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Alford_Rebecca_Information Literacy Plan_FRIT_7136

Information Literacy Plan Rebecca B. Alford Georgia Southern University

GRADE: 12th Grade

TEACHERS: Ms. Hatcher, Ms. Burrell, Ms.Swinford

CONTENT TOPIC: To instruct 12th grade students on how to conduct research with print and online reliable sources including GALILEO, Infotrac and Google Scholar. Students will also be instructed on how to create citations for print and non print resources using Easy Bib an online subscription citation producer. The students will also be reminded of the importance of citing all resources accurately in the MLA sixth edition style format. STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS Standard 1: Inquire, think critically, and gain knowledge. Skill Indicator(s): 1.1.2 Use prior and background knowledge as context for new learning. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. Benchmarks: Explore general information sources to increase familiarity with the topic or questions. Identify the value of and differences among potential resources in a variety of formats. Use various search systems to retrieve information in a variety of formats. Seek and use a variety of specialized resources available from libraries, the Web, and the community. Describe criteria used to make resource decisions and choices. Dispositions Indicators: 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. 1.2.4. Maintain a critical stance by questioning the validity and accuracy of all information.

Responsibilities Indicators:
1.3.3 Follow ethical and legal guidelines in gathering and using information. 1.3.5 Using information technology responsibly.

Self Assessment Strategies Indicator(s):

3:1.1.Conclude an inquiry based research process by sharing new understandings and reflecting on the learning.

CONNECTION TO LOCAL OR STATE STANDARDS:

ELA12W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. ELA12W2 The student demonstrates competence in a variety of genres. The student produces expository (informational) writing to explain an idea or concept and/or convey information and ideas from primary and secondary sources accurately and coherently. ELA12W3 The student uses research and technology to support writing. ELA12C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. ELA12C2 The student demonstrates understanding of manuscript form, realizing that different forms of writing require different formats.

OVERVEW:
Twelfth grade students will come to the library for an instruction time that will be presented by Media Staff. The instruction will be on the use of approved online resources (websites ending in edu. or org.), online databases, and print materials. Using this information and data, students will create a 3-5 page senior thesis paper on a approved topic of their choice. The student is required to have a minimum of 5 print and/or non-print resources recorded with full citations in MLA 6th edition format. A works cited page and a title page are to be included.

FINAL PRODUCT:
Students learn how to print resources within the Media Center and electronic resources using the schools databases GALILEO, Infotrac, and Google Scholar found on http://www.effinghamschools.com/Page/8126 . These resources will be used to create their senior paper that can be written on the approved topic of their choice. They will properly cite their sources.

LIBRARY LESSONS:
Addressing the class initially as a whole group, the SLMS will start the presentation with the Information Revolution video. The group will then listen to a tutorial on where to find our databases and how to use the different types of materials by searching with keywords. The students are prompted on how to search our online catalog for relevant print materials. A handout (attached)will be given to each student that has all databases listed and has needed passwords. Examples of a specific topic (ie recycling because our county just started a recycling program) will include 5 different ways to research topics.
1. 2. 3. 4. 5. GALILEO GALE infotrac (fee based site) Google Scholar Destiny catalog Approved online source of their choice (depends on their topic)

Instruction will also include a reminder of how to cite their sources and how imperative it is do give references their credit. The students will then receive a MLA citation guide handout (attached) that will help cite their research information. This handout is for our students that need visual instruction and not just online information. The final product should be a 3-5 page paper, on the approved topic of their choice, with at least 5 citations/references, a title page, and a works cited page.

