Cristine Jade A.
Toledo
BSE-English 4A
Ms. Christine Nemes
Before attending the information literacy workshop, I believe I have prior knowledge
when it comes to crafting a lesson plan. I know the basics like creating objectives, planning what
activities to utilize, how I will assess if the students are learning, etc. But when it comes to
integrating information literacy into lessons. I didn’t have enough idea on how to integrate it
within the content I was teaching. I thought that information literacy was a different thing, like a
subject where students will learn separate from subjects of lessons.
The workshop helped me realize that lesson planning is really important and should be
made much more intentional and purposeful. I didn’t know how many aspects are there to
consider when you are teaching with the intention of helping your students be critically engage
with the information that is given to them. I always thought that giving them facts or knowledge
is enough, but no, the process of searching and using information is just as important as the
content itself. What surprised me was how much effort a teacher goes into scaffolding students’
learning to ensure that they know how to gather and use information before they dive into the
content. I assumed that the students already have these skills prior. But then, I realized that
these skills, just like other academic skills, need to be taught and practiced. The challenge is
that, as a teacher, you have to think about what you want your students to learn and at the
same time, how they will engage with the information and how they will apply it. It’s a lot more
complex than I initially thought. One of the impacts it has brought me is that information literacy
is much of an ongoing process. It is not just a one time thing, a short term plan, rather, it is
something that needs to be revisited over time. It made me feel like I should remake not just a
single lesson, but the way I approach instruction. I started thinking about considering how I
could integrate information literacy within my lessons, so that it becomes a regular part of the
learning experience instead of a separate subject or lesson.
What I like most about the experience is that it pushes you to be creative. The workshop
really helped me see that you don’t have to teach students just by merely making them read
articles or do some research projects; there are more and different activities that could help
them become critical thinkers. I was able to think of new methods that I wouldn’t have thought of
otherwise. On the other hand, I find it challenging to balance the need for students to develop
these skills with the actual content of the lesson. It feels like I should reorganize the way I was
planning, and that, I think, is overwhelming, especially when you are trying to ensure that
everything is connected logically. I think it really takes time to revisit and align everything, but in
the end, I know that it will make the lesson more effective and [Link] the
workshop, I’ve learned that teaching information literacy is not just about teaching students how
they will find information, but also knowing why it matters. It's about helping them develop a
thinking where they will approach the sources and information with a critical eye. I also learned
that it is crucial for me to practice these skills— if I do not demonstrate how to analyze
information critically, then, my students won;t pick it up.
Overall, the experience made me more aware that we, as educators, have great
responsibility on teaching students to be savvy consumers of information. It is not just about
giving them the information they need for exams; it is about preparing them to face a world full
of narratives and information. I know that this new perspective will make me a better teacher in
the future, and hopefully, I will be able to give my students the tools they need to survive in an
increasingly complex world.
