41. Literacy Resource Centres For Girls And Women (LRC) stories from Community Learning Centre, Tips on ICT providing information on useof information Communication Technology in literacy promotion activities, etc http://www.accu.or.jp/project/3_17lrc.htm

Women and Literacy In the Asia-Pacific region, there are over 621 million people who are illiterate, not having the skills to read and write. This number makes up three-fourths of the world's illiterate population, of which two-thirds are women. In spite of the fact that women play vital roles in family and community life, girls' and women's access to education has often been very limited or neglected due to various social, cultural, and economic conditions. It has been recognised that community development and national development cannot be achieved without the vital component of women's involvement and participation. Literacy Activities of Literacy Organizations There are many literacy organizations that are implementing literacy activities at grassroots level in Asia and the Pacific. Every literacy organization has its own experiences and know-how gained from their past literacy activities. It is important to exchange and share such experiences and activities in order to promote literacy programmes more effectively in the region. Literacy Resource Centres for Girls and Women (LRC) ACCU, in cooperation with UNESCO, assists leading literacy organizations which are implementing innovative literacy activities especially for girls and women in Asian and Pacific region, to establish a "Literacy Resource Centre for Girls and Women" (LRC). The LRCs are expected to act as centres of technical resources in promoting literacy for people in need and those who work for NGOs, government agencies and other various organizations. In order for LRCs to function effectively and truly be resourceful, creating networks at local, national and regional levels is necessary.

42. Literacy In The Information Age: Assignments, Readings, & Activities Schedule. Week, Assignments, Readings, activities. New Media Practices. (15) Dec10, Reflection paper, Kapitzke, information literacy The changing library, Total http://alexia.lis.uiuc.edu/~chip/teach/courses/lit_info_age/fa02/

LIS 391/COM 391: Literacy in the Information Age Semester: Fall 2002 Instructor: Bertram Bruce Time: Tu/Th, 2:00-3:20 pm Place: 126/131 LIS TA: Weihong Peng , Tu 3:30-5:30 pm Credit: 3 hours; 1 unit Prerequisites: LIS 201 or 202; this is the capstone course for the ITS minor ; open to graduate students and others with permission Goals Readings Communication Blog ... Today Schedule Week Assignments Readings Activities New Media Practices (1) Aug 29 (Optional) Public domain information: Aug 26-30, discussion board Sep 5-6, symposium announcement Headrick, ch. 1 Computer help Class notes Introductions possible course units past projects steganography Powers of 10 , Purdue, May 22-25, due Oct 28 CPSR E$$ay Contest GSLIS Undergraduate Paper Award (2) Sep 3 Explore the course site and think about possible course topics. Begin thinking about your course project. Eco, From Internet to Gutenberg (in six parts) Digital Cities Kyoto Mindset list The role of technology Sullivan, "America in 1900" Brainstorm issues relevant to literacy in the information age Discuss possible projects and groups Sep 5 Login to LEEP . In the board for the first week, post a greeting to the class introducing yourself. Briefly describe your goals for the course.

43. Information Skills Lesson Plans New Virtual Field Trips by Gail Cooper and Garry Cooper; information literacy andTechnology the Internet to Young Learners Ready to Go activities and Lesson http://www.sldirectory.com/libsf/resf/libplans.html

Resources for School Librarians - Index School Libraries on the Web : Main Directory Information Skills Instruction Curriculum and Standards Instructional Models Assessment Information Skills Units ... Using Primary Sources Lesson Plans and Thematic Units Information Skills - Web Sites Learn North Carolina - Searchable lesson plan database which includes information skills units. Thematic Units for Primary Grades - Lesson plans with related library resources and internet sites. Collaborative K-12 Library Media Units - By the Lincoln (NB) Public Schools. The Gateway to Educational Materials - Locate library lesson plans at this directory which may be searched by subject and grade level. Sponsored by the US Department of Education. Information Literacy - Lesson plans involving research skills gathered by the Michigan Educator's Library. Information Literacy Skills - A variety of useful skill sheets, lessons and evaluation tools by the librarians of the Baltimore Public Schools. - Lesson plans for grades K - 8. Many of these are internet based. Check out the language arts section for research skills lessons. Lessons from the Library - Five K - 8 library lesson plans for teachers from Education World plus links to other lesson sites. The lesson called Save the Library has students defend the library from budget cuts or closure.

