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Information Literacy Skills

Last term, Mantar Cluster PD has helped teachers develop their understanding around what information literacy skills are and how they can be planned for and used by learners and which will help our students develop high levels of information literacy skills as a foundation for learning.

All the Mantar Cluster teachers attended a National Library half day workshop entitled, 'Supporting Inquiry creating 21st Century learners as skilled users of information.' All teachers completed and reflected on a professional reading entitled 'Information Fluency' and lead teachers were support to integrate information literacy skills into their school's inquiry learning planning.

Impact at St James' 

The National Library Workshop has supported teachers in enabling their students to prioritise their search strategies by using a range of different search engines. The teacher below has linked the different search engines to her blog.


The teacher who wrote the reflection below, has also used the different search engines introduced throught the National Library workshop.


Along with the Cluster lead teachers, I used the 'Information Fluency' reading to extract information literacy skills and align these skills with different stages in the St James' inquiry process. These have been added to our planning format and can be highlighted as appropriate - this makes it easy for teachers to include these skills in their planning. This can be seen in the plan below, where teachers have planned for information literacy skills.

SJS Senior Team Inquiry Planning

This PD has also changed how Library Skills are taught at St James'. Library skills are now integrated with the Information Literacy skills as part of the inquiry process. They will be taught when it is meaningful as the children will have a real purpose to apply them (e.g. to support them in their inquiry) and when children them need them - they will be 'just in time' learning. You will see how the information literacy skills in the library plan below, link to the inquiry plan above.

Library and Information Literacy Skills Planning

The photo below is an example of the learning that went on during one of these sessions. Children were asked to try to find the answer to a question using different search engines and were asked to use the yellow and black thinking hat to reflect on how they found these.



  • Tony Greer

    Impact at Somerset Crescent.

    This PD was also valuable and timely for staff at Somerset Cres. The Information Fluency/Literacy components have been directly imported into the planning format that we use when preparing our Inquiry topics. Teachers fedback on the use of this and said it was user friendly and good to have the key info lit points there to keep them in their mind when planning and designing programmes for their learners.

    SCS Inquiry Planning Format

    Also revised was the whole inquiry process that we use here and the breakdown of what students and teachers can be doing at each phase of any given inquiry. Key words and concepts of information literacy are incorporated throughout this document to serve again as a guide and focus for teachers during inquiry planning.

    Inquiry Rocks!



  • Sophia Douglas


    The national library professional development was good learning for the staff at Terrace End school. Having skills that children needed to learn to become information literate, outlined was helpful to all and gave some specific teaching focus for our teachers during inquiry. However, the different search engines that were provided at the workshop were what made the biggest impact on our staff. Having more than just google available to search for information was new learning to our staff and being able to browse these sites during the workshop was good visual learning.
    Our SENCO has discussed how they would benefit our ESOL children and these sites are currently in the process of being introduced to these children. The following blog posting further outlines what our teachers gained from the PD.



  • Jacqui Frost

    I was not part of the National Library Workshop.

    The Information Fluency Meeting and our lead teacher meeting have forced me question what our students think and what we take for granted that they know.  My generation grew up with encyclopaedias and talking to ‘experts’ to source information.  We have watched the internet evolve into a source of information. We have seen it created and taken part in making it the tool it is today.  We forget that for our students is has always been a part of their life.  That they don’t question the authenticity of information or the motives behind the search engines. This has led us to question the students about what they inherently believe about some of our tools and to challenge some their thinking.  This is enabling them to think in a more critical manner and not just take things at face value. (I am aware that this is something that we need to apply to all our students understanding, don’t take for granted that the students know something). Triangulation is a big part of this and some of the learning around this has been really useful.