Rubric Evaluation

Evaluation Rubric:     GROUP CASE STUDY

1.   CONTENT (applies to Presentation plus Written report)                                                                    Nmae:   

	LEVEL 4	LEVEL 3	LEVEL 2	LEVEL 1
Identification of the Main Issues/ Problems	Identifies & understands all of the main issues in the case study	Identifies and understands most of the main issues in the case study	Identifies and understands some of the issues in the case study	Identifies and understands few of the issues in case study
Analysis of the Issues	Insightful and thorough analysis of all the issues	Thorough analysis of most of the issues	Superficial analysis of some of the issues in the case	Incomplete analysis of the issues
Comments on effective solutions/strategies  (The solution may be in the case already or proposed by you)	Well documented, reasoned and pedagogically appropriate comments on solutions, or proposals for solutions, to all issues in the case study	Appropriate, well thought out comments about solutions, or proposals for solutions, to most of the issues in the case study	Superficial and/or inappropriate solutions to some of the issues in the case study	Little or no action suggested, and/or inappropriate solutions to all of the issues in the case study
Links to Course Readings and Additional Research	Excellent research into the issues with clearly documented links to class (and/or outside) readings	Good research and documented links to the material read	Limited research and documented links to any readings	Incomplete research and links to any readings

2.   PRESENTATION

		LEVEL 4	LEVEL 3	LEVEL 2	LEVEL 1
	Delivery and Enthusiasm	Very clear and concise flow of ideas. Demonstrates passionate interest in the topic and engagement with the class.	Clear flow of ideas Demonstrates interest in topic and engagement with the class.	Most ideas flow but focus is lost at times Limited evidence of interest in and engagement with the topic	Hard to follow the flow of ideas. Lack of enthusiasm and interest.
	Visuals	Visuals augmented and extended  comprehension of the issues in unique ways	Use of visuals related to the material	Limited use of visuals loosely related to the material	No use of visuals.
Staging		Uses stage effects, such as props, costumes, sound effects, in a unique and dramatic manner that enhances the understanding of the issues in the case study	Uses stage effects, such as props, costumes, sound effects, in an effective manner to extend understanding of the issues in the case study	Limited use of stage effects, and/or used in a manner that did not enhance the understanding of the issues in the case study.	No use of stage effects
Involvement of the class: -Questions -Generating discussion -Activities		Excellent and salient discussion points that elucidated material to develop deep understanding Appropriate and imaginative activities used to extend understanding in a creative manner	Questions and discussion addressed important information that developed understanding Appropriate activities used to clarify understanding	Questions and discussion addressed surface features of the topic Limited use of activities to clarify understanding	Little or no attempt to engage the class in learning
Response to Class Queries July 6, 2004		Excellent response to student comments and discussion with appropriate content supported by theory/research	Good response to class questions and discussion with some connection made to theory/research	Satisfactory response to class questions and discussion with limited reference to theory and research	Limited response to questions and discussion with no reference to theory/research

Evaluation Rubric:     CREATE YOUR OWN CASE STUDY

1.   CASE STUDY of an incident from your practicum placement                          Name:

	LEVEL 4	LEVEL 3	LEVEL 2	LEVEL 1
Context and Background Information	The episode is clearly situated with the appropriate details e.g. grade level, subject being taught etc.	The episode is situated with most of the appropriate details	The episode has few of the appropriate details	No context or background information
Content	Incidents are interesting and realistically portrayed	Incidents are interesting but not realistically portrayed	Incidents are realistically portrayed but not interesting.	Incidents are neither interesting, nor realistically portrayed.
Writing Skills	Writing is totally free of errors Report of the episode is very concise	There are occasional errors. Report could be tightened a little	There are more than occasional errors  Report could be tightened quite a lot	Errors are frequent  Report of the episode is extremely long-winded.
Format	Format is appropriate and enhances the understanding of the critical episode in a creative and dramatic manner throughout the case	Format is appropriate and enhances the understanding of the critical episode in dramatic manner for most the case	Format is appropriate and enhances the understanding of the critical episode some of the time	Format is appropriate but seldom enhances the understanding of the critical episode

