A New Perspective on Information and Technology Literacy (I&TL)


Moving From

To

I&TL Curriculum as Local Initiative

·         Based on existing resources
·         Separate computer and library instruction
·         Often not districtwide

I&TL Curriculum Based on State and National Standards

·         Learning Resources and Information Technology Framework (now Information and Technology Literacy Framework)
·         Information Power:  Building Partnerships for Learning
·         National Educational Technology Standards for Students (NETS)
·         e-Learning: Putting a World-class Education at the Fingertips of All Students

A Stand-alone Curriculum

·         Discrete skills taught
·         Stand-alone lessons
·         Developed by library media specialist(s) and/or technology teacher(s) in isolation
·         Implemented by I&TL professionals
·         Instruction is random, available to students on an uneven basis – not articulated K-12
·         Tends to focus on the integration of information and technology resources
·         Rigid scheduling for I&TL facilities

A Well-defined, but Integrated Curriculum

·         Instruction integrated into and across content areas, K-12
·         Developed by I&TL professionals in cooperation with other educators
·         Instruction implemented by I&TL professionals working with classroom teachers
·         Instruction is planned, systematic and ongoing for all students
·         Formal alignment with content areas
·         Focus is on student acquisition of I&TL skills and competencies
·         Flexible access to I&TL facilities and resources

Cooperation

·         Working cooperatively with teachers who are interested
·         Delivering I&TL instruction as requested

Collaboration

·         Working with all teachers
·         Working with all phases of the instructional process:  planning, delivery and assessment

Personality Driven

·         I&TL instructional program works because of the person(s) running it
·         I&TL professionals in some schools, but not others – sometimes an entire level is not served
·         Lacks administrative support

Program/Curriculum Driven

·         I&TL instructional program works because it has been embedded in the educational process
·         I&TL professionals in all schools
·         Strong administrative support

Student Competency/Performance Not Systematically Assessed

·         Grade-level benchmarks have not been defined
·         Assessment may occur within some lessons

Student Competency/Performance Assessed

 

·         Grade-level benchmarks or performance standards have been defined
·         Mechanisms for regularly assessing all students’ competencies have been developed and implemented (e.g., assured experiences)

Information and Technology Literacy subsumes what traditionally has been associated with library media, audiovisual, computer and other educational technology programs.  In the past, these programs often have existed as distinct and separate entities located in different parts of a school building.  New technologies and the “information overload” that now permeate our schools and society have blurred the lines that once separated these areas.  Though there may indeed be several individuals within a school who are responsible for different facets of the skills and competencies presented, planning is best done by considering the interrelatedness and broad scope of Information and Technology Literacy.

All students must be able to use information and technology effectively to live, learn and work successfully in an increasingly complex and technology-based society.  The overarching goal of an information and technology literacy instructional program is to ensure that all students are independent, competent, responsible and confident users of information and technology and can apply related strategies for acquiring basic skills and content knowledge, communicating ideas, problem-solving and pursuing personal interests. The following content and performance standards provide the foundation for initiating local discussions to design an instructional program that will ensure that all students have the opportunity to learn and practice these new essential skills.

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