The iCentre at Iona Presentation College has, through its integrated information literacy plan created a dynamic program that merges information literacy, study skills and critical and creative thinking into an holistic program that aligns with the new Australian Curriculum. Through the “Inspired Learning at Iona” website this initiative attempts to ensure that every student in the school not only receives ongoing opportunities to master skills and knowledge considered essential for 21st century learners but also develops the cognitive and affective predispositions towards learning, personal development, self efficacy and accountability.

2. Iona Presentation College

3. Author / literature
promotion
Research
Skills
Service
Access to
information
Literature
ICT Help
Displays

4. Re-visioning the library for the 21st century
The iCentre at Iona Presentation College aims to create a unique
program that:
merges information skills, critical and creative thinking and ICT skills
into an holistic information literacy program and delivery platform;
supports all year and learning groups including curriculum support programs;
provides opportunities for students to master skills and knowledge
considered essential for 21st century learners;
develops the cognitive and affective predispositions towards learning,
personal development, self-efficacy and accountability (i.e. to become
independent learners).

5. Learners
and
Learning
Developing
the physical
environment
Facilitating
Access to
information
Learning
for the
Future
Teachers
and
Teaching
Resourcing
the
Curriculum

6. Integrated Information Literacy
Plan and Program

7. WHY?

8. The Rationale
Melbourne Declaration of Educational
Goals for Young Australians (MCEETYA)
Enabling our Future (Framework for the
Future)
UNESCO (Lifelong Learning Systems)
ISTE (ISTE Standards)
ANZIL (ANZ Information Literacy Standards)

9. Statement on Information literacy for all Australians
‘A thriving national and global culture,
economy and democracy will be best advanced
by people able to recognise the need for
information, and identify, locate, access,
evaluate and apply the needed information.’
The Australian Library and Information Society (ALIA 2003)

10. Information Literacy Models
The Information Process (ASLA & ALIA 1993).
Integrated Inquiry (Murdoch 1998).
The 5Es model (Bybee 1997).
The 4MAT model (McCarthy 2000).
The Big Six (Eisenberg, 1999)
Pathways to Knowledge (Pappas & Teppe)
The Research Cycle (McKenzie)

11. Defining
Evaluating
Locating
The
Information
Process
Presenting
Selecting
Organising

12. TPACK
Key Curriculum
Drivers
ICT Competency
Critical and Creative
thinking
Learning for the
Future Domains
The Information
Process

13. General Capabilities

14. TPACK

15. Aims of the Integrated
Information Literacy Program
• Meet the goals of the School Development Plan and
Australian Curriculum
• Promote information literacy as a College-wide
responsibility referenced to the Australian Curriculum
(Learners and Learning)
• Develop a strategic plan for the implementation of the
Integrated Information Literacy Program (Learners and
Learning)
• Work toward information literacy skills embedded within
all curriculum (Learners and Learning, Teachers and Teaching,
Access to Information, Resourcing the curriculum)

16. Aims of the Integrated
Information Literacy Program (cont)
• Establish a framework of identifiable core skills which can
be mapped against learning outcomes and objectives
• Emphasise the importance of information literacy within
the context of problem –based learning and guided inquiry.
• Open opportunities for staff and students to develop their
skills beyond the structured curriculum (Teachers and
Teaching / Learners and Learning)
• Provide resources in a range of formats which suit the needs
of a diverse learner community (Resourcing the
Curriculum)

17. HOW?

18. Developing a
rationale
Developing a
capacity
building
framework
Developing a
standard
framework for
Information
Literacy
The iCentre as a
change agent
Collaboration
Planning
Mentoring
Modelling
Team teaching
Inspired
Learning Website

19. Key Planning Stages
• Research
• Rationale
• Implementation
Plan (Draft)
Integrated
Information
Literacy Plan
Professional
Development / Staff
Engagement
•
•
•
•
PD Days x 2
Mentoring
Modeling
Collaborative
Teaching
• Research Planners
• Information Literacy
Maps
• Websites
Documentation

20. Curriculum Mapping

21. The Information Process in the
Australian Curriculum

23. WHO?
Principal
Library
Staff
Academic
Council
Teaching Staff

24. Key Planning Stages
• Research
• Rationale
• Implementation Plan
(Draft)
Integrated
Information
Literacy Plan
Professional
Development / Staff
Engagement
• PD Days x 2 + follow-up
meeting
• Mentoring
• Modeling
• Collaborative Teaching
• Research Planners
• Information Literacy
Maps
• Websites
Documentation

