Using Information Literacy to Promote Critical Thinking in Language Classrooms

Professional Trainer: Jeffery Verbeem & Judith Mavodza

Thursday, 7 March 2019 - From 09:00am to 12:00pm

Click here for Judith Mavodza's Bio Click here for Jeffery Verbeem's Bio

Course Description

This course focuses on how information literacy can be used in EFL classrooms to enhance critical thinking abilities and engage students in lifelong learning. Information literacy abilities assist individuals in identifying information needs and locate, access, evaluate and using information based on an information need. Information literacy competencies are foundational skills needed to support critical thinking and encourages students to think critically about class discussions. In the EFL classroom, information literacy and critical thinking are crucial to the learning process as it encourages a greater depth of interest and participation from students and fosters a more meaningful learning environment through active participation.

Course Aim

The aims of this PD course are to:

  • Introduce teachers to the concepts of information literacy and critical thinki
  • Place information literacy and critical thinking in the EFL context to illustrate their relevance and importance in the classroom and beyond Identify frameworks and models for information literacy
  • Discuss and illustrate information literacy exercises to promote problem solving and increase analytical skills in students
  • Enable teachers to adapt information literacy exercises to their curriculum and classroom needs
  • Share resources and identify potential allies and collaborators

Anticipated Outcomes

As a result of attending this course, participants will be able to:

  • Locate, access, evaluate, and use information more effectively
  • Develop information literacy and critical thinking in EFL classrooms
  • Develop instructional collaboration
  • Improve their ability to teach and assess information individually and in collaboration with school librarians or media specialists
  • Enhance their use of reflective practice
  • Support them as they become instructional leaders

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