Process

of Identifying Need & Development After speaking with Lumpkin County Middle School Language Arts teachers and our Assistant Principal of Curriculum and Instruction, we collaboratively determined that an information literacy unit, which teaches the effective evaluation and use of information, would be the most beneficial to our students. The Information and Media Literacy strand of the Reading portion of the CRCT is consistently one of the weakest tested areas for our students within the Reading test, ranking below Vocabulary, Comprehension, and Reading for Information. Teachers have expressed concern about the availability of resources to teach information literacy skills regarding, particularly, the evaluation of an information sources reliability and validity. The assistant principal has asked that I focus the unit on the evaluation of sources as the library is uniquely qualified and equipped to provide instruction on the topic. The unit will also require student use of technology and Web 2.0 tools to demonstrate mastery of the content. While I did develop the unit and the accompanying resources (webquest and pathfinder), the teachers will be doing most of the delivery in the classrooms and computer labs. The information literacy unit follows:

Evaluating Sources for Information Literacy

Title of Unit Curriculum Area
Evaluating Sources for Information L iteracy English/Language Arts

Grade Level Time Frame

6-8 1-2 days

Stage 1 Identify Desired Results

Established Goals & Content Standards:
ALA 21st Century Standards with A pplicable Concluding Middle School Benchmarks: Standard 1: Inquire, Think Critically, and G ain Knowledge 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. 8th Grade: U se a critical-thinking process that involves asking questions, investigating the answers, and d eveloping new understandings for personal or academic independent-learning activities. 1.1.2 Use prior and background knowledge as context for new learning. 8th Grade: State and support what is known about a topic, problem, or question and make connections to prior knowledge. Observe and analyze an experience, demonstration, or source that introduces a topic, problem, or question to gather background information 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 8th Grade: Determine what information is needed to support the investigation and answer the questions

1.1.4 Refine questions depending on the type of information needed (overview, big idea, specific detail, cause and effect, comparison).8th Grade: Evaluate sources based on criteria such as copyright date, authority o f author or publisher, comprehensiveness, readability, and alignment with research needs. Select a variety of credible sources in d ifferent formats relevant to research needs 1.1.5 Evaluate information found in selected sources o n the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 8th Grade: Recognize that information h as a social or cultural context based in currency accuracy, authority, and point of view. Evaluate and select information based on usefulness, currency, accuracy, authority, and point of view 1.1.6 Use various note-taking strategies (outlining, questioning the text, highlighting, graphic organizers). 8th Grade: Evaluate, paraphrase, and summarize information in v arious formats. Use both facts and o pinions responsibly by identifying and verifying them. 1.1.7 Recognize when facts from two d ifferent sources conflict and s eek additional sources to v erify accuracy. 8th Grade: Seek more than one point of view by using diverse sources. Explain the effect o f different perspectives (points of view) on the information. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 8th Grade: Select and use grade-level appropriate electronic reference materials and teacher-selected w ebsites to answer questions. Standard 2: Draw C onclusions, Make Informed Decisions, A pply Knowledge to New Situations, Create New Knowledge 2.1.1. Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, d raw conclusions, and create new knowledge. 8th G rade: Identify main ideas and find supporting examples, definitions, and details. A nalyze different points of v iew d iscovered in d ifferent sources. Determine patterns and d iscrepancies by comparing and combining information available in d ifferent sources. Interpret information and ideas by d efining, classifying, and inferring from information in text. 2.1.2 Organize notes and ideas to form responses to questions Organize the information in a way that is appropriate for the assignment or question. 8th Grade: Use common organizational patterns (chronological order, cause and effect, compare/contrast)to organize information and draw conclusions. 2.1.6 Use the writing process, media and v isual literacy, and technology skills to create products that express new understandings. 8th Grade: Select presentation form based on audience and purpose. Create products that incorporate writing, v isuals, and of the forms of media to convey message and main points. Assess and edit for grammar, visual impact, and appropriate use of media. Cite all sources using correct bibliographic format. Standard 3: Share Knowledge, Participate Ethically, Participate Productively (for cause). 3.1.1 Present information clearly so that main points are evident. 8th Grade: Present conclusions and supporting facts in a v ariety of w ays. 3.1.2 Participate and collaborate as members of a social & intellectual network of learners. 8th Grade: Accurately d escribe or summarize ideas of others. Use interactive tools to exchange data collected, collaborate to design products or solve problems, and learn curricular. 3.1.3 Use writing and s peaking skills to communicate new understandings effectively 8th G rade: Present

conclusions so that main ideas are clearly stated and supported by evidence. Use relevant ideas and details to show insight into people, events, new knowledge, and personal background. Use dramatic, audio, and v ideo presentation as appropriate for subject and audience. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that o thers can v iew, use, and assess. 8th Grade: Use appropriate media and formats to design and develop products that clearly and coherently display new understanding. 3.1.5 Connect learning to community issues. 8th Grade: Identify and address community and global issues. Use real-world examples to establish authenticity. Seek information from d ifferent sources to get balanced points of v iew. 3.1.6 Use information and technology ethically and responsibly. 8th Grade: A bide by Acceptable Use by accessing only appropriate information. Use programs and websites responsibly and ethically.

