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(2016) Socio-Cognitive Relevance of Information Literacy: The impact on student academic work. Paper presented at: in Session 101 - Poster Sessions.

Information Literacy Defined, Library - Wesleyan University

When individual forms of instructional media (text, video, audio) are combined to represent information in multiple ways they are called multimedia.Also see: ; ; Lessons that integrate math, science, language arts, and/or other subject areas in the process of teaching and learning about a specific topic.Subject matter benchmarks used to measure students' academic achievement; guidelines published by professional organizations or enacted by government specifying what is to be taught and learned.Also see: Refers to the IDEA’s mandate that schools educate students with disabilities in integrated settings, alongside students with and without disabilities, to the maximum extent appropriate.Also see: ; Source: Adapted from: An effective way to allow a reader to focus on the more relevant information of the text; done by covering up unnecessary text as well as hiding other distractions.Source: Adapted from:


Information literacy is a crucial skill in the pursuit of knowledge

Literacy is traditionally meant as the ability to read and write

Young adolescent learners experience a growing awareness of the world they live in and begin to question the value of what they are learning. "They pose broad, unanswerable questions about life and refuse to accept trivial responses from adults" (Caskey & Anfara, 2007, p. 3). Teachers can instill the value of academic content by relating topics to past experiences and life outside of school and involving learners in tasks that reflect civic or work-world responsibilities (Caskey & Anfara, 2007; Heller et al., 2003; Newmann et al., 1995). A relevant curriculum relates content to the daily lives, concerns, experiences, and pertinent social issues of the learners. Teachers can gain insight into student concerns by taking periodic interest inventories, through informal conversations, and from classroom dialogue (Learning Point Associates, 2005). These issues and topics then can be incorporated into units, lesson plans, and further classroom discussions.