Information Literacy Plan

Jeanna Edge

FRIT 7136

Instructor: Dr. Repman

http://biographypathfinder.weebly.com/

Grade: 5th

Content Topic: Biographies

SLMS: JJ Edge

Teacher: Laura Hill

STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS:Standards: 1. Inquire, Think Critically, and Gain Knowledge

2. Draw Conclusions, Make Informed Decisions, Apply Knowledge to new situations, and Create New Knowledge

3. Share Knowledge and Participate ethically and productively as members of our democratic society

Skills Indicator(s):1.1.4 Find, evaluate, and select appropriate sources to answer questions

1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.

1.1.6 Read, view, and listen for information presented in any format in order to make inferences and gather meaning.

1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.

1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

1.1.9 Collaborate with others to broaden and deepen understanding.

2.1.1 Continue an inquiry-based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.

2.1.2 Organize knowledge so that it is useful.

2.1.4 Use technology and other information tools to analyze and organize information.

2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems

2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.

3.1.6 Use information and technology ethically and responsibly.

Benchmark(s): Grade 51.1.1 Generate questions and practice different ways to locate and

evaluate sources that provide needed information

1.1.2 Identify and use appropriate sources to acquire background information

1.1.4 Understand the library’s scheme and what main topics are included in each section

Select and use appropriate sources, including specialized reference sources and databases, to answer questions

Use multiple resources to locate information

1.1.5 Evaluate facts for accuracy

Distinguish between fact and opinion

Select information to answer questions or solve a problem

1.1.6 Paraphrase or summarize information in various formats

1.1.7 Recognize facts when two different sources conflict and seek additional sources to verify accuracy

1.1.8 Search an online catalogue to locate information

Use selected websites and periodical databases to find appropriate information

Use selected search engines to find appropriate information

Use software or online tools to record and organize information

1.1.9 Work in teams to produce original works or solve problems

Respect others’ opinions through active listening and questioning

2.1.2 Organize information in a way that is appropriate for the assignment or question

2.1.4 Use word processing, drawing, presentation, graphing, and other productivity tools to illustrate concepts and convey ideas.

2.1.5 Work in groups to create and evaluate pictures, images, charts, for reports and presentations

2.1.6 Experiment with text and visual media to create products

Check for correctness, completeness, and citation of sources

3.1.4 Use various technology tools to retrieve and organize information

Use a variety of media and formats to create and edit products that communicate syntheses of information and ideas

3.1.6 Credit all sources properly with title, author, and page number

Practice responsible use of technology and describe personal consequences of inappropriate use

Dispositions Indicator(s):1.2.3 Demonstrate creativity by using multiple resources and formats.

1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.

2.2.1 Demonstrate flexibility in use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.

3.2.3 Demonstrate teamwork by working productively with others.

Responsibilities Indicator(s):1.3.1 Respect copyright/intellectual property rights of creators and producers.

1.3.3 Follow ethical and legal guidelines in gathering and using information.

1.3.5 Use information technology responsibly.

Self-Assessment Strategies Indicator(s):1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.

2.4.1 Determine how to act on information (accept, reject, modify).

CONNECTION TO LOCAL OR STATE STANDARDS:NCTE/IRA National Standards for the English Language Arts

7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

NETS for Students

1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.a. Apply existing knowledge to generate new ideas, products, or processesb. Create original works as a means of personal or group expressionc. Use models and simulations to explore complex systems and issues

2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and mediab. Communicate information and ideas effectively to multiple audiences using a variety of media and formatsd. Contribute to project teams to produce original works or solve problems 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information.a. Plan strategies to guide inquiryb. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and mediac. Evaluate and select information sources and digital tools based on the appropriateness to specific tasksd. Process data and report results

Common Core Standards

CC.5.R.L.1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CC.5.R.I.7 Integration of Knowledge and Ideas: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

CC.5.R.I.9 Integration of Knowledge and Ideas: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

CC.5.SL.5 Presentation of Knowledge and Ideas: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

CC.5.W.2.b Text Types and Purposes: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

CC.5.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

CC.5.W.7 Research to Build and Present Knowledge: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

CC.5.W.8 Research to Build and Present Knowledge: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

OVERVIEW:5th grade students will work in groups in order to create a digital biography that will be presented to the class. Students will use research skills in order to identify appropriate sources to gather and organize the information they find. Students will also use technology tools to design a digital presentation for their assignment.

