Detailed Lesson Plan

I. Objectives

At the end of the lesson, the learners should be able to;

a. defines information literacy;

b. analyze how information literacy applied in teaching and learning; and

c. apply information literacy in teaching and learning.

II. Subject Matter

Topic: Role of Teacher in an Information Literacy Program

Sub-topic: a. Information Literacy
b. Apply information literacy in teaching
c. Implications of information literacy to teaching and learning.
Reference: ALA American Library Association. Melissa Meggitt 2010.
Volume 39 No. 4
Materials: Power point presentation
III. Learning Tasks

Teacher’s Activity Student’s Activity

A. Presentation

1. Daily Routine

A. Prayer
(Students will cite a prayer.)
Before anything else, let’s have first a
prayer.

B. Greetings
Good morning, Ma’am/Sir.
Good morning students.

C. Checking of classroom cleanliness

(Students pick up those pieces of paper
Before you take your seat, kindly pick up around them.)
those pieces of papers and plastic
wrappers under your chairs.

D. Checking of Attendance
(Students turn on their camera and turn
Kindly open your camera. Turn off your off their microphone)
microphone. Make sure that you are
wearing a proper uniform.
Yes Ma’am/Sir.
E. Checking of Assignment
Did you already send your assignment to
our classroom?
Very Good.

2. Review
Yesterday, we discussed about an
information literate people. Information Literate people are those
who have learned how to learn.
Again, who are the information literate
people? They know how find information, and
how to use information in such a way that
Very Good, anything else?
others can learn from them.

They are people prepared for lifelong

Very Good, another one? learning, because they can always find
the information needed for any task or
decision at hand.

Amazing! It seems that you understand

our lesson last time.

3. Motivation
Before we start, let’s have a short game
entitled “Crossword Puzzle”. In five (5)
minutes, the students should find a word
that can be related to the topic. Each word
can be equivalent of 2 points. And then
after 2 minutes, I will call someone to Yes, Ma’am/Sir.
give a word that she/he saw in the table.

Understand? Lets start.

Library, media, computer, basic, visual,

information and literacy.

What words did you find in the puzzle?

Very Good.

Later on, we will find out what is the

connection of those words in our topic for
today.
B. Presentation

a. Activity
Let’s have first an activity. This activity
entitled Two Truths and a Lie. The class
will be divided into 2 groups. Each group
will be choosing their leader. When it is
your turn, the leader is the only one who
will say the two truths and a lie. The
opposite group has 20 seconds to guess
the lie statement of their opponent. Once
everyone has made their guess, the leader
will reveal which statement was the lie.

This is the criteria for judging.

Yes Ma’am.
Criteria Score
Content 10 points (The leader raised their hand)
Team Work 10 points
Correct Answer 5 points
Total Score: 25 points

Is that clear? The statements is this:

Statement 1: We put a reference
Let’s start with the group 1, who is the sometimes if we get information in
leader? internet.
Statement 2: We critically evaluate the
Okay! information we get in the internet.
What are the statements of group 1, just Statement 3: We collect information as
give two truths and 1 lie? many as we want.

(The leader raised their hand)

The lie is the 1st statement Ma’am.

Yes ma’am.
Group 2, Before you answer, who is your
leader?
Because when we get information in the
Now, what is the lie statement in group internet, we always need to put references
1? where we get it.
Is that correct, group 1(leader)?

Good job, group 2! The statement is this:

But group 1, please explain why the 1st Statement 1: We use internet to pinpoint
statement is a lie? factual information.
Statement 2: We can use Wikipedia as a
source of information
Very good! Statement 3: we can access information
in different websites
Now group 2, drop your 3 statements that
consists of 2 truths and 1 lie.
The 2nd statement Ma’am because
Wikipedia does not a legitimate source of
information.

Yes Ma’am.
Group 1 your 20 seconds start now!

Times up! (leader)_______, what is the

lie statement?

Is that correct group 2?

Good job group 1!

Let’s see if the two groups meet the

criteria.
Group 1 and 2 you have a good content in
creating your two truths and a lie
statement and it based on your
experiences, so both you got 10 points. In
team work the group members of group 1
participated actively so you will get 10
points while the group 2 not all the
members participated in their task so you
will get 8 points. And lastly in correct
answer, both groups have the correct
answer so both of you got 5 points.

Congrats group 1, you got 25 points and

keep it up group 2 you got 23 points.

b. Analysis
I have here a few questions that will
answered throughout the discussion.

1. What is information literacy?

2. How to apply information literacy in
teaching?
3. What are the implications of
information literacy to teaching and
learning?

c. Abstraction
Information Literacy
The term information literacy has been
used for over 40 years, with various
definitions proposed during this period.
In 2016, the Association of College &
Research Libraries (ACRL) published the (Students read the text)
Framework for Information Literacy for
Higher Education (link is external) and
included the following definition:
Information literacy is the set of
integrated abilities encompassing the
reflective discovery of information, the
understanding of how information is
produced and valued, and the use of
information in creating new knowledge
and participating ethically in
communities of learning.