ASSESSMENT:
Product: The teachers, SLMS, and students will use the checkbric designed by the instructor (attachment #1) to assess the information that has been gathered during the search of sites and references that will be used for the paper. This will ensure that all required elements are included. Each student will also fill in the Senior Research Outline(attachment # 2) that will be provided by teachers. Students will use the how to find guide(attachment #3) to locate print materials in the Media Center. Request to photocopy (attachment #4) will be available for students to use if needed. Information packets will be given to each student that includes list of websites with their passwords (attachment 5), MLA citation guide (google attachment 6), and a bibliography guide (google attachment 7). Process: The teachers and SLMS will use the checkbric (attachment 1) to evaluate the students progress with their research and using adequate and approved resources for their paper. The teacher and the SLMS will use the Senior Outline (attachment 2) handout to access the students ability to use quotations properly using their own words and citing sources. The teacher and SLMS will observe each student to guide them to make sure they are accessing various databases, print materials and web tools by using the provided passwords and search tools provided. Student Self-questioning: Did I pick a topic that has variety of print and non-print resources available? Did I use resources that are available on the school web site and listed on the handouts? How do I locate the reliable sources? Did I fill in my outline thoroughly? How do I cite the sources?

INSTRUCTIONAL PLAN
Resources Students will use: Online database (s) School OPAC Web sites Reference Non-print Periodicals/newspapers School Media website --http://www.effinghamschools.com/Page/8126

Instructional/activities Direct Instruction: The SLMS will show a short video called Information Revolution. This video will be followed by a presentation using the LCD projector showing the students how to access the school web site and the media page. Handouts will be supplied to the students so they can follow the instruction on paper while the SLMS teaches. The students are then reminded where the print materials are located throughout the library and how they can access the availability of the material on the OPAC. The SLMS will reinforce the importance of citing sources and the ethical use of information. Modeling and Guided Practice: The SLMS will pick a topic and guide students on how to use the online databases to find the topic and its research. The media specialist reminds students of the passwords for each database and shows them where information is kept for student daily use. The SLMS will then show students how to use the school OPAC to find a book that may have information on their topic. The SLMA briefly discusses how the Dewey Decimal System has books on the same topics grouped together. The SLMS and teacher reiterate to students how important it is to complete outline that is provided by teacher. Independent Practice: The students will then be allowed to begin their research of their approved topic to verify it has at least 5 sources that can be used for the paper. The SLMS and teacher(s) will be encouraging each student to begin taking notes on their Senior Outline. They will also begin attempt to find a print resource by filling out the how to find sheet. After students locate

a book/magazine/newspaper, they will fill out the request to photocopy form if needed to copy any information. Sharing and Reflecting: The last ten minutes of the class will be a check-in time in which the student will share the information they have gathered with the SLMS or teacher. At this point, a topic should be finalized and the student should have at least three resources listed on their Senior Outline. Follow-up days: Teachers will schedule three more days for students to return and continue working on completing their research and outline. The SLMS and teacher will be available for assisting students to guarantee they are following directions and instructions. At the end of the fourth day, the SLMS will hand each student an opinion questionnaire survey (attachment 9). This survey should be counted as part of their grade to ensure each student completes the three easy questions.

Reflection
Collaboration- For this lesson, I used three senior English teachers. Two of the teachers were very excited and appreciated the help this SLMS offered. One of the teachers was not as willing to participate and therefore she did not follow through with coming all four days. All three of the teachers have been teaching the senior paper for years and welcomed the new ideas the SLMS gave them to help their students succeed. One advantage was that I could build on these teachers existing lesson plan. The teachers really appreciated the school web site having all the resources listed so students could easily access them at home or school. Finding time to meet was not too bad since all our English teachers have the same planning time. Next year will be more challenging due to the fact that our system is going back to seven period days. We have been on block scheduling. Lesson- The first day of instruction may have been a little overwhelming for students because we pack them full of information and give them many handouts. But allowing them three more scheduled visits to the media center gave each student plenty of time for questions and individual instruction. One really interesting observation was the difference in the three classes

