Models of Information Literacy for Business Report

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Table of Contents

Summary
Description of the Lesson
Objectives of the Instructional Lesson
Resources Being Used and Report or Product Required
Research Models Identified in the Reading
Seven pillars model of information literacy
Learning Activities in the Problem Approach Strategy
Learning Activities for the Seven-Step Strategy
Structured Assignments to the Students
Work Cited

Summary

Teaching instructional unit based on information needed in Business Report research. This unit provides the learners with insight on how to use the library recourses for research in Business Report. The learners are therefore to find out which methods of formatting are appropriate for use in information literacy are competences that an individual should have to enhance his participation in the building of the society.

Description of the Lesson

The lesson covers the learning processes that are important in the process of learning. It incorporates the blooms taxonomy of learning where the learners are expected to use the existing knowledge in developing new and unique knowledge. This is a basic introductory lesson for the whole subject.

Objectives of the Instructional Lesson

The learner should be able to recognize the need for information literacy comfortably. This makes the first step in information literacy where a need is identified making the learner to master the entire concepts with an aim of solving the problem that has arisen within the information systems.

By the end of the lesson the learner should be able to distinguish the gaps that exist in the information literacy knowledge so as to obtain better ways to solve these needs. Accurate differentiation of the toolbar menu and the word menu helps the learners avoid wasting time.

By the end of the lesson the learner should be able to accurately identify the strategies that can help in locating the sources of information within the library setting. This learner should therefore be able to comprehend how all the literacy information resources work so as to find the workability of the required information in relation to the resource available to achieve the purpose of learning. This should be evident in the student’s pursuit to obtain reference books to be used in the subject

By the end of the library lesson the learner should be able to independently identify relevant information and the instructional methods that can be obtained from these methods. The learner should be able to develop search techniques, skills and search engines which can help him access and extract the relevant information so as to become information literate. The information obtained by the students should be very accurate and precise to the content.

By the end of the lesson the learner should be able to use the accessed information from various sources to harmonize the researched findings so as to obtain neutral information. Various sources of information have different understanding of information literacy (Doll, A. D. 2005). A critical and careful evaluation is needed so as to meet the information needs of the learning instruction process. Numerical and chemical skills are some skills that an individual requires for proper ordering of the data within the media operation and preview.

By the end of the lesson, the student should be able to do a research and compile a list of reference books in the form of a bibliography. The bibliography should be in the right format and arranged in an alphabetical order. All the books must further be written in the correct reference style.

By the end of the lesson the learner should be able to systematically order, apply and communicate information logically and appropriately to others. Information literacy usually has an aim which is to enable people to share information. Learners can either share information with there instructors or among themselves. Due to these variations in the medium of communication the individual should be able to use the right medium so as to provide relevant learner information. The information should be organized in a manner that allows retrieval. The leaner should therefore provide information that considers the intellectual that are important in the providing information (Joie, T. 2005). This level of understanding in communication literacy should develop the learner’s ability in applying the acquired knowledge in problem solving and decision making within the library context.

Finally by the end of the lesson the learner should be able to obtain new knowledge in the use of literacy information. He should be able to synthesize the existing information without any difficulty. In the building of information on business report, the learner should acquire new insight and focus to help him link between the new and the synthesized information. Through this a unique information product is obtained.

Resources Being Used and Report or Product Required

Various resources can be used in obtaining information on business building report strategy. These resources are different with regard to the perspective that each resource is addressing. So of these resources include (Joie, T. 2005): – the use of library catalogue, use of Google search to obtain information, using library books to provide information required, sending questionnaires with emails to obtain response, use of academic literacy such as note taking and the use of information and communication techniques.

Other resource materials include: use of design handouts, this is used in a lesson that entails bulky information. Handouts can allow the use of reference at a later time within the information acquisition framework. Other materials include journals, articles and other electronic materials.