Can you please read, what is information

literacy?

What is information literacy?

Information literacy is knowing how to
learn. It is knowing how to find
information, evaluate it and use it wisely
and effectively. Henry Brooks Adam also
probably knew that we can’t possibly
learn everything we will need to know
later while we are still in school. We have
to know how to learn to be lifelong
learners.

Information literacy is defined as the

ability to know when there is need for
information and to be able to identify,
locate, evaluate, and effectively use that
information for the issue or problem at
hand. A tool for empowerment as
information literacy, the defining
paradigm of modern education where
Holly Barton clarifies the different
literacies such as basic literacy, library
literacy, media literacy, technology
literacy and visual literacy. Each literacy
prescribes a particular process by which
that content area can be easily negotiated
but there is one information under which
all the other literacy resides because it is
a tool for empowerment.

DIFFERENT LITERACY
Basic literacy includes the skills of
reading, writing, speaking, listening,
counting, calculating, perceiving and
drawing.

Library literacy where every student

needs to understand the difference
between fiction and non-fiction and know
how to use reference books and
periodicals.

Media literacy includes an

understanding of the many different type
media and the purposes for which they
can be used.

Computer literacy where the basic

computer operations like booting the
computer, saving and retrieving files,
loading a program, and perhaps some
rudimentary word processing skills such
as cut and paste.

Visual literacy where the link between

media literacy and technology literacy
and the media images and sounds are end
products created using the tools of digital
technology. Visual literacy means the
skills and learning needed to view visual
and audio/visual materials skeptically,
critically, and knowledgeably.

How to apply information literacy in

teaching?
1. Get to know them. This may seem
simple but it does take effort. Getting to
know your students shows them you are
interested in them and fosters a better
learning environment. When your
students feel comfortable in your
classroom, they will be more likely to
participate in group discussions and
become engaged with the subject. An
easy way to do this is by welcoming them
into the class and getting to know
everyone by name.

2. Create learning outcomes for the

course and tie assignments and class
activities to them. Many departments
may already have learning outcomes
established for a major. You will need to
be aware of those and incorporate them
into your course. If not, it is good practice
to set learning outcomes for the semester
and tailor assignments and activities to
accomplish the goals. Examples of
learning outcomes: Students will be able
to critically evaluate resources. Students
will be able to develop a research topic.

3. Promptly grade and return

assignments. This may seem like a no-
brainer, but it is easy to put off grading
those homework assignments, especially
if you spend a lot of time creating them.
Returning assignments in the next class
period shows students you are organized
and care about their academic success. It
also gives the students quick feedback
this is especially important if you are
teaching skills in a building block
method.

4. Incorporate active learning into class

activities and assignments. I think this is
one of the most important tips. Students
learn library research skills best when
they are conducting the searches
themselves. Make sure to have daily in-
class activities for your students. These
can be individual, group, or class
activities. Giving them hands on time in
class with the new resource or search
method gives you the opportunity to
monitor and make corrections
immediately. Encourage students to share
what they learned with the class or in
their small groups.

5. Get immediate feedback. Many

times, at the end of a class you may be
left wondering if you got through to your
students. Did they learn what I wanted?
Are they confused? Have students write
down what they learned and what they
feel is confusing on a piece of paper and
have them turn it in as they leave. This
can be done anonymously to encourage
candid responses and be as short as one
sentence.

6. Have class discussions. The best

advice I received was to wait the students
out. You will likely have the urge to start
talking after a few minutes of silence, but
wait for a student to speak up. Your
students will learn that you expect them
to participate and will wait patiently until
they do. And someone will always start
talking!

7. Use a variety of teaching methods.

Not everyone learns the same way, so
using different teaching methods is the
best way to reach all learners. Try to
incorporate different styles into each
topic. You can have a lecture and then a
hands-on activity. Or try a group Yes, Ma’am/Sir.
discussion followed by a writing
assignment. Free You Tube videos, 1. Get to know them.
digital tutorials and other web 2.0 tools 2. Create learning outcomes for the
can be great teaching aids. course and tie assignments and class
activities to them.
8. Relate information literacy skills to 3. Promptly grade and return
their future profession. By connecting assignments.
research skills to their future profession 4. Incorporate active learning into class
students will see a real need to learn the activities and assignments.
skills and strategies in your teaching in 5. Get immediate feedback.
class. A good way to do this is to have 6. Have class discussions.
students interview the information 7. Use a variety of teaching methods.
seeking habits of someone in their field 8. Relate information literacy skills to
and write a paper about what they their future profession.
discovered. 9. Conduct pre and post tests.
10. Create your own instructor
9. Conduct pre and posttests. evaluation.
Conducting a pretest will help you gauge
what your students really know and how
much detail you need to cover in class
lectures. The post test will not only show
you what the students learned, or didn't,
but what you as a teacher should change
the next time you teach the course. Make
sure the tests have multiple choice
questions that are not leading, and use the
same test for both pre and post to obtain
accurate results.

