MEDT 7474 Fall 2013 Judith Lee Information Literacy Standards

*Note-I am not a classroom teacher so I have very limited experience with lesson activities. Lesson Activities are be based on observations. Information Literacy Standard: Standard 1: The student who is information literate accesses information efficiently and effectively. Lesson Activities Students were assigned a research project regarding World War II. They used the media center catalog to find print and online sources available to complete their assignment. Some students narrowed their focus on D-Day and found books that were specifically about that subject. Other students took a broader view. Several students also found online sources in the catalog. After finding their World War II sources, the students used their assignment sheets to determine if the books/websites were sufficient to accomplish their assignment. Some students found that the books they had found did not have enough information so they had to find additional sources as a supplement. Students took notes from their sources and used that information to decide how to present their findings to the class. Some students opted to make timelines while others made graphs of the data they had collected. Students were given an assignment to do research on the animal of their choice. Many students chose an animal that they were familiar with because it was their family pet. Others decided to pick animals that they were interested in because they had read about them in a book or saw it on television. Students were given a reading and writing assignment on Fractured Fairy Tales. They each selected an original fairy tale from the media center and completed a connection reflection (summary and connection to story and character.) Then they took the fairy tale and mixed it up (fractured it) to create their own Grade Level(s) 5

Standard 2: The student who is information literate evaluates information critically and competently.

Standard 3: The student who is information literate uses information accurately and creatively. Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests. Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.

2&3

Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.

Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.

Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.

original fairy tale. Working in the media center, I often observed Target students as they came in to do independent research. Many of these students tended to have a different approach to information seeking. Rather than stopping with the required one or two sources for a project, they would often search for additional sources to support what they had found. In addition, these students are self-directed and are very motivated to find as much information as they can. I have discussed the issue of equitable access with the media specialist at my school. She indicated that it is not too much of an issue at our particular school because of demographics. However, students are encouraged to be mindful of cultural perspectives when doing research, especially for sensitive subjects. For example, 5th graders have an immigration day. They do research of what it was like to be an immigrant who traveled to the United States and the experiences they had upon entering the US. The research culminates in an immigration day where students dress up and are given roles to play that would mimic the actual experiences of early immigrants. The media specialist introduced Destiny Quest to the 4th and 5th grade students. She made sure to emphasize the importance of learning to use technology responsibly. In particular, she taught students that Destiny Quest is to be used for book reviews and recommendations, not abused as a messaging tool. She also told the students that any misuse of Destiny Quest would result in their privileges being suspended and their account blocked from further use. Students were very excited about their first foray into social media but had to be warned that anything they post should be of value and should be appropriate. I think this is one of the most important lessons a child should be taught in this increasingly digital world. Often students (particularly teenagers) will post something inappropriate online and not realize that it is a direct reflection of their character.

3-5

4&5

Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.

Group research projects are much more common in higher grades but I have had the opportunity to observe a few instances where teachers assigned two or three students to a group. One assignment involved a biography project on a historical figure like Eleanor Roosevelt or Martin Luther King, Jr. Each group had to research the figure, create a trifold with a timeline, and come up with an informational game that was connected to their person. The students did the research together but split up the actual work for the final product which was presented to all of the other 3rd grade classes.