2.   ANALYSIS: Making connections from theory/evidence to your practice

	LEVEL 4	LEVEL 3	LEVEL 2	LEVEL 1
Identification of the Main Issues/ Problems	Identifies, labels and understands five to seven main issues from five to seven different chapters, and the problems/questions are all relevant and diverse.	Identifies, labels and understands four of the main issues from four of the chapters, and the problems/questions are mostly relevant and diverse.	Identifies, labels and understands three of the issues from three of the chapters, and the  problems/questions are somewhat relevant and diverse.	Identifies, labels and understands two of the issues from two of the chapters, and the problems/questions are relevant and diverse.
Analysis of the Issues	Insightful and thorough analysis of all the problems/questions	Thorough analysis of most of the problems/questions	Superficial analysis of some of the problems/ questions in the case	Incomplete analysis of the problems/questions
Comments on effective solutions  (Solution in the case already or proposed by you)	Well documented, reasoned and pedagogically appropriate comments on solutions to all problems/questions	Appropriate, well thought out comments on solutions to most of the problems/questions	Superficial comments about solutions to some of the problems/ questions	Superficial comments and at times inappropriate solutions to some of the problems/ questions
Links to Course Readings and Additional Research	Excellent research into the problems/questions with clearly documented links to the material read in class and possibly additional material	Good research and documented links between the problems/ questions and the material read	Limited research and links between the problems/questions and the material read in class	Incomplete research and links between the problems/questions the material read in class

KNOWLEDGE FORUM DISCUSSION                                                                                          Name:

	LEVEL 4	LEVEL 3	LEVEL 2	LEVEL 1
Conceptual Understanding	Demonstrates a clear and deep understanding of the theory and the “big ideas” presented in the chapter.	Demonstrates clear understanding of the ideas presented in the theory presented in the chapter.	Demonstrates limited/surface understanding of the theory presented.	Demonstrates superficial  understanding of the theory.
Identifies Issues/Problems (if applicable)	Demonstrates a clear and deep understanding of an issue/problem in the case study.	Demonstrates deep understanding of an issue/problem in the case study.	Demonstrates limited/surface understanding of an issue/problem in the case study.	Demonstrates superficial understanding of an issue/problem in the case study.
Connections:  Theory and Practice	Makes appropriate, insightful and powerful connections between the issue/problem and the theory.	Makes appropriate and insightful connections between the issue/ problem and the theory.	Makes appropriate but somewhat vague connections between the issue/problem and the theory.	Makes little or no connection between the issue/problem and the theory.
Referenced Sources	Accurately and precisely integrates conceptual material from the text. Uses specific concepts and terms extensively with page numbers references.	Accurately integrates conceptual material from the text. Specifically uses some concepts and terms with page numbers references.	Limited integration of the conceptual material from the text. Limited use of concepts and terms from the chapter with page number references.	Integrates few or no concepts from the chapter. Very limited use of concept and terms from the chapter.
Recommendations	Makes realistic, appropriate and insightful recommendations clearly supported by the information presented and the theory from the chapter.	Makes realistic and appropriate recommendations clearly supported by the information presented and the theory from the chapter.	Makes realistic or appropriate recommendations supported by the information presented and the theory from the chapter.	Makes realistic or appropriate recommendations with limited support from the information presented and the theory from the chapter.
Assumed a Variety of Roles	Demonstrated leadership and initiative.	Took on a variety of roles including leadership.	Fulfilled a supportive role.	Demonstrated limited engagement.
Writing Skills	Writing is totally free of grammar and spelling errors. Clear and concise presentation of ideas.	There are occasional spelling errors. Clear presentation of ideas	There are more than occasional spelling errors. Most ideas are presented clearly.	Spelling errors are frequent  Hard to follow the ideas.

How does the Internet work ?

1. What is the Internet?
Internet is aglobal nexwork of computer each computer connected to the internet must have a unique address.
a global system of interconnected computer networks that use the standard Internet Protocol Suite (TCP/IP) to serve billions of users worldwide. It is a network of networks that consists of millions of private, public, academic, business, and government networks, of local to global scope, that are linked by a broad array of electronic and optical networking technologies. The Internet carries a vast range of information resources and services, such as the inter-linked hypertext documents of the World Wide Web (WWW) and the infrastructure to support electronic mail.


2. What is Inter protucol?(IP Addrress)
Find out what IP address your machine is referenced as to outside parties. This is useful for network administrators and network gaming. This page shows you information about your computer connection to the Internet and web browser settings. This site is developed and maintained by Alien Productions.


