Information Literacy Session on: Evaluating Online Sources
Lesson 5: Research- on your own (Narrowing/broadening topic; information timeline). Putting together a product: a website.
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.
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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 Creation as a Process; Information Has Value; Research as Inquiry; Scholarship as Conversation; Searching as Strategic Exploration
Knowledge Practices: acknowledge they are developing their own authoritative voices in a particular area and recognize the responsibilities this entails, including seeking accuracy and reliability, respecting intellectual property, and participating in communities of practice; give credit to the original ideas of others through proper attribution and citation; organize information in meaningful ways; synthesize ideas gathered from multiple sources; cite the contributing work of others in their own information production; contribute to scholarly conversation at an appropriate level, such as local online community, guided discussion; manage searching processes and results effectively Dispositions: use frequent self-evaluation/develop awareness of the importance of assessing content with a skeptical stance and with a self-awareness of their own biases and worldview; see themselves as contributors to the information marketplace rather than only consumers of it; maintain an open mind and a critical stance; value persistence, adaptability, and flexibility and recognize that ambiguity can benefit the research process; seek multiple perspectives during information gathering and assessment; seek appropriate help when needed; follow ethical and legal guidelines in gathering and using information; recognize they are often entering into an ongoing scholarly conversation and not a finished conversation; suspend judgment on the value of a particular piece of scholarship until the larger context for the scholarly conversation is better understood; understand the responsibility that comes with entering the conversation through participatory channels; value user-generated content and evaluate contributions made by others; persist in the face of search challenges, and know when they have enough information to complete the information task. Etc. |
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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 (3. Making critical choices about information sources to use.); Create (3. Systematically questioning and assessing the validity and accuracy of information.); Share (2. Involving diverse perspectives in their own inquiry processes.); Grow (1. Performing ongoing analysis of and reflection on the quality, usefulness, and accuracy of curated resources). Etc. |
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International Society for Technology in Education (ISTE). Standards for Students and Educators https://www.iste.org/standards/for-students ISTE for Students: Global Collaborator. Students: 7a. use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning; 7b. use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints; 7c.contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal. 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. |
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Texas School Library Standards Strand 2: Inquiry/ Students: use an inquiry-based learning model that requires students to pursue, create, and share knowledge
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 Strand 5: Safe and Nurturing Environment 5.4.1 Library program activities: Allow students to practice digital literacy skills; Connect students with information and each other; • Use print and digital resources to personalize learning for students |
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Lesson Objectives/What am I learning? The information literate student…
Learning Outcomes/Why did I learn this? [Demonstration of Learning]
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Lesson Cycle: This is mostly a time to research and ask questions.
Part 1. Engagement: Warm-Up/Opening/The “hook”
Teaching Strategy/Instructional Procedure: Web Exploration. The librarian shows students a website on Texas history.
Learning Strategy/ Procedure: share out
Instructions: Let’s look at my website on Texas history. What works here? What can be improved?
Resources: My website: http://adrianssubjectguide.weebly.com/
Part 2. Review: The librarian can review concepts that are unclear.
Part 3. Think-Pair-Share: Share your project with someone (or the group) and get some feedback.
Part 4. (Individual / Independent Practice): Start uploading content, or send content to librarian to start uploading it into a class webpage.
Part 5. Evaluation: Ask for help, or feedback. The librarian can review concepts that are unclear.
Homework: By now, you should have some resources to share on a topic: a career, an issue, or something else. What is missing? (e.g., pictures, videos, etc.)
Essential Question: Did you include information that you did not agree with? What new ideas did you come up with? What information is still missing? How are you going to mix the information to make it personalized? How will you share your information?
Guiding Questions: How do you gather information, add your own perspective, and communicate it with others?
Resources: Not a requirement, but you can ask your parent(s) or caregiver(s) permission to use apps or programs to make presentations. Then send the librarian the embed code or link.
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