FINAL PRODUCT: Students will present a digital biography to the class.

LIBRARY LESSON(S):

1) The SLMS will give students an overview of how to locate sources in the library. The SLMS will also cover finding and evaluating online sources. The SLMS will also discuss ethical use of information and online safety. The Pathfinder will be presented as a tool for students to use during their research.

2) The SLMS will instruct students on how to use PhotoStory to create a digital biography.

ASSESSMENT:

• Product

Students will complete an source evaluation tool to assess their sources validity. These online evaluation worksheets will be reviewed by the SLMS.

The final product, the digital biography, will be assessed using a rubric by both the teacher and the SLMS. Students will also use a list of questions to “grade” other groups’ work as they present. Feedback will be shared with the teacher and the group itself. Students will also use the rubric to self-assess their own presentations.

• Process

The teacher and the SLMS will observe students throughout the lessons ensuring understanding of lesson concepts as well as conduct in the library to ensure they are able to find resources in a timely manner.

The teacher and SLMS will also observe how students are working in groups and note any issues they find.

The SLMS and teacher will also move throughout the classroom to ensure ethical use and online safety are being met.

• Student self-questioning

Students will also complete a self-reflection questionnaire at the end of the lesson to assess their understanding of biographies. Another self-assessment will be in the form of a rubric to assess their performance as part of their group.

• Tools: Attachments for Assessment can be found at the end of the plan

INSTRUCTIONAL PLAN:

• Resources students will use: Online subscription database(s) Websites Books Reference Nonprint Periodicals/newspapers Other (list): Pathfinder: http://biographypathfinder.weebly.com/

• Instruction/activities

Lesson 1: Locating and Assessing Sources

o Direct instruction: The SLMS will review the areas of the library with students. She will remind students of the steps to use Destiny. The SLMS will distribute information to help students evaluate sources and discuss ethical use of information they find.

o Modeling and guided practice: The SLMS will project on the Smartboard websites and sources and have students help her to evaluate them according to the website evaluation tool. She will also model taking a quote from a reliable source and citing or paraphrasing it for the students in a report. The SLMS will also showcase the Pathfinder for students.

o Independent practice: Students will be allowed to begin the research process of finding sources. Students will begin to evaluate sources.

o Sharing and reflecting: The SLMS will encourage students to share the sources that they thought were helpful in their research with the rest of the class. She will also ask if any students came across information they felt to be untrue or biased.

Lesson 2: Designing a Digital Biography

o Direct instruction: The SLMS will review what the students have worked on so far. She will ask some questions about biographies and about finding sources for review. She will introduce the next step of the lesson - the digital presentation. A previous student’s work or a story the SLMS has created herself will be shown to the class.

o Modeling and guided practice: The SLMS will project a PhotoStory tutorial to the class. She will also work the room along with the teacher to aid students in creating and organizing their presentations.

o Independent practice: Students will begin work in groups to start planning and designing their PhotoStory.

o Sharing and reflecting: Students will share their presentations at the end of the lesson with the rest of the class in a “movie day” setting.

Modifications:

The SLMS may provide a pre-written tool with step by step instructions for students who are new to using a tool like PhotoStory. Also, the teacher and SLMS will work together to help evenly distribute groups so that peer to peer learning can take place and to ensure strong reading comprehension. One on one assistance and one teacher to one group support can also be provided.

Reflection:

The collaboration was touch and go with this lesson. I was working with a teacher in the afterschool program which I supervise so there was time to plan together and get organized, however, due to medical issues, we had to postpone the instruction twice. Most of the planning took place in brief conversations and over email. Because it was in an afterschool setting, we were able to reschedule without much difficulty.

I feel the students enjoyed the lesson, and I wish I had more time to devote to spreading it out a bit. We were able to start the PhotoStory lesson, but students still haven’t had a chance to complete them - they are still working, but we will have a “movie day” soon. Gathering information and scripting the biographies took longer than first expected.

Working in groups for the locating and evaluation of resources seemed to work. Students were able to spread out among computers and locate resources individually and then bring group members over to evaluate whether it was one that would be used. The groups working on PhotoStory was a different experience. There were a few times that the teacher and I had to remind students to share the controls of the computer.