3. What is the OSI Model?Communication standards 7 layer.


The Open System Interconnection Reference Model (OSI Reference Model or OSI Model) is an abstract description for layered communications and computer network protocol design. It was developed as part of the Open Systems Interconnection (OSI) initiative. ...en.wikipedia.org/wiki/OSI_model


The OSI, or Open Systems Interconnect (Reference) Model, is an abstract hierarchy developed by the ISO that provides a standardized conceptual framework for the functional components of a heterogeneous computer network. ...mixonline.com/mag/audio_pedant_big_box_5/ A 7 layer reference model to standardize communication networks.www.internet-phone-provider.com/internet-phone-provider-technical-dictionary.htm


4. What is Internet Infrastructure?


The overall responsibility for managing Internet Protocol address or domain names at upper levels is vested in the Internet Assigned Numbers Authority (IANA), which delegates the actual administration of most functions to other bodies.
At global regional levels, the principal bodies providing allocation and registration services that support the operation of the Internet globally are:


RIPE NCC (Réseaux IP Européens Network Coordination Centre)
ARIN (American Registry for Internet Numbers)
APNIC (Asia Pacific Network Information Centre)
LACNIC (Latin American and Caribbean IP address Regional Registry)
AfriNIC (African Regional Registry for Internet Number Resources)


5. What is domain names ?


A domain name is an identification label that defines a realm of administrative autonomy, authority, or control on the Internet, based on the Domain Name System (DNS).
Domain names are used in various networking contexts and application-specific naming and addressing purposes. They are organized in subordinate levels (subdomains) of the DNS root domain, which is nameless. The first-level set of domain names are the top-level domains (TLDs), including the generic top-level domains (gTLDs), such as the prominent domains com, net and org, and the country code top-level domains (ccTLDs). Below these top-level domains in the DNS hierarchy are the second-level and third-level domain names that are typically open for reservation by end-users that wish to connect local area networks to the Internet, run web sites, or create other publicly accessible Internet resources. The registration of these domain names is usually administered by domain name registrars who sell their services to the public.


6. What is world wide web?and its services?


The World Wide Web, abbreviated as WWW and commonly known as the Web, is a system of interlinked hypertext documents accessed via the Internet. With a web browser, one can view web pages that may contain text, images, videos, and other multimedia and navigate between them by using hyperlinks. Using concepts from earlier hypertext systems, English engineer and computer scientist Sir Tim Berners-Lee, now the Director of the World Wide Web Consortium, wrote a proposal in March 1989 for what would eventually become the World Wide Web.At CERN in Geneva, Switzerland, Berners-Lee and Belgian computer scientist Robert Cailliau proposed in 1990 to use "HyperText [...] to link and access information of various kinds as a web of nodes in which the user can browse at will", and publicly introduced the project in December
"The World-Wide Web (W3) was developed to be a pool of human knowledge, and human culture, which would allow collaborators in remote sites to share their ideas and all aspects of a common project.


7. How many Internet users in Thailand?


Year : Total
Source


2009 18,300,000 NECTEC
2008 16,100,000 NECTEC
2007 13,416,000 NECTEC
2006 11,413,000 NECTEC
2005 9,909,000 NECTEC
2004 6,970,000 NECTEC
2003 6,000,000 NECTEC
2002 4,800,000 NECTEC
2001 3,500,000 NSO/NECTEC
2000 2,300,000 ISP Club/NECTEC
1999 1,500,000 ISP Club/NECTEC
1998 670,000 NECTEC/Internet Thailand
1997 220,000 NECTEC/Internet Thailand
1996 70,000 NECTEC
1995 45,000 NECTEC
1994 23,000 NECTEC
1993 8,000 NECTEC
1992 200 NECTEC
1991 30 NECTEC


source : http://www.internet-phone-provider.com/

Lady Gaga



Abstract/Excusive summary

This report show the profile of Lady Gaga and the career beginning, Musical style and influences that she is inspired by  artists such as David Bowie and Queen, as well as pop singers such as Madonna and Michael Jackson. She has also stated fashion is a source of inspiration for her songwriting and performances.

She is one of the best singers and musical artists of nowadays, but most of people don’t like her music videos because they are inappropriate for children under 13, but she makes everybody laugh on the floor lots of times. She also knows how to entertain people and come up with her own style.

Anyway Lady gaga look like bad performance and her clothed not good, but if we understand why she do like this we should be know well the reason of her and also like her more.

