DEC Scan Journal : May 2011
Scan Vol 30 No 2 May 2011 28 SLIM Question 3: How much do you know about this topic? Student responses showed that they were aware of their knowledge development, and most said in the final sheet that they knew a great deal. 0=not at all; 1=not much; 2=quite a bit; 3=a great deal SLIM Question 4: What do you find easy to do? Each student s responses to this question was analysed against the SLIM toolkit Information literacy standards (Figure 7). These Standards were used to analyse SLIM Questions 4 to 6 (Figure 8). Analysis of these reflection sheets proved interesting and helpful. As the results were built from answers given to this question at three different stages of the ISP, one can determine the main focus of students at these differing stages. The peaks give insight to the major issues at that time. Note that during the red RS2 stage (when they were overloaded with information -- commonly called the dip), 15 students stated that they could ask questions to get informa- tion. By the third reflection sheet this was not uppermost in their minds. At the Initiation phase of the ISP, instruction was given on the responsi- ble use of information and referencing by the teacher librarian, and this is reflected in the blue RS1 column at Standard 17. It was very pleasing to note that this was uppermost in their minds at that time. Students also made a few comments that did not fit within these standards and these were noted and acted upon. SLIM Question 5: What do you find difficult to do? Responses to this question were analysed against Information literacy standards (Figure 9). Note the very high incidence of Standard 8 ---Selects information appropriate to the problem or question at hand. This is a very common and recognised dip at the Selection phase (Standard 8, Red RS2), which has been documented by Kuhlthau (2007, p. 18) as being a period of frustration and discouragement. The sheer volume of information choices with various ways to turn confused the students and they reflected this by saying they had difficulty in selecting appropriate information to the Figure 6 Student responses to How much do you know about this topic? Figure 8 Student responses to What do you find easy to do? Figure 7 Information literacy standards 1. Able to develop questions that lead to appropriate information 2. Able to access information efficiently and effectively 3. Develops and uses successful strategies for locating information 4. Able to evaluate information critically and competently 5. Can determine the accuracy of information 6. Distinguish among fact, point of view and opinion 7. Identifies inaccurate and misleading information 8. Selects information appropriate to the problem or question at hand 9. Organize all the information 10. Integrate new information into one s own knowledge 11. Applies information in critical thinking and problem solving 12. Able to produce an appropriate product 13. Derives meaning from the information 14. Able to communicate information and ideas in appropriate formats 15. Has strategies for revising and improving 16. Respects intellectual property rights 17. Uses information technology responsibly 18. Other Student responses showed that they were aware of their knowledge development...