44. UNESCO Public Library Manifesto - Section Of Public Libraries facilitating the development of information and computer literacy skills;. supportingand participating in literacy activities and programmes for all age groups http://www.ifla.org/VII/s8/unesco/eng.htm

Section of Public Libraries UNESCO Public Library Manifesto English Version Freedom, prosperity and the development of society and of individuals are fundamental human values. They will only be attained through the ability of well-informed citizens to exercise their democratic rights and to play an active role in society. Constructive participation and the development of democracy depend on satisfactory education as well as on free and unlimited access to knowledge, thought, culture and information. The public library, the local gateway to knowledge, provides a basic condition for lifelong learning, independent decision- making and cultural development of the individual and social groups. This Manifesto proclaims UNESCO's belief in the public library as a living force for education, culture and information, and as an essential agent for the fostering of peace and spiritual welfare through the minds of men and women. UNESCO therefore encourages national and local governments to support and actively engage in the development of public libraries. The Public Library The public library is the local centre of information, making all kinds of knowledge and information readily available to its users.

45. National Forum On Information Literacy A comprehensive source about information literacy including What is information literacy? Why it Category Reference Libraries User Services information literacy...... activities in four primary areas. Through its member organizations, the Forum examinesthe role of information in our lives and integrates information literacy http://www.infolit.org/

Updated information on the International Conference of Information Literacy Experts The National Forum on Information Literacyan Overview The National Forum on Information Literacy was created in 1990 as a response to the recommendations of the American Library Association's Presidential Committee on Information Literacy. These leaders believe that no other change in American society has offered greater challenges than the emergence of the Information Age. Information is expanding at an unprecedented rate, and enormously rapid strides are being made in technology for storing, organizing, and accessing the ever-growing tidal wave of information. The combined effect of these factors is an increasingly fragmented information base, a large component of which are available only to people with money and/or acceptable institutional affiliations. In the recent past, the outcome of these challenges has been characterized as the "digital divide." The Forum pursues activities in four primary areas. Through its member organizations, the Forum examines the role of information in our lives and integrates information literacy into their programs. It also supports, initiates, and monitors information literacy projects both in the United States and abroad. NFIL actively encourages the creation and adoption of information literacy guidelines by such regulatory bodies as State Departments of Education, Commissions on Higher Education, and Academic Governing Boards. And finally, it works with teacher education programs to insure that new teachers are able to incorporate information literacy into their teaching.

46. Progress Report On Information Literacy Among its activities to date are featuring information literacy in its journal,Educational Leadership, two newsletters, and the establishment of a special http://www.infolit.org/documents/progress.html

A PROGRESS REPORT ON INFORMATION LITERACY: An Update on the American Library Association Presidential Committee on Information Literacy: Final Report March 1998 As the Information Age became a conscious part of people's thinking, leaders in and out of education had nothing but the highest hopes for the future. Many believed that finally technology would lessen the gap between the haves and have-nots because greater access to more information for all young people would ultimately eliminate educational inequalities, and the subsequent rippling effect on the workplace and society, in general, would produce a stronger, more stable economy and a more cohesive society. These dreams of a better tomorrow, however, seemed to many to be dependent on huge investments in technologyin computers and networks. In response to this challenge, national, state, and institutional leaders began the difficult task of looking for the funding necessary for the infrastructures. When it became clear that so many schools and communities lacked the needed resources, the federal governmentin its support of the Information Highwaymade an unprecedented promise to link all schools, colleges, and public libraries so that, indeed, there would be equal access to information for all. Around the same time, a small group of national leadersprimarily from education and librarianshiparticulated their own vision of a productive, thriving people in the new Information Age. That vision was eventually published as the