25. Curriculum Development and Support
Service and Resource Provision
Curriculum
Development
Teaching
Mentoring
Literature
Information Skills
ICTs
Modeling
pedagogy
and ICTs
Helping
teachers embed
technologies
iCentre as change agent
Resource
provision
& advice

26. WHAT?

27. Key Planning Stages
• Research
• Rationale
• Implementation
Plan (Draft)
Integrated
Information
Literacy Plan
Professional
Development / Staff
Engagement
•
•
•
•
PD Days x 2
Mentoring
Modeling
Collaborative
Teaching
• Research Planners
• Information Literacy
Maps
• Websites
Documentation

28. Information Literacy Map year 7/8

29. Standard
Research
Proformas
and
Planners

30. Creating
Online
Learning
Spaces
US between the
Wars
Inspired Learning
at Iona
ROAD at Iona
Sustainability at
Iona (Rich learning
Task)

32. How are we doing so far?

33. All members of the Iona community: staff,
students, parents and tutors have access to a
wide range of standardised carefully selected
resources including research guidelines,
templates, subject-specific guides and
resources as well as opportunities to contribute
to and provide feedback about the website.

34. Developing an standardised developmental
inquiry skills framework…which nurtures
self learning, encourages students to ask
questions and seek help when needed (self
efficacy) ✔
Developing skills in higher order thinking ✔
Developing a range of technology-based
skills for enabling students to engage in
digital information ✔

35. Resource provision is constantly reviewed
and changed to embrace new technologies
and resource formats ✔
Working collaboratively with teaching staff
to ensure rich guided inquiry opportunities
are provided to students ✔
Reading / literature initiatives (ROAD at
Iona) are immersed with appropriate
technologies ✔

36. Enablers
Library personnel ✔
Support of executive ✔
Appropriate library structures are in place ✔
Collaborations with teaching faculty ✔
Advocacy ✔
Web platform that provides a consistent
approach / message is robust, current and
ubiquitous. ✔

38. Contact Details
Leonie McIlvenny
leoniem@westnet.com.au
www.studyvibe.com.au

39. What is Guided Inquiry?
Guided inquiry is a planned, supervised and targeted
intervention into developing information literacy and
enhancing learning.
This approach or methodology to learning provides a
means by which teachers are able to tailor learning
experiences and opportunities, resources and processes
to the needs and abilities of each student according to
intended curriculum learning outcomes.
http://www.asla.org.au/policy/Guided-inquiry-and-the-curriculum.aspx

40. Guided Inquiry offers an integrated unit of inquiry
planned and guided by an instructional team allowing
students to gain deeper understandings of subject area
curriculum content and information literacy concepts. It
combines often overlooked outside resources with
materials in the school library. The team guides students
toward developing skills and abilities necessary for the
workplace and daily living in the rapidly changing
information environment of the 21st century.
Kuhlthau, Maniotes & Caspari, 2007 and teachers, together

41. Essentially, GI seeks to scaffold students at the points in
the information search process where they cannot
proceed without difficulty
The essence of Guided Inquiry is that it places demands
on students’ meta-cognitive capacity and literacy as well
as information literacy skills.
By Pru Michell and Sue Spence, with grateful acknowlegement to Dr Ross J Todd
pp. 5-8.
ACCESS, Vol. 23, Issue 4, 2009,

42. Essentials of guided inquiry
Strategic Planning informed by curriculum and
student needs
Collaboration
Open Inquiry
Reflection
Feedback
Interventions
Deep Learning
Information Search Process
Evidence-based practice

43. Zone of Intervention
The zone of intervention in information seeking may be
thought of in a similar way. The zone of intervention is that
area in which an information user can do with advice and
assistance what he or she cannot do alone or can do only with
difficulty. Intervention within this zone enables individuals
to progress in the accomplishment of their task. Intervention
outside this zone is inefficient and unnecessary, experienced
by users as intrusive on the one hand and overwhelming on
the other.
http://comminfo.rutgers.edu/~kuhlthau/information_search_proc
ess.htm