Information Literacy Session on: Evaluating Online Sources
Lesson 4: Digital Citizenship (netiquette, cybersecurity).
Standards
Note: To address college readiness, several state and national standards have been selected, emphasizing related skills and concepts. However, while this lesson touches on several of these, not all of these will be assessed here.
|
Association for College and Research Libraries (ACRL). Information Literacy Competency Standards for Higher Education. http://www.ala.org/acrl/standards/ilframework
Frame(s): Authority Is Constructed and Contextual; Information Has Value Knowledge Practices: define different types of authority...; give credit where credit is due; articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain; Dispositions: develop awareness of the importance of assessing content with a skeptical stance and with a self-awareness of their own biases and worldview; respect the original ideas of others; value the skills, time, and effort needed to produce knowledge; see themselves as contributors to the information marketplace rather than only consumers of it... |
|
American Association for School Librarians (AASL). National School Library Standards for Learners, School Librarians, and School Libraries (AASL Standards) https://standards.aasl.org/wp-content/uploads/2018/08/180206-AASL-framework-for-learners-2.pdf Domain(s): Think, Create, Share, and Grow Shared Foundation(s): Inquire, Include, Collaborate, Curate, Explore, Engage Think (2. Understanding the ethical use of information, technology, and media); Create (2. Acknowledging authorship and demonstrating respect for the intellectual property of others.); Share (2. Disseminating new knowledge through means appropriate for the intended audience.); Grow (2. Reflecting on the process of ethical generation of knowledge). Etc. |
|
International Society for Technology in Education (ISTE). Standards for Students and Educators https://www.iste.org/standards/for-students
ISTE for Students: Creative Communicator. Students: 6a. choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication; 6b. create original works or responsibly repurpose or remix digital resources into new creations; 6c. communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations; 6d. publish or present content that customizes the message and medium for their intended audiences. |
|
Texas School Library Standards Strand 4: Digital Learning. 4.6.0 The library encourages students to use digital intellectual property responsibly, understand current copyright rules, make responsible online decisions, understand the significance of a digital identity, and use positive digital citizenship practices. 4.6.1 90% of students are taught to: • Maintain a reputable digital identity • Model effective use of the tenets of digital citizenship • Use digital intellectual property responsibly |
|
Lesson Objectives/What am I learning? The information literate student…
Learning Outcomes/Why did I learn this? [Demonstration of Learning]
Not covered in this lesson: Rhetoric styles & history, argument formulas, logic (proofs & fallacies), oratory. |
Lesson Cycle
Part 1. Engagement: Presentation on issues of Digital Citizenship (copyright and fair use, cyberbullying, cybersafety)
Teaching Strategy/Instructional Procedure: Conversing
Learning Strategy/ Procedure: share out
Instructions: Have you ever been bullied online? Can you share an example? What role does cyberbullying play in information and communication?; How do we avoid breaking copyright?;
Resources: What is Cyberbullying? https://www.stopbullying.gov/sites/default/files/2017-10/cyberbullying-infographic.pdf
https://www.stopbullying.gov/sites/default/files/2017-10/stop-bullying-infographic.pdf
In Spanish: https://www.stopbullying.gov/sites/default/files/2017-10/stop-bullying-infographic-spanish-final.pdf
Copyright and Fair Use: https://www.copyright.gov/title17/title17.pdf
Cybersafety: https://www2.ed.gov/free/features/cybersecurity.html
Part 2. Direct instruction: Modeling
I do: The librarian will model a few short examples of fair use and copyright, (e.g., terms of agreement, what you post online never goes away) cyberbullying issues (e.g., trolling), and tips on cybersafety.
We do: The librarian will show you a few examples and you have to figure out what these are, (what the problem I and how to fix it)
Teaching Strategy/Instructional Procedure:
Learning Strategy/ Procedure:
Instructions:
Part 3. Guided Practice:
Elaboration: You do- Watch this video on whether students should have homework, and analyze it using the Toulmin method: http://neatoday.org/2014/05/13/should-schools-be-done-with-homework/
Part 4. (Individual / Independent Practice): Work on your homework assignment.
Part 5. Evaluation: Closing/Demonstration of Learning
Now that you know a bit more about copyright and fair use, how will you give credit where credit is due? Now that you know a bit more about cybersecurity, what three things can you do right now to stay safe online?
Review (The Plagiarism Game)
Instructions: To see what you absorbed today, take a study break by playing the Plagiarism Game: Goblin Threat (https://www.lycoming.edu/library/plagiarism-game/)(created by the Lycoming College, Snowden Library, Williamsport, PA).
Homework: By now, you should have looked at several sources. Narrow down at least three different perspectives to include in a report on your topic. How will you give credit where credit is due?
Essential Question: How do you share information, stay safe online, and interact with others in a digital environment?
Guiding Questions: Are you an author? What does it mean to be an author? Why should we give credit to people’s work?
Credits:
"Lesson Plan Worksheet" borrowed (and adapted) from Colorado State University, at https://writing.colostate.edu/guides/teaching/esl/plansheet.cfm, and DIDS.org, Instructional Resources, at https://www.dallasisd.org/Page/46749
- by Adrian M. Spring, 2020