47. CAUL Council Of Australian University Librarians - Activities The major activities in which CAUL its members are currently Review of the CAULinformation literacy Standards;; information literacy measurement CAUL is http://www.anu.edu.au/caul/activity.htm

CAUL Activities Updated 30 January, 2003 The Strategic Plan provides an overall view of CAUL's directions. See also CAUL Occasional Bulletin and Media Releases, CAUL surveys and records of CAUL meetings Review of University Library Australia : the national borrowing scheme for Australian university students and staff; Review of the CAUL Information Literacy Standards Information literacy measurement - CAUL is piloting high quality information literacy assessment tools AARLIN (Australian Academic Research Library Network project); cooperative provision of access to Australian Digital Theses program; contribution to Australia-wide projects to improve access to Australian collections, including digitisation and preservation eg. Australian Library Collections Task Force The Regional Consultation Meeting on the Preservation of Digital Heritage for Asia and the Pacific , National Library of Australia, Canberra, 4-6 November, 2002; determination of performance indicators for academic libraries; contribution to national government inquiries relevant to the future of universities and their libraries;

48. Information Literacy Classroom Activities information literacy Classroom activities. USING QUESTIONS. Teaching informationliteracy concepts activities and frameworks from the field. http://www4.gvsu.edu/infolit/LibFac/activities.htm

Information Literacy Classroom Activities USING QUESTIONS At the beginning of the session, have the students fill out a questionnaire/test which has questions applicable to doing the library research necessary for their assignment. Then go over the questions in class, asking the students to raise their hands to indicate which answer they chose (if using multiple choice or true/false questions) and explain why they answered as they did. This draws out their misperceptions, as well as providing some good answers that we might never think of. GAME SHOW IN-CLASS ASSIGNMENT isn't the other options. TEACHING BOOLEAN OR: for connecting similar concepts. Have the students raise their hands. Ask, "How many are juniors? How many are seniors? How many are juniors OR seniors? (look around and notice the increase) What's a synonym? (upperclassmen)." AND: for connecting unlike concepts. Have the students raise their hands. Ask, "How many are juniors (or whatever level is appropriate)? How many are X majors? How many are juniors AND X majors? (ask them to look around and notice the decrease)." NOT: for getting rid of unwanted ideas, but be careful. E.g., "I use the web for genealogy searching, but since my last name is Ranger, I get many sites with Ford trucks. I can enter "Ranger NOT Ford" but if any of my family branches had Fords, I wouldn’t see those sites."

49. ACRL Institute For Information Literacy - Best Practices Initiative Project Plan Prepared for the Association of College and Research Libraries.Category Reference Libraries User Services information literacy...... 1. This focus on information literacy emerges most directly from a long historyof library activities labeled library orientation, library instruction or http://www.earlham.edu/~libr/Plan.htm

Best Practices and Assessment of Information Literacy Programs A Project Plan Prepared for the Association of College and Research Libraries a division of the American Library Association by the National Information Literacy Institute Chicago, IL, Revised March 2003 To provide feedback, ask questions or respond in anyway to this posting please click here Abstract The INSTITUTE FOR INFORMATION LITERACY, an initiative of the Association of College and Research Libraries, a Division of the American Library Association, proposes to carry out a thirty-seven month long project to identify criteria for assessing information literacy programs in undergraduate education, and based on those criteria, to select benchmark programs. The criteria and selected institutions will be featured in a national conference, and information from the conference will be widely distributed through a variety of media: World Wide Web, professional print publications, and professional conferences and workshops. The goal of the project is to provide models of information literacy programs that institutions can use as benchmarks for comparison with their own developing programs. Contents Introduction and Background The Need for the Proposed Project Project Goals Project Plan Summary ... Footnotes and References Cited Project Examples work more forcibly on the mind than precepts.

