Our Unit Leader has done an admirable job with her colleague in documenting the models of Information Literacy from Luke & Freebody 1999 and their "rich tasks" dappling in "New Basics Curriculum", to the social perspective of cope & Kalantzis 2000 and coming up with their own model of GeST with the "generic window" of "cognitive skills", "situated window" of "contextualised information practices" and the "transformative window" with the "range of information practices used to transform oneself and society (p15 Table 1.6)."
This model shows that literacy is transformative once one has mastered the generic literacy and suggests that curricula "should attend to the full complexity of the literacy experience(p6)."
I have seen curricula come and go and come back again! In the 1990's, shared book experience, invented spelling and writing was the rage and luckily I had learnt grammar in high school German so was able to cope well when functional grammar hit the Millenium and I see that the National Curriculum cheerleaders traditional grammar.
As for as information literacy models, there was the classic Bloom's Taxonomy, Media Education which emphasised critical thinking models, The Four Resources and rich tasks of Luke and Freebody and more recently the Science based approach to guided inquiry involving questioning techniques throughout the inquiry process.
Whatever model is in at the time, I opt for balance using the beneficial elements of models that best suit my students, context, situation using a variety of teaching styles and utilising multiple intelligences that integrate throughout the various disciplines.
The requirements of CLN 650 is to explain how I search on the Web on the topic of information literacy and to fill in a questionaire. I will do this on my next post.
My team buddies are Bernadette L and Bernadette H. We are all full-timers. GO B & B!!
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