Stefani Joanne Angelina Germanotta better known by the stage name Lady Gaga, is an American recording artist. She began performing in the rock music scene of New York City's in 2003 and enrolled at New York University's of the Arts.
During her early time at Interscope, she worked as a songwriter for fellow label artists and captured the attention of Akon, who recognized her vocal abilities, and signed her to his own label, Kon Live Distribution.
The album later earned a total of six Grammy Award nominations and won awards for Best Electronic/Dance Album and Best Dance Recording.
In early 2009 she embarked on her first headlining tour, The Fame Ball Tour. By the fourth quarter of the year, she had released her second studio album, with the global chart-topping lead single "Bad Romance.
Lady Gaga is inspired by glam rock artists such as David Bowie and Queen, as well as pop singers such as Madonna and Michael Jackson. She has also stated fashion is a source of inspiration for her songwriting and performances. Gaga was ranked the 73rd Artist of the 2000.
 As of August 2010, Gaga has sold more than 15 million albums and 51 million singles worldwide. In May 2010, Time magazine included Gaga in its annual Time 100 list of the most influential people in the world. In June 2010.

Career beginnings

The first song she produced with RedOne was "Boys Boys Boys. She moved into an apartment on the Lower East Side and recorded a couple of songs with hip-hop singer She also started the Stefani Germanotta Band with some friends from NYU.Her father did not understand the reason behind her drug intake and could not look at her for several months. Music producer Rob Fusari, who helped her write some of her earlier songs, compared some of her vocal harmonies to that of Freddie Mercury. Fusari helped create the moniker Gaga, after the Queen song "Radio Ga Ga". Germanotta was in the process of trying to come up with a stage name when she received a text message from Fusari that read "Lady Gaga."

She was known as Lady Gaga that the name resulted from a marketing meeting. Throughout 2007, Gaga collaborated with performance artist Lady Starlight, who helped create her onstage fashions.

In August 2007, Gaga and Starlight were invited to play at the American Lollapalooza music festival. The show was critically acclaimed, and their performance received positive reviews. Having initially focused on electronic dance music, Gaga found her musical when she began to incorporate pop melodies and the vintage glam rock of David Bowie and Queen into her music.

 Musical style and influences

Gaga has been influenced by glam rock artists such as David Bowie and Queen, as well as pop music artists such as Madonna, Britney Spears and Michael Jackson.

Gaga has identified fashion as a major influence. Gaga has her own creative production team, which she handles personally. The team creates many of her clothes, stage props, and hairdos.  Her love of fashion came from her mother, who stated was "always very well kept and beautiful as the Top Fashion Buzzword with her trademark "no pants".

Gaga's albums have received mostly positive reviews  in pop music, the need for new movements in popular culture, the attention Gaga brings to important social issues.

Gaga attributes much of her early success as a mainstream artist to her gay fans and is considered to be a rising gay icon. Early in her career she had difficulty getting radio airplay, and stated, "The turning point for me was the gay community. I've got so many gay fans and they're so loyal to me and they really lifted me up. They'll always stand by me and I'll always stand by them. It's not an easy thing to create a fanbase.

source : http://en.wikipedia.org/wiki/Lady_Gaga ( Before Lady Gaga )

Reference sources

1.Where can you find information about Nobel Prize?

•    http://nobelprize.org/
•    http://en.wikipedia.org/wiki/Nobel_Prize

   Who get the Nobel Prize this year?

•    Michael Jackson

2.Go to Encyclopedia Online at http://library.spu.ac.th Search for the history of automobiles or computer. Summarize the information you get.

• The history of the automobile begins as early as 1769,  In 1806, the first cars powered by internal combustion engines running on fuel gas appeared, which led to the introduction in 1885 of the ubiquitous modern gasoline- or petrol-fueled internal combustion engine. Cars powered by electricity briefly appeared at the turn of the 20th century but largely disappeared from commonality until the turn of the 21st century, when interest in low- and zero-emissions transportation was reignited. As such, the early history of the automobile can be divided into a number of eras based on the prevalent method of automotive propulsion during that time. Later periods were defined by trends in exterior styling and size and utility preferences.The history of the automobile begins as early as 1769, with the creation of steam-powered automobiles capable of human transport. 

3.What is the difference between general book and reference book?

• Reference book are a book to which you can refer for authoritative facts, but general book are don't have.

4.When do you need to search information from the reference collection?

• The reference collection contains words to which users rifer for particular pieces of information. For example, people may refer to a dictionary for the spelling of a word, or an atlas to find a place.

• When you begin to find information on a subject, the first step is to define exactly     what you want to know. It is often useful to start with a reference work, since dictionaries and encyclopaedias, in particular, provide brief introductory explanations of subjects, and are usually easy to use.

5.What type of reference collection that you like to use most? and why?