50. Literacy Time - Key Stage 1 Activities Summarising information Texts. These activities are designed to be carried out inthe literacy Hour, but should be related to topic work in another area of the http://curriculum.becta.org.uk/literacy/activities/ks2_site11.html

Featured Activity for KS1 Other Activities for KS1 Featured Activity for KS2 Other Activities for KS2 Classic Poetry: an illustrated collection Aesop's Fables Deep Trouble (Goosebumps 19) The Phoenix and the Carpet ... The Really Wild Zone Summarising Information Texts The Tower of London Wacky Web Tales Summarising Information Texts These activities are designed to be carried out in the Literacy Hour, but should be related to topic work in another area of the curriculum. The product of the activity, or more in-depth discussion of the content of the text might be incorporated into other activities outside the Literacy Hour. The example shows an activity using Dorling Kindersley's Eyewitness Encyclopedia, which is available free online. Objectives to summarise a sentence or paragraph by identifying the most important elements and rewording them in a limited number of words.

51. Information Literacy about the steps of the information literacy process (such as Big6, Research Cycle,etc). identify EALRS, appropriate resources, activities and assessment http://www.wlma.org/Instruction/infolit.htm

Information Literacy role models curriculum practice Role of the school librarian in increasing student information literacy To be essential to the learning process, WLMA recommends that the school library media specialist must... become thoroughly familiar with all Washington State EALRS ( Essential Academic Learning Requirements participate on district's Learning Objectives committees. work with library colleagues to present to the school board the need for integration of information literacy skills into all subject areas. obtain the support of your building principal to formulate a plan for classroom teachers to collaborate with the library media specialist to improve student information literacy skills. approach classroom teachers to integrate information literacy skills into their instruction. develop a collaborative planning model to use when meeting with teachers. identify which information literacy skills students need in order to accomplish class curriculum objectives. inform and educate teachers about the steps of the information literacy process (such as Research Cycle , etc).

52. Pennsylvania Center For The Book Family Literacy use of the Internet is the ability to disseminate information that would that, thebooklets made suggestions about how to add literacy activities to children http://www.pabook.libraries.psu.edu/famlit.html

53. Literacy Activities For Kindergarten activities for day care and preschool settings and literacy activities for first andgeneral comments info@ncrel.org Technical information pwaytech@contact http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li1lk41.htm

Literacy Activities for Kindergarten The following literacy activities are appropriate for children at the kindergarten level: Daily Reading Book Talk Use the PEER sequence to ask questions and facilitate discussion about stories. Extended Discourse Enrich children's vocabulary by providing pictures and discussions that relate to stories. Language Play Have the children sing songs that encourage language play. Children enjoy songs such as "Willaby Wallaby Woo" by Raffi and "The Name Game" by various children's artists. Play the game Snap! Play a listening game in which the children blend an onset and rhyme that you pronounce separately. Example: b...at, bat . When you first play the game, begin by using words that are in the same family, such as: hat cat fat . When the children become proficient at this type of activity, change it so that you keep the onset sound and change the rhyme: s...and sand s...un sun s...eal seal Writing Allow time for writing, and provide a well-stocked writing center.

54. Information Literacy: Assessment Plan Develop a series of selfdirected learning activities that teach basic informationliteracy, in the context of a particular course or discipline. http://www.indiana.edu/~libinstr/Information_Literacy/assessment.html

Information Literacy AN ASSESSMENT PLAN FOR INFORMATION LITERACY Assessment Planning Committee Indiana University Bloomington Libraries May 1, 1996 (Final) TABLE OF CONTENTS FOR THIS DOCUMENT Introduction Assumptions Definition, Goals, and Objectives Basic Information Literacy ... Measurement Techniques At Indiana University Bloomington, assessment refers to research and inquiry into the improvement of teaching and learning. Assessment is a process in which goals and learning objectives of a program or course are identified and data are collected from multiple sources to document student, teacher, or program achievement of those goals and objectives. Multiple variations are possible: pre-test, post-test of students in a course or major; focus on faculty teaching styles; assessment of subject matter, learning or critical thinking skills; review of departmental goals and objectives, or other creative efforts generated by faculty or departments. ( Handbook of Assessment Strategies: Measure of Student Learning and Program Quality , 1993, p. 4)