Completing this assignment helped in my growth as an educator and a student. I have developed lesson plans for school before but have never implemented them in collaboration with a teacher acting as a SLMS. Using the AASL standards in a lesson was very eye-opening. With this one lesson, as you can see from the first section, several standards, strands, and benchmarks were reviewed. I never knew how many skills can be covered in one lesson - this was great for the teacher to see as well. The crosswalk used to help identify the standards surprised even her - it shows how more collaboration among teachers and SLMSs can really support both the educators in their work and the students in their learning.

Digital Biography Rubric – Source: http://www.rcampus.com/rubricshowc.cfm?code=S3CCW2&sp=true

Digital Biography

Excellent(N/A) You have shown that you have mastered our target skill. You have used that skill in your project without any major mistakes.

Good(N/A) You have shown that you understand our target skill. You have used that skill in your project with only a few minor mistakes.

Skills to Continue Working On(N/A) You have shown that you are struggling with our target skill. You have shown many mistakes in using that skill in your project.

Needs Improvement(N/A) At this time, a basic understanding of this skill is not being shown in your work.

Incomplete(N/A) This skill was not complete or included in this project.

Basic Technical Requirements 20 % You included a title, images, narration, bibliography and credits in the movie.

Excellent (40 points) You created a movie that incorporated all the basic organizational, image, and audio requirements.

Good (34 points) You created a movie that incorporated all but one of the basic organizational, image, and audio requirements.

Skills to Continue

Working On (28 points)You created a movie that incorporated all but two of the basic organizational, image, and audio requirements.

Needs Improvement (22 points) You created a movie that lacked three or more of the basic organizational, image, and audio requirements.

Incomplete (0 points)You did not include the basic organizational, image, and audio requirements.

Image Selection and Timing 10 % You selected quality images that had a direct correlation to the story and the narration taking place.

Excellent (20 points)You selected visually appealing images that had a direct correlation to the narration taking place in the movie. The selection of these images had a positive effect on the overall presentation.

Good (17 points)You selected visually appealing images that had a direct correlation to the narration taking place in the movie with one to two lapses.

Skills to Continue

Working On (14 points) You selected visually appealing images that had a direct correlation to the narration taking place in the movie with three lapses.

Needs Improvement (11 points) You selected visually appealing images that had a direct correlation to the narration taking place in the movie with four or more lapses.

Incomplete (0 points)Your group did not include images in your movie.

Narration and Fluency 30 % The student demonstrates the ability to read grade level text orally with accuracy, appropriate rate, and expression.

Excellent (60 points) The narrator read all the words in the script correctly, with expression and did not need long breaks to figure out the words.

Good (50 points) The narrator read all the words in the script correctly, with expression, but needed at least 1 long break to figure out the words.

Skills to Continue

Working On (40 points)The narrator read most of the words in the script correctly, but needed long breaks to figure out the words.

Needs Improvement (30 points) The narrator read some of the words in the script correctly, but needed long breaks and/or assistance to figure out the words.

Incomplete (0 points)The movie did not include narration.

Use of Technology

Excellent Good Skills to Needs Incomplete

30 % You demonstrated the ability to utilize the features in Photostory to create an appealing (visual and audio) movie.

(60 points) You used transition and motion features consistently to create interest in your movie. The audio was clear and could be easily understood.

(50 points) You used transition and motion features to create interest in your movie. The audio was clear and could be easily understood with a single lapse.

Continue Working On (40 points) You used transition and motion features to create interest in your movie with a lapse or two. The audio was clear and could be easily understood with two to three lapses.

Improvement (30 points) You did not use transition and motion features. The audio contained distractions that made it hard to understand.

(0 points)You did not use transitions or record audio.

Overall Presentation 10 % The biography was factual and detailed. Major events of historical significance were appropriately included.

Excellent (20 points) You utilized your research to create a factual account of your subject's life. Your presentation included events of historical significance.

Good (17 points) You utilized your research to create a factual account of your subject's life. Your presentation included events of historical significance, with one lapse.

Skills to Continue

Working On (14 points)You utilized your research to create a factual account of your subject's life. Your presentation included most of the events of historical significance, with one or two lapses.

Needs Improvement (11 points)You utilized your research to create a mostly factual account of your subject's life. Your presentation included events of historical significance, with one or two lapses.

Incomplete (0 points)You did not utilize research in completing this project.