• Dictionaries because are used to find the meaning of words, when I want to know about information or meaning that can help me to find. There are many categories of dictionary, foreign language it's convenience to fine meaning of word.

sorce : www.reference.com/

Chapter 3 Sources of Knowledge : Libraries

why the library is important for the learning process?

The important of the library is to helps us to read and imagine things. mainly in library we have books. books helps us to educate and helps us to be intelligent. it helps in exams and in test etc....and the library can conect people with the information they want.To achieve education and recreational need.

Experience from Using Library

My experience in using library are since I was young girls I like to read in many kind of books,usually my Dad teach me about reason and why we might be read. So everyday I was in school's library. In my house has many kind of books, espectually healty's book and historical.

Search 5 books, 5 journals and 5 online databases from http://library.spu.ac.th (Identify title and call number) 
     5 books

-Marketing Management Call#:HF5415.13K67M2003

-Who's who in Thailand 2009 Call#: CT 1541 W46 2008 -Love Sick Call#: VCDT2716 ช561ล 255 - One Love Call#: VCDT2723 ท375อ 2551

- JETRIN MOVE  Call#:VCDT2728 จ686จ 2551  5Journals -The 100 Show : the nineteenth annual of the American Center for Design.Action asia -Action Asia -Advanced Thailand Geographic -4p marketing -AD:l'arte dell'abitare 5 online databases  -Digital Dissertation -ThaiLIS Digital Collection -Thai Thesis Online-ABI inform -ASCE

Information Literacy

Information literacy


Several conceptions and definitions of information literacy have become prevalent. For example, one conception defines information literacy in terms of a set of competencies that an informed citizen of an information society ought to possess to participate intelligently and actively in that society


The American Library Association's (ALA) Presidential Committee on Information Literacy, Final Report states, "To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (1989).


Jeremy Shapiro & Shelley Hughes (1996) define information literacy as "A new liberal art that extends from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural, and philosophical context and impact


Information literacy is becoming a more important part of K-12 education. It is also a vital part of university-level education (Association of College Research Libraries, 2007).


On May 28, 2009, U.S. California Governor Arnold Schwarzenneger posted an Executive Order establishing a California ICT Digital Literacy Leadership Council and an ICT Digital Advisory Committee.


On October 1, 2009, U.S. President Barack Obama's designated October 2009 "National Information Literacy Awareness Month


History of the concept


The phrase information literacy first appeared in print in a 1974 report by Paul G. Zurkowski, written on behalf of the National Commission on Libraries and Information Science. Zurkowski used the phrase to describe the "techniques and skills" known by the information literate "for utilizing the wide range of information tools as well as primary sources in molding information solutions to their problems".


Subsequently a number of efforts were made to better define the concept and its relationship to other skills and forms of literacy. Although other educational goals, including traditional literacy, computer literacy, library skills, and critical thinking skills, were related to information literacy and important foundations for its development, information literacy itself was emerging as a distinct skill set and a necessary key to one's social and economic well-being in an increasingly complex information society.


A seminal event in the development of the concept of information literacy was the establishment of the American Library Association's Presidential Committee on Information Literacy, whose 1989 final report outlined the importance of the concept. The report defined information literacy as the ability "to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" and highlighted information literacy as a skill essential for lifelong learning and the production of an informed and prosperous citizenry.


The committee outlined six principal recommendations: to "reconsider the ways we have organized information institutionally, structured information access, and defined information's role in our lives at home in the community, and in the work place"; to promote "public awareness of the problems created by information illiteracy"; to develop a national research agenda related to information and its use; to ensure the existence of "a climate conducive to students' becoming information literate"; to include information literacy concerns in teacher education; and to promote public awareness of the relationship between information literacy and the more general goals of "literacy, productivity, and democracy."


The recommendations of the Presidential Committee led to the creation later that year of the National Forum on Information Literacy, a coalition of more than 90 national and international organizations.


In 1998, the American Association of School Librarians and the Association for Educational Communications and Technology published Information Power: Building Partnerships for Learning, which further established specific goals for information literacy education, defining some nine standards in the categories of "information literacy", "independent learning", and "social responsibility".


In 2003, the National Forum on Information Literacy, together with UNESCO and the National Commission on Libraries and Information Science, sponsored an international conference in Prague with representatives from some twenty-three countries to discuss the importance of information literacy within a global context. The resulting Prague Declaration described information literacy as a "key to social, cultural and economic development of nations and communities, institutions and individuals in the 21st century" and declared its acquisition as "part of the basic human right of life long learning".


