• Why aren’t students critically evaluating information and using higher-level thinking skills? • While we preach against plagiarism, we often give assignments that encourage it and make poor use of information resources.
• Problem-based learning can be a context for developing information problem-solving skills.
Eileen E Schroeder / E Anne Zarinnia

2) Students as critical thinkers … how to
deal with the info glut.

• What strategies do students need to survive this deluge? • The impact of the Information Age on teachers and teaching. • The impact of the Information Age on students and student learning. • How to achieve critical thinkers.
• How can we foster lifelong skills enabling students to function well in society?
Jenny Ryan / Steph Capra

3) Giant Leaps and Small Steps

• Teachers are encouraged to look at changing the questions they are asking their students.
• How students are scaffolded within the assignment process. • Embedding computing and information skills in units of work.
Megan Perry / Debbie Leatheam

Chapter 2
Developing a learning culture

• Creation of a knowledge-based industrial structure of the 21st century. • The ingredients of a learning culture. • Lifelong learning.
• Learner driven learning. • Just-in-time learning. • Customised learning. .• Transformative learning. • Collaborative learning.
• Contextual learning. • Learning to learn.

Peter Ellyard

Chapter 3
The Affective Dimension of Information
Literacy

• An Australian model for teaching the information literacy process. • Developing emotional literacy. • Investing time in exploration. • Supporting students in their work. • The role of the teacher-librarian.
• Understanding the process approach.
Dianne Oberg

Chapter 4
Can we prevent copying? Transforming
scribes into thinkers

• How did students reach a point where claiming someone else’s work as their own became an acceptable solution? • Do students really understand what they scribe? • Are students learning what we hope they will learn? • What strategies could make a difference to the amount and depth of understanding that students develop?
Joy McGregor

Chapter 5
Critical Literacy: a building block towards the information literate school community

• What is critical literacy, and how is it developed? • As a society, we need to
keep developing as information literate human beings. • Does critical literacy have a relational role to critical and creative thinking? • Can critical literacy be the platform for a whole school curriculum?
Linda Langford

Chapter 6
E-literacies and Cybraries

• New technologies and libraries. • Cybraries and the new literacies. • What has the this transformation of the library meant for the work of students and teachers? • Literacy and information literacy. • Information literacy – a process, a skill or a competence? • Critical information literacy. • The change in traditional roles for students, teachers and librarians.
Cushla Kapitzke

Chapter 7
Facilitating Problem-based Learning

• The role of the facilitator. • Skills needed to facilitate PBL (Problem-based Learning).
• Bringing out the best in a group. • The importance of feedback, reflection and elaboration in improving learning. • Being a
tutor in a tutored group. • Being a tutor in a tutorless group.
Donald R Woods

Chapter 8
Questioning Toolkit

• Different types of questions accomplish different tasks. • Questions allow us to make sense of our world. • What types of questions will enable our students to make sense of their complex world?
Jamie McKenzie

Chapter 9
Assessing Learning: Points for consideration

• What are the ingredients of quality assessment? • Is good assessment, authentic assessment?
• How can assessment be benchmarked? • Does the learner own the process? • What is the role of the audience in assessment? • How do
we deal with the issue of workload in relation
to assessment?
James Henri

Chapter 10
Problem-based tasks
• Lower School examples
• Middle School examples
• Upper School examples

Contents