(92 students) that I taught. The first and third classes were very interested in staying on task while the second class was very detached. The teacher of the second class informed me that they were her bad class but I feel it also had to do with the time of day. It was right before lunch. Maybe next time we could try an experiment and get some parents to bring in a snack to see if their attention to the lesson would be better. The opinion questionnaire was such a great measurement tool. I am glad the teacher included it as part of their grade because that is the ONLY way to get students to turn it in. Overall, I feel the plan was a huge success. This was based on my observation, the surveys, and successful grades. Most students were able to follow the checkbric and obtain full points for each section. A majority of the students were very good about working independently with a little guidance but we did have about a dozen students that needed extra instruction. Some of course wanted us to write the paper for them. We have a great advantage at our school that we have over 100 computers available in our lab and in our media center. We are also fortunate to have one other computer lab that is mostly used by our science classes so this frees up more time for the English classes. Our media lab has a full class schedule rotation therefore this gives students a whole class time to work on their paper and research. Next year will be a little more challenging because of the shorter class times but students will have English all year. Also next year I want to model the Senior Outline more and build my instruction around helping students not only find research but teach them how to add quotations to their papers with lead in instructions. This is something they will need to have knowledge about if they attend college.

Research Pathfinder- http://www.effinghamschools.com/Page/8126

Google documents : attachments 3,4,6,7 http://goo.gl/5h7Ao

Research CheckBric--- (Attachment 1) Planning 5 4 3 2 1 0 _____Researcher(s) chose a topic that has several available, reliable and variety of research:

_____question/topic or thesis prompted a meaningful "how or why exploration _____question/topic or thesis focused _____question/topic did not lend itself to readily available answers

Comments:

Gathering 5

_____Researcher(s) gathered information from a full range of quality electronic and print sources, including appropriate subscription databases and primary sources. Five resources were used and cited. _____used effective search strategies for locating information _____brainstormed key words, subject categories, related terms _____used appropriate syntax for search tools _____used appropriate search tools _____evaluated resources

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_____consulted balanced resources (books, journals, websites, primary sources, etc _____used five resouces

Comments:

Organizing

_____Researcher(s) processed and synthesized ideas and information from various sources to answer question or prove thesis.

_____avoided research holes (All important sources are included.) _____paraphrased effectively _____used "quotable" quotations (quotes truly worthy of quoting) _____integrated researchers own ideas with quoted and paraphrased material _____synthesized information to convey new understanding (researchers voice) _____used effective supporting evidence _____used structuring tool (graphic organizers, outlines) Comments:

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Documenting 5 4 3 2 1 0 _____Researcher(s) used information ethically

_____credited ideas, text, graphics, media _____followed in-text documentation format correctly _____followed Works-Cited/Works-Consulted format correctly

Comments:

Reflecting

____Researcher(s) reflected thoughtfully and specifically on the process ____completed opinion survey provided by teacher and SLMS.

Comments:

Developed in collaboration with Carol H. Rohrbach, Language Arts Coordinator, School District of Springfield Township.

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MLA FORMAT (attachment 2) Senior Research Outline

I. IntroductionTopic Sentence _____________________________________________________________ a. b. c. d. e. f. g. h. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ Thesis__________________________________________________________ Possible Quote to be included in this paragraph: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ______________________________________________________________ (Last name of author_______________________________, page # - NO COMMA IN BETWEEN JUST LEAVE A SPACE) or if a website without an author title; no title? Then piece of web address (ex: www.cdc.org_____________________)

Where will this go? (between which letters a-g)__________________________ How will you introduce this quote:?____________________________________ Smith states, ( 118). A website sponsored by the University of Virginia states, .. (http://www.va.edu). Researchers found, (Hodges 27). II. Body Paragraph One Topic Sentence _____________________________________________________________ a. b. c. d. ______________________________________________________________ _______________________________________________________________ _______________________________________________________________ ________________________________________________________________

e. QUOTE #1 __________________________________________________________________ __________________________________________________________________

