Information Literacy & Technology: Readings and Resources
This page indexes readings and resources related to various issues in Information Literacy and Technology (ILT) thinking. The materials linked here are broadly categorized, but most of the materials apply across several subject areas.This index only covers some of the essential readings and resources.
Examples of ILT Benchmark Projects and Other "Promising Practices"
The examples listed here are not intended to show "how to do it
correctly"; each of the examples has strengths and weaknesses. Nor are
they intended to limit thinking on what would make a good project.
They're examples.
If you have examples of your own or would like to communicate more
about any of those posted, contact Stevan Kalmon (contact information above).
- ILT Benchmark Projects (Denver Public Schools, 2004-05)
Thumbnail descriptions are provided of six ILT Benchmark Project designs that have been proposed or are being implemented by DPS teachers.
- ET-IL Power Lessons (Durango School District, 2004)
Teachers in Durango School District, using a planning template provided by the district edtech staff, have created numerous lesson and unit plans that incorporate educational technology and information literacy (ET-IL) into content area learning. Nine of those plans are presented here.
Readings on 21st Century Learning
- Learning for the 21st Century (Partnership for 21st Century Skills), 2004.
The report -- from a national partnership of educational, business, and government groups -- recommends focus on six areas: core content; learning skills (defined as information and communication; thinking and problem solving, and interpersonal and self-directional); 21st century tools (linked directly to the learning skills); 21st century context; 21st century content; and 21st century assessment.
- enGauge 21st Century Skills: Literacy in the Digital Age (North Central Regional Educational Laboratory and the Metiri Group), 2003.
This visionary report identifies essential skills (21st century literacies) in four areas -- digital age literacy; inventive thinking; effective communication; and high productivity.
- "Beyond Technology: The End of the Job and the Beginning of Digital Work" (Alan November), 2002.
November contends, in part, that "The real revolution that technology brings... extends well beyond how to use computers, or in school terms, computer literacy. It is more complex than integrating computers across the curriculum.... The profound impact is that information communications technology is completely reorganizing how, where, when, with whom, and even why people work."
- "Preparing Students for Work in a Computer-Filled Economy" (Frank Levy & Richard Murnane), 2004.
Levy and Murnane contend that a promising future for our children and our society requires that education focuses on helping people acquire skills in expert thinking and complex communication. "Those who leave high school without these skills will find themselves competing for the low-wage service jobs."
Guidelines for Information Literacy
- Information Literacy Standards - AALS, (American Association of School Librarians), 2000.
National standards and indicators for student learning in information literacy. Although published by AALS, the standards apply to all aspects of information literacy, not just library-based information-seeking.
- Models for Guiding Critical Thinking, (Stevan Kalmon & Nance Nassar), 2004.
The table suggests alignment for various critical thinking models (Big Six; scientific method; essential questions; Bloom's Taxonomy).
Designing Professional Development
- "Test Your Professional Development IQ" (National Staff Development Council), 2003.
The NSDC has published a "test" that helps to surface common misperceptions about professional development. The document suggests strategic uses for the test in developing professional development plans.
- "What Research Says: Training Teachers for Using Technology" (Brand), 1997, republished 2003.
This article captures research on what makes professional development successful. Though originally published several years ago, its findings continue to have striking (if not ironic) relevance.