Information Literacy Plan April Olorunfemi Georgia Southern University

Grade: 7th Teacher(s): Ms. Olorunfemi (SLMS), Ms. Putman (teacher) Content Topic: MEDIAs the Word is an thematic seventh-grade Language Arts unit that focuses on resources to support Expository and Persuasive writing genres. The activities in this unit are arranged to promote student confidence and cultivation of online search and inquiry when it comes to researching for information. Oftentimes students feel that they are limited in their information sources. These students erroneously find one dominant source of information such as an encyclopedia or Wikipedia (online source) to base their research. Students are not knowledgeable about the process of research in terms of identification of a variety of relevant sources of information. They usually do not consider multimedia, print and web sources to make research more extensive and well rounded. STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS
Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

Skills Indicator(s): 1.1.6 - Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. Benchmark(s): - Identify information formats that are utilized on a day to day basis. Dispositions Indicator(s): 2.2.4 - Demonstrate personal productivity by completing products to express learning. Responsibilities Indicator(s): 1.3.2 - Seek divergent perspectives during information gathering and assessment. Self-Assessment Strategies Indicator(s): 4.4.6 - Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs. CONNECTION TO LOCAL OR STATE STANDARDS Content Area: Language Arts Grade Level: 7th Georgia Performance Standards and Elements: Listening Speaking and Viewing: ELA7LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools. When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student:

a. Analyzes the effect on the viewer of image, text, and sound in electronic journalism. b. Identifies the techniques used to achieve the effects studied in each instance. When delivering and responding to presentations, the student: a. Gives oral presentations or dramatic interpretations for various purposes. b. Organizes information to achieve particular purposes and to appeal to the background and interests of the audience. c. Shows appropriate changes in delivery (e.g., gestures, vocabulary, pace, visuals). d. Uses language for dramatic effect. e. Uses rubrics as assessment tools. f. Responds to oral communications with questions, challenges, or affirmations. g. Uses multimedia in presentations. Writing: ELA7W3 The student uses research and technology to support writing. The student a. Identifies topics, asks and evaluates questions, and develops ideas leading to inquiry, investigation, and research. b. Gives credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations. c. Includes researched information in different types of products (e.g., compositions, multimedia presentations, graphic organizers, projects, etc.). d. Documents sources. e. Uses electronic media to locate relevant information. OVERVIEW: After numerous attempts to familiarize students with the process of research for their Expository unit, Ms. Putman, asks the Media Specialist, Ms. Olorunfemi, to help her with her task. Ms. Olorunfemi talked with Ms. Putman about her goals for her students as well as background information about her particular classes. Ms. Putman welcomed the opportunity to collaborate with Ms. Olorunfemi . Ms. Putman surveyed her students interest and prior knowledge on research sources. When this information was presented to the SLMS, Ms. Olorunfemi took an active role in helping Ms. Putman understand the needs of the 21st Century Learners. This conversation led to the launch of an exciting unit of Media that would produce culminating activities that supported the Language Arts genres, Georgia Performance Standards and 21st Century Learning Standards. Inquiry Questions: (teacher focuses on these questions during the classroom lessons) 1). How are reference sources used in research writing and reporting? 2). How can reference sources be used together in writing? 3). How should writers use a thesaurus to improve their writing? 4). How do printed reference books differ from online/electronic references? 5). Should all information be in electronic form (available online or for download)? Why or Why not?

FINAL PRODUCT:
Make-A-Vacay

Students will create a travel brochure acting as travel agents for a family of 4. Students will chose a vacation destination for the fictional family and write an informative paper and create a persuasive brochure that details excursions, transportation, dining and accommodations, photos, and price rates from online sources such as Priceline.com and Hotwire.com. The 1 page research paper will be constructed in class through the Writing Process, Prewrite, Compose, Evaluate, Revise, Edit and Publish to be typed. Students will present their brochure assignments to the class.

LIBRARY LESSON(S):
As a whole group the SLMS will present a brief lectured overview of reference sources. Students will explore the reference section of the Media Center as and activator. Students will identify the characteristics and usage of a variety of reference books while interacting with group members in a scavenger hunt activity. Students will answer the essential question as well as name and describe three types of reference books discussed in the media center activity. See Attached Handout.