55. Five Colleges Of Ohio: Integrating Information Literacy - May Symposium Evening, Informal activities and local entertainment Game Room (information literacycharades, pool, etc.) List of local entertainment will be provided. http://www.denison.edu/ohio5/grant/activities/symposium.htm

Integrating Information Literacy into the Liberal Arts Curriculum A Grant Funded by the Andrew W. Mellon Foundation Symposium for Instruction Librarians Cherry Valley Lodge, Newark, Ohio — May 25-26, 2000 Thursday May 25 10:00 a.m. 10:30-11:00 a.m. Opening session: Welcome and introductions Overview of grant – Ray English, Oberlin College Overview of information literacy issues on five campuses – presented by representatives from each campus 11:00 – 12:00 p.m. Small group (mixed campus) discussions related to future grant activities Reconvene in large group to share lists from small group discussions 12:00 – 1:15 p.m. LUNCH (theme tables) 1:30 – 2:30 p.m. Talk by: Tom Kirk, College Librarian, Earlham College "Information Literacy – Why All the Fuss Now?" Followed by question and answer session 2:45 – 4:15 p.m. Panel Discussion "Faculty-Librarian Collaboration on Information Literacy" 4:30 – 5:15 p.m. Web site content brainstorming: small groups (mixed campus) Reconvene in large group to share ideas 6:00 – 7:30 p.m.

56. ED424231 1998-11-00 Information Literacy And Teacher Education. ERIC Digest. O'Hanlon has provided a model for information literacy for teachers that emphasizescollaborative and problemsolving activities relevant to the student teacher http://www.ericfacility.net/databases/ERIC_Digests/ed424231.html

ERIC Identifier: Publication Date: Author: Carr, Jo Ann Source: ERIC Clearinghouse on Teaching and Teacher Education Washington DC. Information Literacy and Teacher Education. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC INTRODUCTION RATIONALE FOR INFORMATION LITERACY FOR TEACHERS The Commission on Higher Education of the Middle States Association of Colleges and Schools has been implementing standards for information literacy at the institutional level for some years. The association offers professional development workshops on this topic in conjunction with its national meetings. GUIDELINES FOR INFORMATION LITERACY FOR TEACHERS The American Association of School Librarians issued a 1995 position paper on information competencies that stresses application rather than concepts. The paper recognizes the different roles of the administrator and the teacher in providing the integration of information literacy into the curriculum, supporting collaboration in planning and teaching among teachers and school library media specialists, and providing access to and using resource-based learning experiences, as well as notes the value of literature and technology as resources for student learning.

57. ED421178 1998-05-00 Information Literacy: Search Strategies, Tools & Resources. information society, 21st century information literacy is the locating, evaluating,and using information, is critical not only in scholarly activities but in http://www.ericfacility.net/databases/ERIC_Digests/ed421178.html

ERIC Identifier: Publication Date: Author: Ercegovac, Zorana - Yamasaki, Erika Source: ERIC Clearinghouse for Community Colleges Los Angeles CA. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC In the current Information Age, the speed at which we work makes us increasingly dependent on high-quality, accurate information. However, information is becoming more voluminous, fragmented into different formats and media, and duplicated in multiple physical locations. In order to access and use these myriad sources effectively, people must be information literate. As defined by the American Library Association (ALA) in its mission statement for the global information society, 21st century information literacy is the ability to seek and effectively utilize information resources, including knowledge of how to use technologies and the forms in which information is stored (ALA, 1998). This means that asking a good question, as well as accessing, locating, evaluating, and using information, is critical not only in scholarly activities but in making daily decisions. Having accurate, up-to-date information determines the difference between the rich and the poor in the Information Age. Community colleges can make a vital contribution toward closing this gap by equipping their students with the ability to access, retrieve, and utilize information.