Research Models Identified in the Reading

Problem solving research methodology which aims at identifying and integrating the previous learnt lesson to the proceeding one so as to provide better understanding of the information literacy. It has major six steps in learning (Joie, T. 2005).

Seven pillars model of information literacy

Detailed Plan For Teaching Information Literacy

Using problem solving approach

Definition: information literacy is the ability of an individual to recognize that there is need for information to be provided and how to find, weigh the value of such information to meet the intended goal.

Providing an illustration on how the information can be obtained. The students obtain data majorly from the library. This can be through library catalogue, use of Google search, using of library books, sending questionnaires with emails to obtain response, use of academic literacy such as note taking and the use of information and communication techniques.

Illustration on the use of library catalogue so as to access information

Utilization of the information by the students to obtain its relevance in the learning process Literate individuals should be able to identify and appreciate the fact that different sources give different perspectives on information (Joie, T. 2005).. A comparison of the information is therefore required so that the learners can only take what is important.

The learning process finally synthesizes the various perspectives with the aim of giving concrete literacy information that builds on the existing information to produce unique knowledge (Joie, T. 2005). This gives the basis of evaluation in problem solving approach when the learners are able to construct their own unique knowledge.

Learning Activities in the Problem Approach Strategy

The learners go through the library catalogue to assess information that is vital for the development of the literacy level in information model strategy
The learners try solving simple problems on information literacy through the use of questionnaires to help them gauge their understanding of the instructional lesson.
The learner review materials given by the instructor so as to obtain concrete information and the diverse understanding that is given by the various information providers.
The seven pillars model of information literacy involve the use of seven steps in teaching information literacy
The students must accept that there is need for information and be able to analyze that need. For instance assignment on Business Report will act as a motivator for the learners (Joie, T. 2005).
The second step is making the learners the areas of inadequacy that have created gaps. This helps in identifying the sources of information that will bridge this gaps and offer better solutions.
Third step in instruction should give the students a wide scope of ways to obtain information. The students thus become information literate and involve their minds to think the better methods to adopt.
The students are then taught on the simple ways to find, locate and access the information. These knowledge and skills can include the use of literacy documents and information communication technology. For instance; how can one develop a good search engine for Business report based on research? (Joie, T. 2005).
The learners should also be assisted to identify the most neutral information that can be obtained from the harmonized information that was initially from different resource authors and publishers.

Appropriate organization, application and communication of the researched information to others without losing its relevance should be taught to the learner.

Finally the leaner become information literate in the research strategy when they are able to put together and construct their knowledge on the existing data to obtain unique knowledge. An amphitheater arrangement of the class would be better where all the learners can view the various demonstrations.

Learning Activities for the Seven-Step Strategy

The learners are expected to take down notes in their exercise books as the lesson proceeds which they can use for referring later.

Learners ask questions for clarification from the teacher as the lesson progresses to encourage the participation of the learners.

Learners try to construct relationship that is drawn from the different perspectives of information literacy. This helps them in having a better understanding of the perspectives through the analysis of various reasoning.

The learners reason out so as to obtain proper and unique solution to the gathered perspectives. This synthesis of information by the learners gives them a priority of the new developed knowledge that facilitates the learners to attain literate information capacity.

The learner collects information from various sources like a library catalog, textbooks, and information communication technology materials like note taking which enables them to practice the acquired knowledge to assess their applicability.

Structured Assignments to the Students

Having in mind the understanding that information is obtained from various sources; determine the way how you could determine relevant information to acquire information literacy.

How would the learners use the information obtained from the various analyzed information so as to accept the relevant information.

Work Cited

Doll, A. D. (2005). Collaboration and the School Library Media Specialist. Lanham. Scarecrow Publishing Press.

Gatrell S. C. and Franklin, P. (2007). Library 101: Handbook for the School Library Media Specialist. Boston: Pearson, Libraries Unlimited Publishers.

Joie, T. (2005). School Hand Book for the school library Media Specialist: Tools and Tips 2^nd ed. Worthington, Ohio: Linworth Publishers.

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