10. Create your own instructor

evaluation. Evaluations done by the
institution can take up to a year to be
returned and most offer only vague
results. You can create your own
evaluation of the course and perhaps
teaching style, to get student feedback.
Asking specific questions about
assignments, resources, and style will
give you good information for next
semester. You may also want to have an
evaluation midterm to make any
necessary changes before the end of the
semester.

Do you understand?

Again, what is the 10 steps on how to

apply information literacy in teaching?

Yes, Ma’am/Sir.
Very Good!

What are the implications if Information

Literacy on the teaching and learning?
The best hope for citizen to understand
and function effectively in this data
intensive world is a comprehensive,
hands-on, universal education of
information literacy concepts and skills
through schools.

This course of study can and should be

integrated with the traditional school
subject areas, but it should also be
considered as a separate core discipline
especially for purposes of goal setting,
curriculum design, and evaluation.

This means shifting some of

responsibility of gaining knowledge from
the teacher to the student and allowing
students to develop questions, strategies
to search for answers, and formulate
conclusion.

Teachers of all subjects must blend their

traditional fact-based approach with an
emphasis on learner-based inquiry and
the scientific inquiry process (Lenox None Ma’am/Sir.
1993) School will need to integrate
information literacy skills across the
curriculum in all subjects’ areas
beginning in the earliest grades.

Students equipped with information

literacy skills have the means to conduct
independent inquiry to put them on the
path to lifelong learning. Strong
information literacies capabilities are
fundamental to the success of inquiry-
based learning. Information access and
processing skills (such as using electronic
resources to search for information) are a
pre-requisite for students. Students build
‘higher order’ information literacies
capabilities in critical thinking,
evaluation, synthesis, communication and
knowledge-creation through inquiry.

Do you understand?

Very Good. Let’s have some definition of

terms.

Definition of Terms
Learning outcomes incorporated-
‘learning outcomes’ thus simply offers a
more precise term for discussing the
creation of learning aims and
expectations that centre on application
and integration of course content.

Life long learners- is a form of self-

initiated education that is focused on
personal development. While there is no
standardized definition of lifelong
learning, it has generally been taken to (Students passed their papers)
refer to the learning that occurs outside of
a formal educational institute, such as a
school, university or corporate training.

Literacy- is the ability to identify,

understand, interpret, create,
communicate and compute, using printed
and written materials associated with
varying contexts.

Rudimentary- involving or limited to

basic principles.

Skeptically- in a skeptical manner; with

doubt or hesitation.
Do you have any questions?
Clarifications?

If none, let’s proceed to your seat work.

d. Application
For your seat work, please get one whole
sheet of pad paper and answer this
question in the form of essay.

Describe how information literacy skills

will be an important part of your future
job or career.

You have 5 minutes to do your seat work. Answer:

Your score will be based on the rubrics. 1. D
2. B
Score Criteria 3. E
4 Piece was written in an 4. C
(100%) extraordinary style. Very 5. A
informative and well
organized. Virtually no (Students raise their hands)
spelling, punctuation or
grammatical errors.
3 Piece was written in an
(95%) interesting style. Somewhat
informative and organized.
Few spelling and
punctuations errors, minor
grammatical errors.
2 Piece had little style. Gives Yes, Ma’am/Sir.
(90%) some new information but
poorly organized. A number
of spellings, punctuation or None Ma’am/Sir.
grammatical errors
1 Piece had no style. Gives no Good bye Ma’am/Sir.
(85%) new information and very
poorly organized. So many
spellings, punctuation, and
grammatical errors that it
interferes with the meaning.

(After 5 minutes)

Please pass your papers.

e. Assessment
Let’s have a short quiz. Choose the letter
of the correct answer in the box. I’ll give
you 5 minutes to finish your quiz.
 A. Creative learning outcomes for the
course and the assignment and class
activities to them.
B. Get to know them.
C. Conduct pre and posttest.
D. Promptly grade and return
assignments.
E. Incorporate active learning into class
activities and assignments.

1. By this student can see that you are

organized and care about their academic
success
2. When your students feels comfortable
in your classroom, they will be more
likely to participate in group discussions
and engaged with you subject.
3. This is the important tips, make sure to
have daily in class activities for your
students.
4. This will help you gauge what your
students really know and how much
detail you need to cover in class.
5. Set learning outcomes and tailor
assignment and activities to accomplish
goals.

(After 5 minutes)

Let’s check your paper.

Who got a perfect score?

Very Good. It seems that you already

understand our topic for today.

f. Assignment
Before we end our class, I’ll give an
assignment.

Please study the topic about

characteristics of a Global Classroom.

Understand?

Do you have any questions?

Clarifications?
If none, let’s call it a day. Good bye class.

Prepared by:

Stephanie Lanz C. Ambulo

Princess Erlinda D. Borja

Jennica Mae A. Cortez

Camille L. Garcia

Jean B. Jimenez

Zyra Joy E. Llanera

Ana Marie T. olaguer

Jhon Lloyd Tenorio