On May 28, 2009, U.S. California Governor Arnold Schwarzenneger signed Executive Order S-06-09 establishing a California ICT Digital Literacy Leadership Council, which, in turn, is directed to establish an ICT Digital Literacy Advisory Committee. "The Leadership Council, in consultation with the Advisory Committee, shall develop an ICT Digital Literacy Policy, to ensure that California residents are digitally literate." The Executive Order states further: " ICT Digital Literacy is defined as using digital technology, communications tools and/or networks to access, manage, integrate, evaluate, create and communicate information in order to function in a knowledge-based economy and society..." The Governor directs "...The Leadership Council, in consultation with the Advisory Committee... [to] develop a California Action Plan for ICT Digital Literacy (Action Plan)." He also directs "The California Workforce Investment Board (WIB)... [to] develop a technology literacy component for its five-year Strategic State Plan." His Executive Order ends with the following: " I FURTHER REQUEST that the Legislature and Superintendent of Public Instruction consider adopting similar goals, and that they join the Leadership Council in issuing a "Call to Action" to schools, higher education institutions, employers, workforce training agencies, local governments, community organizations, and civic leaders to advance California as a global leader in ICT Digital Literacy" .


Information literacy rose to national consciousness in the U.S. with President Barack Obama's Proclamation designating October 2009 as National Information Literacy Awareness Month [8]. President Obama's Proclamation stated that "Rather than merely possessing data, we must also learn the skills necessary to acquire, collate, and evaluate information for any situation... Though we may know how to find the information we need, we must also know how to evaluate it. Over the past decade, we have seen a crisis of authenticity emerge. We now live in a world where anyone can publish an opinion or perspective, whether true or not, and have that opinion amplified within the information marketplace. At the same time, Americans have unprecedented access to the diverse and independent sources of information, as well as institutions such as libraries and universities, that can help separate truth from fiction and signal from noise."


His Proclamation ends with: "NOW, THEREFORE, I, BARACK OBAMA, President of the United States of America, by virtue of the authority vested in me by the Constitution and the laws of the United States, do hereby proclaim October 2009 as National Information Literacy Awareness Month. I call upon the people of the United States to recognize the important role information plays in our daily lives, and appreciate the need for a greater


Specific aspects of information literacy (Shapiro and Hughes, 1996)


In "Information Literacy as a Liberal Art", Jeremy J. Shapiro and Shelley K. Hughes advocated a more holistic approach to information literacy education, one that encouraged not merely the addition of information technology courses as an adjunct to existing curricula, but rather a radically new conceptualization of "our entire educational curriculum in terms of information".


Drawing upon Enlightenment ideals like those articulated by Enlightenment philosopher Condorcet, Shapiro and Hughes argued that information literacy education is "essential to the future of democracy, if citizens are to be intelligent shapers of the information society rather than its pawns, and to humanistic culture, if information is to be part of a meaningful existence rather than a routine of production and consumption".


To this end, Shapiro and Hughes outlined a "prototype curriculum" that encompassed the concepts of computer literacy, library skills, and "a broader, critical conception of a more humanistic sort", suggesting seven important components of a holistic approach to information literacy:


Tool literacy, or the ability to understand and use the practical and conceptual tools of current information technology relevant to education and the areas of work and professional life that the individual expects to inhabit.


Resource literacy, or the ability to understand the form, format, location and access methods of information resources, especially daily expanding networked information resources.


Social-structural literacy, or understanding how information is socially situated and produced.


Research literacy, or the ability to understand and use the IT-based tools relevant to the work of today's researcher and scholar.


Publishing literacy, or the ability to format and publish research and ideas electronically, in textual and multimedia forms … to introduce them into the electronic public realm and the electronic community of scholars.


Emerging technology literacy, or the ability to continuously adapt to, understand, evaluate and make use of the continually emerging innovations in information technology so as not to be a prisoner of prior tools and resources, and to make intelligent decisions about the adoption of new ones.


Critical literacy, or the ability to evaluate critically the intellectual, human and social strengths and weaknesses, potentials and limits, benefits and costs of information technologies.


Ira Shor further defines critical literacy as "[habits] of thought, reading, writing, and speaking which go beneath surface meaning, first impressions, dominant myths, official pronouncements, traditional clichés, received wisdom, and mere opinions, to understand the deep meaning, root causes, social context, ideology, and personal consequences of any action, event, object, process, organization, experience, text, subject matter, policy, mass media, or discourse".


source:http://en.wikipedia.org/wiki/Information_literacy