How to integrate information literacy and maths
This integration of IL and maths is in the form of a lesson about measurement but could be adapted to almost anything by using the questions for each section. The teacher librarian, Barbara Braxton, presented this as part of a professional development day, enticing participants to share a large block of chocolate (the first question being does 'share' imply 'equally'?) and was designed to help them help students scaffold their learning.
Why should my students use it in their maths?
When students are presented with investigations, problems or other challenges they often feel overwhelmed because they don't know where to start. The Information Literacy Process allows them a systematic way to divide the challenge into manageable parts, complete these, rebuild the parts into a solution and then reflect on what they have learned.
How can it be applied in an investigation?
Task: Investigate how much you have grown since you were born.
Consider your height, head circumference; mass, clothes size and shoe size.
Construct a graph that shows your development in each area.
What can you learn from that graph?
Defining
List the things you are being asked to investigate.
List the things that you already know about your measurements.
List those that you need to find out.
Locating
Identify the most likely sources to gather the required information.
Rank these according to ease of access
Locate the resources / tools you need
Discuss these with a partner to see if you have gaps or overlaps
Selecting
Use the resources to meet your information needs - seek help if you do not know how to use them effectively.
Do you need to work alone, with a partner or as a group?
What is your responsibility to your partner or group?
Record your information clearly so you can use it later
Organising
Arrange your results so that it will be easy to create a graph
Consider whether it needs to be in a special order
Re-read the task to make sure you have all the information you need - has everyone contributed what they said they would?
Collect any extra information you need
Presenting
You have been asked to present your findings in a graph so you need to determine which sort of graph is the most suitable
Do you know how to construct it or do you need to seek help?
Interpret your graph so that the reader can understand what it is about and any conclusions that you have drawn.
Assessing
Re-read the task to make sure you have done all that you have been asked to do
If there is a rubric, compare your work to the expected standards
Give yourself a grade on your effort.
Reflecting
Identify those things you feel you did really well
Identify those things you need extra help with next time
How did having a sequential process help to scaffold your learning?
Barbara Braxton, Teacher Librarian, COOMA NSW
Why should my students use it in their maths?
When students are presented with investigations, problems or other challenges they often feel overwhelmed because they don't know where to start. The Information Literacy Process allows them a systematic way to divide the challenge into manageable parts, complete these, rebuild the parts into a solution and then reflect on what they have learned.
How can it be applied in an investigation?
Task: Investigate how much you have grown since you were born.
Consider your height, head circumference; mass, clothes size and shoe size.
Construct a graph that shows your development in each area.
What can you learn from that graph?
Defining
List the things you are being asked to investigate.
List the things that you already know about your measurements.
List those that you need to find out.
Locating
Identify the most likely sources to gather the required information.
Rank these according to ease of access
Locate the resources / tools you need
Discuss these with a partner to see if you have gaps or overlaps
Selecting
Use the resources to meet your information needs - seek help if you do not know how to use them effectively.
Do you need to work alone, with a partner or as a group?
What is your responsibility to your partner or group?
Record your information clearly so you can use it later
Organising
Arrange your results so that it will be easy to create a graph
Consider whether it needs to be in a special order
Re-read the task to make sure you have all the information you need - has everyone contributed what they said they would?
Collect any extra information you need
Presenting
You have been asked to present your findings in a graph so you need to determine which sort of graph is the most suitable
Do you know how to construct it or do you need to seek help?
Interpret your graph so that the reader can understand what it is about and any conclusions that you have drawn.
Assessing
Re-read the task to make sure you have done all that you have been asked to do
If there is a rubric, compare your work to the expected standards
Give yourself a grade on your effort.
Reflecting
Identify those things you feel you did really well
Identify those things you need extra help with next time
How did having a sequential process help to scaffold your learning?
Barbara Braxton, Teacher Librarian, COOMA NSW
