.
SCHEDULETOPIC AND TASKS
Module 1: The World of Information

spinning planet
Welcome to the Library!
  • Worksheet 1: What's different? What's the same?
  • Complete the Library Resource Map
  • Watch the 12 minute video Information Literacy
  • Organisation of Information:
    Dewey Decimal System
  • Take the Dewey Multimedia Tour
  • Complete the Dewey Quiz. There are three levels, and you can print off your own achievement award!
  • Disorganisation of Information:
    The Internet
  • There's a lot of information on the Internet. Like, duh! So how many web pages exist? And how many are added each day? Use the search method of your choice, and record your answers to these two questions in your workbook. Don't forget to include reference(s) for your source(s). Fast Fact: The average life of a web page is 75 days.
    • Go to the Search Engines page, and answer the questions in your workbook.
  • Other Types of Information Sources Use the information from Alverno College to complete the worksheet Types of Information Sources.
    Module 2: Introducing
    The Research Cycle

    The Research Cycle
    Don't I just copy the information out and hand it in? No, that's not research. That's copying the information and handing it in. Maybe that's all that your teacher wants you to do. You should check that out before going any further! But just in case you actually have been asked to do research:
    • Use the graphic from here and highlight the activities that you included in your last research project.
    • Which activities were left out?
    So how do I start? Defining the Question:
    • Use the Random Speech Generator and select a topic of your choice that requires research.
    • Use your selected topic to complete the worksheet called Deconstructing the Question
    • Take the Keyword Challenge
    Should I have a "Plan B"? Only if there is a problem with Plan A!
    • Use the worksheet provided to construct a research schedule for the topic you selected in the last activity.
    • Once you've deconstructed your research topic, you'll have a good idea of how many different types of information you'll need.
    • Remember to use each of the steps in the research cycle to estimate how long you need to allow for each of the processes.
    Where do I find the answer? The location of the answer depends on the question. Use the information here to TABULATE (create a table) of sample places to search for particular kinds of information.
    I found it on the Internet! ... but does that mean it's true? Or accurate?
    • Go to the online worksheet Assessing Information and complete PART 1 on Hoax Websites. Write the answers to the questions in your workbook. Use the headings that are shown in the first column on the worksheet.
    Module 3: Believe it or not?

    Believe it or not
    Get outta here! Go back to the online worksheet Assessing Information and complete the other parts on Bias, Authority, and Currency. Write the answers to the questions in your workbook. Use the headings that are shown in the first column on the worksheet.
    Don't believe everything you see ... Image manipulation
    • Go to the Mysterious Places website. Select three of the pictures, and name which 'elements' have been joined together to create the image you are examining. Write all your information in your workbook. And remember that the artist should be credited for his/her work!
    • You can compare those images with the winners of Creststock's competition. Do you agree with the judges decision? Explain your answer.
    Module 4: Letís Get it all together
    You've got to pan a lot of dirt to find the gold. (Analysing)
    Knitting and Weaving 101 (Synthesising)
    But everyone else does it! (Ethics, copyright, bibliographies)
    Module 5: Time for you to shine!
    Where can I buy initiative? (Presentation skills)
    But didnít I say that somewhere? (Report writing)
    My Brilliant Assessment Task! (Practical Application)
    Module 6: Is that a fair mark?
    What did I do wrong? (Evaluation)
    What did I do right? (Evaluation)
    Option 1: Applications of Information Literacy in the Real World
    Media Studies Companion website under construction
    Consumer Science Companion website under construction
    National Security Organisations Companion website under construction
    Government decision making Companion website under construction
    Option 2: The Image of Information
    In the News Companion website under construction
    In film Companion website under construction
    In Fiction Companion website under construction



    RESEARCH TIPS FOR STUDENTS

    Developing a search strategy From Monash University. Good, simple advice. Don't always start with Google!
    Elements of Referencing
    • Author's name
    • Date of Publication
    • Title of document, (with page number if it is hard copy text)
    • Name of publication
    • Place of Publication
    • Include date of access for Internet-based information
    Samples of referencing different formats (eg newspaper article, website, information from a CD-ROM, etc).
    Styles of Referencing
    • In text: Also called "parenthetic". For example,
      There are only 2500 adult tigers in the world (Hellard, 2007), compared to 100,000 a century ago. Usually, you will need to include a bibliography or reference list at the end of your assignment. This is normally in alphabetical order of the author's family name.
    • Footnotes. In Microsoft Word, you can set up your assignment so that the footnotes (with numbers1 next to each reference) contain the source of your information.
    • Endnotes. Again, Microsoft Word can do this automatically for you. The references appear at the end of you assignment.
    Note that each of the above styles are 'correct'. Ask your teacher which one they require.
    Reasons for Referencing
    • Prevents you from being accused of plagiarism (copying some else's work)
    • Acknowledges the author's intellectual property
    • Allows you to go back and check your information
    • Will help others to continue your research

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    This page created and maintained by A.B. Credaro © 2007
    Last updated May 8, 2008
    Permission is granted for linking, adaptations and modifications for educational
    non-profit use. Acknowledgement of original authorship is appreciated.