Student Teamwork Rubric - Source: http://edtech2.boisestate.edu/hermanb/edtech506/Unit/Rubric/Rubric_Teamwork.pdf

Teamwork- I listened to team members. I shared many ideas. I helped solve problems. I did my own work and helped others.

I listened to team members. I shared many ideas. I did my own work and helped others.

I listened to team members. I shared some ideas. I did own work. I did not try to help others.

I did not listen or talk with team members. I did not do work. I did not try to help others.

Behavior- I followed all directions. I took part in all activities. I was helpful to others and shared many ideas. I tried new things.

I followed most directions. I took part in all activities. I was helpful to others. I said many nice things to other students.

I did not follow all directions. I took part in most activities. I was helpful to others. I said some negative things about others.

I did not follow directions. I said negative things about other people and the project. I was not helpful.

Organization I had all of the things needed for class work.

I had most of the things they needed for class work.

I had some papers or books for class work.

I did not bring papers or book for class work.

Time Management I used time well. My work was turned in on time or before it was due.

I used time well. Most of my work was done on time.

I did not use time well. Some of my work was not done on time.

I did not use time well. Little or none of my work was done on time.

Evaluating Sources Worksheet: Source: http://library.ndsu.edu/research-help/ndla-documents/

What is the author’s name(s)? What are the author’s qualifications (if given)? Have you heard of this author before / are you familiar with other works by the author?

Who is the intended audience? What age group/knowledge level is the author writing at? Would the source be considered popular or scholarly?

Is the author trying to inform, persuade, or sell products? Are multiple viewpoints given or does it seem one-sided?

What is the title of the chapter/article? Is it relevant to your field of study?

What is the title of the journal/book? Is it relevant to your field of study?

What is the level of coverage (i.e. brief overview or in-depth analysis)?

Who is the publisher? Have you heard of this publisher before / are you familiar with other works by the publisher?

What is the date of publication? Is the date appropriate for the material covered, or is the information out-of-date?

What format is the source published in (i.e. book, journal, newspaper, website, radio program, etc.)?

Does the author provide research data to support his/her claims?

Does the author provide a bibliography? If so, skim the bibliography. Does the author use relevant, current sources when preparing this work?

What is the author’s name(s)? What are the author’s qualifications (if given)? Have you heard of this author before / are you familiar with other works by the author?

Who is the intended audience? What age group/knowledge level is the author writing at? Would the source be considered popular or scholarly?

Is the author trying to inform, persuade, or sell products? Are multiple viewpoints given or does it seem one-sided?

What is the title of the chapter/article? Is it relevant to your field of study?

What is the title of the journal/book? Is it relevant to your field of study?

What is the level of coverage (i.e. brief overview or in-depth analysis)?

Who is the publisher? Have you heard of this publisher before / are you familiar with other works by the publisher?

What is the date of publication? Is the date appropriate for the material covered, or is the information out-of-date?

What format is the source published in (i.e. book, journal, newspaper, website, radio program, etc.)?

Does the author provide research data to support his/her claims?

Does the author provide a bibliography? If so, skim the bibliography. Does the author use relevant, current sources when preparing this work?

Student Self-Reflection Questions:

Students will complete a self-refection and assessment questionnaire at the end of the lesson, after all the presentations have been presented. This questionnaire will include some of the following questions:

Can you explain what a biography is to your parents?

Did you learn anything new about the person you chose to research?

Can you write a well organized biography?

How did your biography compare with the other classmates?

Was it easy to organize the information you collected?

What strategies did you find most helpful in your research?

Were there any sources you wish you had or had not included?

How well did you work as a team with your partners? Were you fair? Did you

listen to their ideas? Can you say that you are certain you did your part to help

your team?

If the teacher asked you to complete research on your favorite animal and write a

report, how would what you did in this assignment help you with the report?

What surprised you about the person you chose to research?

What surprised you about working with your partners?

Did you learn anything new by doing this assignment?

How will what you have learned about the person you researched change about

your life?

Did you have fun learning about the person?

Did you think this assignment would be fun when you began?

Peer Evaluation Questions:

The teacher will let the audience know that they will be able to ask questions of the group and will also fill out an evaluation of the presentation in order to provide feedback. Questions will include:

Was this presentation interesting? Why?

Did you learn something new about this person?

Did their presentation make you want to learn more about the person? Why?

Was their presentation easy to understand?