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Lesson No. 3: Information Literacy

This 3-day lesson plan aims to teach students about information literacy. On day 1, students discuss what information is and why it is needed. They learn the stages of information literacy through a disaster scenario activity. Day 2 focuses on turning information into knowledge, including a discussion on ethical use of information and avoiding plagiarism. On the final day, students work in groups to plan an academic field trip, locating relevant information from valid sources and presenting their findings. The goal is for students to understand and demonstrate information literacy skills.

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Bryan Aguila Bautista
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516 views

Lesson No. 3: Information Literacy

This 3-day lesson plan aims to teach students about information literacy. On day 1, students discuss what information is and why it is needed. They learn the stages of information literacy through a disaster scenario activity. Day 2 focuses on turning information into knowledge, including a discussion on ethical use of information and avoiding plagiarism. On the final day, students work in groups to plan an academic field trip, locating relevant information from valid sources and presenting their findings. The goal is for students to understand and demonstrate information literacy skills.

Uploaded by

Bryan Aguila Bautista
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson No.

3: Information Literacy
Time Frame: 3 Session Days
Date of Implementation: July 2-3 & July 7, 2018

Objectives:
1. Define information needs, locates, accesses, assesses, organizes, and communicates
information.
2. Demonstrate ethical use of information.

Day 1:
I. Motivation
Defining Information
1. Most Influential Person
 Write “MOST INFLUENTIAL PERSON IN YOUR LIFE” on the board.
 Instruct learners to answer the phrase on a piece of paper by providing the
following details:
Who, What, Where, When, Why, How.
 Call some learners to present their answers to the class.
2. Ask the learners the following:
 What is the purpose of these questions?
 What is the importance of answering these questions?
3. Connect the motivation to the lesson by asking: why do you need information?
(EQ)

II. Development of the Lesson


4. Provide to the leaners the following definition of information:
 Data that has been collected, processed, and interpreted in order to be
presented in a useable form.
 A broad term that can cover processed data, knowledge derived from study,
experience, instruction, signals or symbols. In the media world, information is
often used to describe knowledge of specific events or situations that has been
gathered or received by communication, intelligence, or news reports.
5. Lead a discussion using the following guide questions and prompts
 Why do you need information? (EQ)
Sample answers: to be updated with the news, for learning/education
purposes, for communication, to acquire knowledge needed for decision-
making.
 Where do you search for information?
Sample answers: internet, television, library, radio, newspapers, etc.
 How do you acquire and store information?
Sample answers: write, print, photocopy, photograph, download, cloud
storage, record, external memory drives, memory cards
 How will you determine the quality and accuracy of the information that you
have?
Sample answers: It should come from a reputable source, such as an
institution
 How do you use the information that you have?
Sample answers: share, apply, announce, post, archive, reminder, answer a
query, clarify confusion
 How will you communicate information?
Sample answers: announcement, text, post to social media, face to face
session, note, chat, email, save file
 Why do you communicate? (EQ)
6. Inform the learners that the questions that they have just answered are the Stages/
Elements of Information Literacy.
7. Show the meaning of information literacy to the learners and explain.
8. Discuss the stages / elements of information literacy and explain each in
connection with the previous discussions.
Disaster Scenario
9. Explain the scenario to the learners, and have them answer the matrix below:
“According to the weather forecast, there is no typhoon. However, your locality is
experiencing heavy rainfall, while some parts in your province /region are already
flooded. There are reported incidents of landslide, evacuation, stranded vehicles
and drowning. As a student, what are you going to do?”

10. Ask learners to present their responses to the class. Use their responses to
synthesize their understanding of information literacy.
11. Ask the learners to state and discuss the following in their own understanding:
 Information and information literacy
 Stages / elements of information literacy
 Present to class some of the best timelines or historical records of their
interaction with and exposure to traditional and new media.
Day 2:
Knowledge is Power
12. Write “KNOWLEDGE IS POWER” on the board
13. Direct learners to define the meaning of the statement
14. Ask learners to connect Information Literacy to the statement on the board.
Sample Answer: “Knowledge is an important aspect of human life that leads to
activities that contribute to one gaining wealth, influence, and power.”
15. Ask the learners: “How does information become knowledge?”
Sample Answer: “Knowledge is the appropriate collection of information through
experience or education, which could be useful in various situations.”
16.
Ethical Use of Information
17. Say: “There are times when you need to share information that you have acquired
from various sources written by different authors. It is inevitable to directly quote
their words in order to preserve their meaning. However, quoting someone else's
words without giving credit to the author essentially gives an impression that you
are claiming ownership of the words they have said. This is called plagiarism.”
18. Discuss the following:
a.
 Plagiarism
 Common Knowledge
 Interpretation
 Quotation
 Paraphrase
b.
 Plagiarism has legal implications
 Strategies in avoiding plagiarism
19. Synthesis
 Say “State the importance of giving credit to the source of one’s work.
Elaborate your answer.”
Day 3:
Academic Field Trip
20. Instruct learners to form groups of seven to ten members. Assign a leader and an
assistant leader to facilitate the group.
21. Say “Your group is tasked to plan an academic trip. List pertinent information on
two possible destinations (somewhere in the country or abroad)”.
22. To present valid and reliable information, discuss with the learners the following:
 Identify the information needed – what, where, who, when, why, how.
 Determine all the possible sources, select the best sources – the world wide
web, travel guide books, brochures, maps and atlases, tour bureaus, family
members, and friends.
 Locate and find information within the sources – blogs, travel reviews, posts
from social networking sites, travel features, pictures, stories, and
testimonials.
 Extract the best relevant information and cite pertinent sources.

23. Let the learners accomplish the matrix below and present their output to class in a
creative way.

III. Closure
24. Instruct the learners to write an essay (of at most 100 hundred words) about an
information literate individual.
25. Tell the learners to submit their outputs (field trip plan and essay) at the MIL
Portal
26. Ask the learners to reflect about Information Literacy.
27. Sharing of reflection follows.

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