58. Global Information Infrastructure Commission - Activities Taizo Nishimuro, President and CEO of Toshiba, stressed the importanceof information literacy as critical to gaining access to knowledge. http://www.giic.org/events/ann4.asp

"Navigating Beyond the Next Wave" GIIC Forum October 11-13, 1998 Tokyo, Japan Download the Annual Forum Report More information ... GIIC Resolution Press Release Final Report on the Forum [.pdf] Representatives of the world's leading information and communication technology companies, meeting at the Global Information Infrastructure Commission (GIIC) Annual Forum in Tokyo , pledged to work cooperatively with governments, international organizations, and other industry groups to create a more rational set of public policies, trade agreements, and private sector coordinated self-regulatory frameworks to govern the new global networked economy. W. Bowman Cutter of E.M. Warburg Pincus, LLC, Managing Director of the GIIC, likened the digital information revolution to a "tsunami" wave causing unprecedented social and economic dislocation, with the potential to disenfranchise entire communities at the periphery of the information age. "User trust, the Y2K Millenium bug and the gap between developed and developing countries will especially impact the development of the global information economy," said

59. Information Skills Curriculum - School Library Media Centers K12 Texas information literacy Tutorial to unit and lesson plans LION Librarians informationOnline Network Links to lesson plans teaching activities for school http://falcon.jmu.edu/~ramseyil/libinst.htm

Information Skills Curriculum Curricula General Education as Psychology, Learning Styles] Instructional Design Instruction Curricula Virginia. Standards of Learning Objectives Virginia's Standards of Accreditation; Standards of Quality Resources for school librarians; from School-Libraries.Org Colorado Information Literacy Planning checklist for Schools (Draft) [pdf file]; guidelines, Information Power ; Overview of Information Literacy [pdf file] Illinois Learning Standards with subjects Oregon Educational Media Association. Information Literacy Guidelines Introduction, print resources, web sites, Oregon Information Literacy Guidelines Virginia's SOLs. Library/Information Use Older standards but still useful for new librarians. State of North Carolina, Dept. of Education North Carolina's DOE. State curriculum can be purchased. Utah Curriculum Database Search library media curriculum. Curriculum is online. Information Literacy and the Net Course outline from Bellingham Public Schools [Back to Top] General Education Critical Thinking Skills Educational Psychology Learning Styles [Back to Top] Instructional Design Big Six Information Problem Solving Basics By Mike Eisenberg and Bob Berkowitz.

60. AmeriCorps: Research themselves as providing literacyrelated services is intended to inform stakeholdersabout programs' literacy activities and provide information needed to http://www.americorps.org/research/literacy_1199.html

Descriptive Study of AmeriCorps Literacy Programs: State and National Abt Associates Inc., November 1999. This multi-purpose study of the 1998-1999 AmeriCorps* State and National programs identifying themselves as providing literacy-related services is intended to inform stakeholders about programs' literacy activities and provide information needed to conduct a follow-up outcome-oriented assessment of tutoring programs. Consequently, this study's objectives included: Describing the programmatic structure and range of literacy and tutoring activities being implemented by AmeriCorps programs; Identifying programs using effective reading/literacy instructional models likely to improve children's reading abilities; Describing the target population receiving services; and Furnishing descriptive and demographic information needed to design the future study of the impact of literacy activities on children's reading skills. This subsequent second study, AmeriCorps Tutoring Outcomes Study, was completed in February 2001. Literacy activities are defined as those intended to foster the development of reading abilities in children or adults. This may occur either directly (e.g., direct instruction via tutoring, classroom instruction, academic mentoring or reading aloud to children) or indirectly (e.g., organizing trips to the library or supporting family literacy activities).

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