13 __________________________________________________________________ ______________________________________________________________ (Last name of author______________page #) or if a website without an author-title; no title? Then piece of web address (Web address __________________) Where will this go? (between which letters a-g)__________________________ How will you introduce this quote:?__________________________________ f. Quote#2 _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _________________________________________________________________ (Last name of author_________________page #) or if a website without an author, title; No title? Piece of web address(Web address _____________________) Where will this go? (between which letters a-g)__________________________ How will you introduce this quote:?__________________________________ III. Body Paragraph Two Topic Sentence _____________________________________________________________ a. _______________________________________________________________ b. _______________________________________________________________ c. _______________________________________________________________ d. _______________________________________________________________ e. QUOTE#3 _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________ (Last name of author_________________page #) or if a website without an author title; no title? Piece of web address (Web address _____________________) Where will this go? (between which letters a-g)__________________________ How will you introduce this quote:?__________________________________

14 f. Quote #4 __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ____________________________________________________________ (Last name of author_________________, year______________, page #) or if a website without an author (Web address __________________, year updated or viewed _____________________) Where will this go? (between which letters a-g)__________________________ How will you introduce this quote:?__________________________________ IV. Body Paragraph Three Topic Sentence _____________________________________________________________ a. b. c. d. e. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ QUOTE #5 __________________________________________________________________ __________________________________________________________________ _________________________________________________________________ _______________________________________________________________ (Last name of author_________________page #) or if a website without an author title; no title? Piece of web address (Web address _____________________)

Where will this go? (between which letters a-g)__________________________ How will you introduce this quote:?__________________________________ f. Quote#6 _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ___________________________________________________ (Last name of author______________ ______________, page #) or if a website without an author title; no title? Piece of web address (Web address _____________________) Where will this go? (between which letters a-g)__________________________ How will you introduce this quote:?__________________________________

15 V. Conclusion Topic Sentence _____________________________________________________________ a. b. c. d. e. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Possible Quote to be included in this paragraph: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ______________________________________________________________ (Last name of author_________________page #) or if a website without an author- then title; no title? Piece of web address (Web address _____________________)

Where will this go? (between which letters a-g)__________________________ How will you introduce this quote:?______________________________________

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(ATTACHMENT 5)

SOUTH EFFINGHAM HIGH SCHOOL USERNAMES AND PASSWORDS FOR MAGAZINE DATABASES

The following resources are accessible via our school website: www.effinghamschools.com Select South Effingham High School from the drop down box of schools. Under the Education tab, select Media Center tab as 1st choice. At the Media Center link, select: General Resources tab.

Gales Infotrac Magazine Database o From Home: Use password: mustangs o Includes full-text magazine, newspaper, and peerreviewed academic journal articles; book reviews, and multimedia NPR radio broadcasts. Some articles include images. All articles include source citations, either MLA or APA. Print, Email, or Listen to articles & broadcasts. Virtual eBook Reference Library o From Home: Use password: mustangs o Includes full-text reference books on a variety of subject areas. Some reference articles include images. All articles include source citations, either MLA or APA. Print, Email, or Listen to articles & broadcasts.

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GALILEO (GA Library Learning Online) Databases o From Home: Use current password: _______________ Password changes every 3 months. Ask Media Staff for current password. o Includes dozens of searchable databases. o Find full-text magazine and peer-reviewed journal articles with source citation information on a variety of topics. Live Oak Public Library useful online Reference Resources o From Home or School: Go to URL: www.liveoakpl.org, then click on Research button in upper right hand corner. On side right hand side bar: Useful resources: Biography in Context; Gale Reference Library; Literary Reference Center Password: Use public library card # or

sava66375
Gale Encyclopedia of Science, Use Password: sava9149 o Use for biographical, literary, science or general research information.

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Opinion Questionnaire (Attachment 9)

Topic_________________________

Name___________________________________________Date__________________________ Students, please answer the following questions about your Media Center activity.

1. What was shared in the library instruction that was most useful to you?

2. What did you learn that you did not know before?

3. What especially clicked for you in anything you learned or applied from the instruction?

Opinion Questionnaire

Topic_________________________

Name___________________________________________Date__________________________ Students, please answer the following questions about your Media Center activity.

1. What was shared in the library instruction that was most useful to you?

2. What did you learn that you did not know before?

3. What especially clicked for you in anything you learned or applied from the instruction?