ASSESSMENT Product Product Performance and Purpose: Students will create a travel brochure acting as travel agents for a family of 5. This project will consist of two parts, a research paper and an actual brochure constructed from poster board. Students will chose a vacation destination for the fictional family and write an informative paper and create a persuasive brochure that details excursions, transportation, dining and accommodations, photos, and price rates from online sources such as Priceline.com and Hotwire.com. The 1 page research paper will be constructed in class through the Writing Process, Prewrite, Compose, Evaluate, Revise, Edit and Publish to be typed. Students will present their assignments to the class. Process: SLMS and teacher observe student actions throughout two 50 minute lessons, answering questions as needed. The second being allotted for construction of final products. Student self-questioning Did I understand my task? Did I listen carefully enough to find the information I need? Did I participate and contribute to the group learning activity?

INSTRUCTIONAL PLAN Resources Students Will Use: Assortment of Dictionaries (ex. rhyming, students, American), Encyclopedias (dinosaurs, student, World), Almanacs (Farmers, World, Hispanic), Thesauri, and Indexes. Reference Handout to complete activity (See handouts.) Website- www.priceline.com, www.delta.com, INSTRUCTION /ACTIVITIES o Direct instruction: (Procedures/Sequence): Addressing class initially as a whole group, the SLMS will introduce the Reference section of the media center. She will then ask students to name all the available reference books in the media center. Ask students to tell me what type of information is found in the book. Ask students what sources do they use to find out information about a topic (news, weather, historical events and people). Ask students which book offers the most information. Discuss and address student responses as a whole group. Distribute student reference handout o Modeling and guided practice: Use handout to generate prior knowledge about each research topic Students will form groups of 4 around the media center round tables. Each table will display different set of reference book examples. Students will examine the information in the examples of reference books on each table to complete the reference section handout. o Independent practice: Students will rotate tables in order to examine the information in various types of reference books, (almanacs, dictionaries, thesauri, encyclopedias, indexes, and atlases.) They will rotate to all tables recording characteristics of each book on their reference handout at a speed of 3 minutes per table. o Sharing and reflecting: The last 12 minutes of the lesson, students will review and share reference source characteristics. They will take the reference handout home for review and complete the travel brochure the following day. ASSESSMENT OF STUDENT LEARNING AND RESULTS Assessment: Student progress will be informally observed. When students were placed in group for brochure collaboration, they each decided to plan a specific area of research based on

SLMS research guidelines for the final product. The 22 students in class all showed an interest in the change of learning environment and instructor. This served as a motivation to collaborate with others. Students were surprised to know that they had forgotten most of their basic understanding of print reference sources. This basic understanding had been replaced with more digital real estate, as books are not the preferred medium of information. Though all students felt the internet was a much faster solution they all demonstrated an understanding and appreciation for nonfiction, print media forms of research sources. The groups were excited about planning a vacation for a family. With the help of concierge and travel planning websites students were able to compare and contrasts which resources medium are most appropriate for certain task.

Results: All of the 22 students actively contributed to the Make-a-Vacay activity. There were great ideas contributed and students even suggested taking an active role in their planning their next family vacations. I think all of the students were able to grasp something meaningful from the Information literacy plan. The students felt proud about presenting and displaying their artistic brochures.

Reflection: All of these efforts seek to expand and capture all student interest while allowing students with exceptional needs to grasp the material in a stimulating, safe, supportive, environment. This lesson was unique and engaging and offered Ms. Putman an opportunity to see her students in another environment. I think teachers should observe their students, whenever possible, in multiple settings. This is a great way for students to feel that learning is not a passive activity. Once Ms. Putman expressed her goals for her students and her frustration. I was able to determine that change had definitely come. Chang had come to the minds and interests of our students. Though this lesson was quite small it allowed many of our students to connect with another part of the world and briefly experience the accessibility of culture, information and life that information can bring. Collaboration with Ms. Putman was a breeze. She was prepared to share information about her students. This information helped us to determine where their needs lie. Once a need was identified, Ms. Putman and I chose to give students real world experiences for our students to envision. We both felt good about putting meaningful information in their grasp through empowering them with the know-how to navigate.

Reference Materials
The books in the Reference section are the only books in the library that you can not check out. You are encouraged to use these resources all you want in the Media Center. Lets look at each of the major types of reference materials. On each table is a group of reference books. A different type of Reference book is on each table. Your job is to analyze the books to find out what are the major characteristics and uses of that book. AlmanacCharacteristics: I would use it when What other reference tool is it most like and why? AtlasCharacteristicsI would use it when What other reference tool is it most like and why? DictionaryCharacteristicsI would use it when What other reference tool is it most like and why? EncyclopediaCharacteristics I would use it when What other reference tool is it most like any why? IndexCharacteristicsI would use it when What other reference tool is it most like and why? Thesaurus CharacteristicsI would use it when What other reference tool is it most like and why?

Pathfinder: http://mahoganymedia.webs.com/ Information Literacy tab