Information Literacy Plan

Katie Capshaw FRIT 7136 - Fall 2012 Georgia Southern University Dr. Judith Repman

Action Example Template

GRADE: 7th TEACHER(S): Holly Smith CONTENT TOPIC: Greek Mythology STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS Standard: Standard 1 Inquire, think critically, and gain knowledge. Skills Indicator(s): 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connections for using this process in own life. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. Benchmark(s): 1.1.1 Use a critical -thinking process that involves asking questions, investigating the answers, and developing new understandings for personal or academic independent-learning activities. 1.1.8 - Use technology resources such as online encyclopedias, online databases, and Web subject directories, to locate information. - Implement keyword search strategies - select and use grade-level-appropriate electronic reference materials and teacher-selected websites to answer questions. - Use a variety of search engines to do advanced searching. Dispositions Indicator(s): 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 1.2.3 Demonstrate creativity by using multiple resources and formats. 1.2.7 Demonstrate persistence by continuing to pursue information to gain a broad perspective. 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): 1.4.1 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.3 Monitor gathered information, and assess for gaps or weaknesses. 1.4.4 Seek appropriate help when it is needed. CONNECTION TO LOCAL OR STATE STANDARDS ELACC7RI1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC7RL6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. ELACC7RL9: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means or understanding how authors of fiction use or alter history.

ELACC7W6: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. ELACC7W7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. ELACC7W8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. ELACC7W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. ELACC7SL5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. OVERVIEW: Seventh grade students will practice research and citation skills by researching a Greek god or goddess of their choice as part of a mythology unit and correctly citing their information. Using the information, pictures, videos, and other media the students find they will create a Prezi presentation complete with citations to be compiled into a class wiki. FINAL PRODUCT: Students will learn how to locate and cite print resources within the media center and on-line resources using the SLMS created pathfinder: http://www.livebinders.com/play/play?id=660016 to gather information and media to create a Prezi about a Greek god or goddess of their choice complete with MLA format citations. Presentations will be compiled into a class wiki to share with each other and parents. LIBRARY LESSON(S): Students will receive a review of how to locate print materials using Destiny the SLMCs on-line catalog as well as how to locate print resources using Galileo and other appropriate websites provided in the pathfinder. Students have been taught these skills previously, but will be given a brief review. The lesson will focus on how to properly cite information found and used for their presentations using MLA format. ASSESSMENT Product : The teacher, SLMS, and students will assess the Prezis for appropriate information, media from print and on-line resources, and MLA format citations using a rubric. Process : SLMS and teacher observe the students as they use print and on-line resources to locate information on their god or goddess, create a Prezi, and cite the information in correct MLA format. Student self-questioning

1. 2. 3. 4. 5.

What sources should I use? How do I locate appropriate sources? Did I take enough notes and find appropriate pictures or other media? Do I have all the required information to complete the Prezi? Did I use correct MLA format to cite my sources? INSTRUCTIONAL PLAN Resources students will use: Online subscription database(s) Web sites Reference Books Other: pathfinder: http://www.livebinders.com/play/play?id=660016 Instruction/activities o Direct instruction: The SLMS will use the SmartBoard in the SLMCs computer lab to go over the contents of the pathfinder and show the various resources assembled. Students will be given a MLA format handout to keep in their notebooks as a reference. SLMS will teach the MLA format and its components will showing various MLA citations on the SmartBoard. o Modeling and guided practice: SLMS will demonstrate on the SmartBoard how to find information using one of the web resources and Galileo. Then the SLMS will demonstrate how to take correct notes and cite the sources using correct MLA format. All students will cite a source on their computers while the SLMS and a few students share on the Smart Board. o Independent practice: Students will then begin researching their god or goddess creating notes and citations as they find appropriate information. The teacher and SLMS will move about the lab checking and assisting students. The students will return on another day guided by the teacher to finish their research. The SLMS will be on hand to assist. o Sharing and reflecting: As the teacher and SLMS spot exemplary student citations, they will ask the students to share their work on the SmartBoard with the class. Research Pathfinder: http://www.livebinders.com/play/play?id=660016 Reflection of collaboration and lesson: I was fortunate enough to collaborate with my counterpart 7th grade English teacher Holly Smith. Holly and I collaborate weekly on Thursdays during our planning time for the following weeks. We discussed the mythology unit for several weeks and located different resources on our own and then shared at our meetings. I put together the pathfinder, and Holly checked it and gave suggestions. I gave her instruction on how to create a Prezi, and she created one over several weeks. We discussed a few times during our planning time until she felt comfortable instructing her students in how to build their own Prezis. This is our 3rd year working together, so we have a great repoire and trust which made it easy to collobrate. I suspect that with another teacher whom I had not worked with so much it would be more difficult. The lesson went as well as I suspected. The students in 7th grade this year are quite rambunctious and lively, but are engaged by technology. It is tough to deliver instruction because they are very talkative. However, having both myself and the Mrs. Smith in the class along with the inclusion teacher during the inclusion class helped keep students on topic. The SmartBoard also helped students stay focused. I kept the instruction to short chunks followed by guided practice

to keep students on task. Several students were easily lost and confused, but were brought back up to speed quickly by myself or Mrs. Smith. We had several Special Ed students who needed continuous help by the Special Ed inclusion teacher. Results Overall, all of the students left the lesson having been able to locate information about their god or goddess, at least one note, and citation of the source. All in all, I would say it was successful lesson. Some students will required help when they returned to complete their research, but most were able to work independently. The Prezis turned out pretty good for the most part. There were of course a few students who didnt finish the task or who had substandard work, but most students were very much engaged and excited to work with this new medium. Rubric See next page for rubric. The rubric will be used by the following people: Students will use to self-assess their prezi. Peers will assess 1-3 other students prezi. Teacher and/or SLMS will use the rubric to assess each students prezi.

Greek god or goddess Prezi Rubric

Category

4 points(Excellent)

3 points(Expected) 3 or less resources including print and non print. Reliable sources used

2 points (Acceptable) 2 or less resources print and non print included. Most are reliable sources.

1 points (Unacceptable)
Less than 4 resources. Does not include print and non-print resources. Most are unreliable resources. Few resources are cited. Many mistakes in MLA format.

Resources 4 or more resources used including print and web. All Sources were reliable and appropriate.

Citations

All sources are cited. None or very few mistakes in MLA format.

Most sources are cited. Few mistakes in MLA format.

Some resources are cited. Some mistakes in MLA format. Presentation is somewhat interesting and attractive. Includes at least 3 slides. Mostly text with a few pictures or graphics.

Prezi

Presentation is pleasing to the eye and interesting. Includes at least 6 slides and a variety of media not just text.

Presentation is pleasing to the eye and fairly interesting. Includes at least 4 slides with some variety of media with a lot of text.

Presentation is dull and not very creative or attractive. Includes less than 3 slides or unfinished slides. All text with no or inappropriate media.