Standard 4: Pursue Personal and Aesthetic ( appreciation of beauty) Growth. 4.1.1 Read, view, and listen for pleasure and personal growth. 8th Grade: Read, listen to, and v iew an increasingly w ide range o f genres and formats for recreation and information. Independently locate and s elect information for personal, h obby, or v ocational interests. 4.1.2 Read widely and fluently to make connections with self, the world, and previous reading. 8th Grade: Demonstrate understanding that texts narrative and expository are written by authors expressing their own ideas. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. 8th G rade: Share reading, listening, and viewing experiences in a variety of ways and formats. 4.1.4 Seek information for personal learning in a v ariety of formats and genres. 8th Grade: Select resources for classroom learning and for personal exploration. Select resources on topics of interest on comfortable reading level and at higher levels of comprehension. Select print, non-print, and electronic materials based on personal interests and knowledge o f authors. 4.1.5 Connect ideas to own interests and previous knowledge and experiences. 8th Grade: Connect ideas reflected in various resources to life experiences at home, in school, and with peers. Keep logs or records of new and up-to-date ideas by reading online information, magazines, and other current sources. Check ideas for accuracy by analyzing the authority of the sources and v alidating the information through multiple resources. 4.1.6 Organize personal knowledge in a way that can be called upon easily. 8th Grade: Develop v isual pictures o f the main ideas and design concept maps, webs, or graphics to capture the ideas. 4.1.7 Use social networks and information tools to gather and share information. 8th Grade: Use a few technology tools and resources to collect, organize, and evaluate information that addresses interests or issues. Apply technology productivity tools to meet personal needs. 4.1.8 Use creative and artistic formats to express personal learning. 8th Grade: Experiment w ith various types of multimedia applications for artistic and personal expression.

COMMON CORE ELA/READING STANDARDS: ELACC6-8RST8: Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. ELACC6-8RH9: Analyze the relationship between a primary and secondary source o n the s ame topic. ELACC6-8RST9: Compare and contrast the information gained from experiments, s imulations, video or multimedia sources w ith that gained from reading a text on the same topic. ELACC6-8WHST7: Conduct short research projects to answer a question (including a s elf-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. ELACC6-8WHST8: 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. ELACC6-8WHST9: Draw evidence from informational texts to support analysis reflection, and research. ELACC6-8WHST10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a s ingle sitting or a day or two) for a range o f discipline-specific tasks, purposes, and audiences. ELACC6-8WHST6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. ELACC6RL4: Determine the meaning o f words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific w ord choice on meaning and tone. ELACC6RI4: Determine the meaning o f words and phrases as they are used in a text, including figurative, connotative, and technical meanings. ELACC6RI6: Determine an authors point of v iew or purpose in a text and explain how it is conveyed in the text. ELACC6RL7: Compare and contrast the experience o f reading a story, d rama, or poem to listening to or v iewing an audio, video, or live v ersion of the text, including contrasting what they see and hear when reading the text to what they perceive when they listen o r watch. ELACC6RI7: Integrate information presented in different media o r formats (e.g., v isually, quantitatively) as well as in words to develop a coherent u nderstanding of a topic or issue. ELACC6RI8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. ELACC6RL9: Compare and contrast texts in d ifferent forms or genres (e.g., stories and poems; h istorical novels and fantasy stories) in terms of their approaches to similar themes and topics. ELACC6RI9: Compare and contrast one authors presentation o f events w ith that o f another ( e.g., a memoir written by and a biography o n the s ame person). ELACC6RL10: By the end o f the y ear, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, w ith s caffolding as needed at the high end of the range.

Understandings
Students will understand that: o There are tools and tricks for evaluating resources for validity and reliability. o There are guidelines for the safe and ethical use of information. Related Misconceptions: o All information can be trusted. o All information can be freely used. o No information can be freely used.

 Overarching Questions: Topical Questions: 1. Is everything you read, see, and hear 1. How do you know a resource is reliable and trustworthy? reliable? 2. How can you protect yourself from 2. What are the steps to evaluating a harmful, biased, dishonest, or resource? misleading information? 3. How should you apply copyright and 3. Why would anyone attempt to fair use policies? mislead you? 4. How can you research the internet 4. How can you avoid being biased, safely? dishonest, or misleading when you 5. What should you do when using ideas generate and publish information? that are not your own? 6. How can you use Web 2.0 tools to organize and present ideas and information?

Essential Questions

Knowledge and Skills Knowledge Skills

Students will know: Students will be able to: o Some information should be trusted; o Evaluate information for reliability, some information should not. validity, and credibility. o Producers of information have o Utilize information ethically, safely, and different purposes in presenting efficiently. information including (to inform, to o Organize information with the use of entertain, to persuade, and to harm). technology and online resources. o Technology increases ones ability to find information, organize information, collaborate with others, and share information quickly and efficiently.

Stage 2 - Evidence Performance Task(s)

Be s ure to indicate: (audience, goal, role, & situation, product performance, purpose, standards, & criteria)

You and a team of other highly intelligent middle-schoolers have been given the task of breaking a decidedly complicated code for the C.I.A. The code could be the key to foiling an enemy nations plan for world domination, or it could simply be a Central Intelligence Agency test of your aptitude and abilities. (GOAL, ROLE, SITUATION, & AUDIENEC) Whatever the case, you will find a copy of the C.I.A.s original instructions below. (STANDARDS & CRITERIA FOR SUCCESS)Your mission, should you choose to accept it, may be dangerous. Friendly and enemy operatives will attempt to eliminate you along the way. Learn all you can in training. Good luck.
(PRODUCT P ERFORMANCE & P URPOSE)

Task

Process C.I.A Field Operations Division

Training Complete the training before you begin Operation Spider Web. Take careful notes in your training notebook to be used when in the field. Website Evaluation Training Copyright & Fair Use Training Good Tutorial Good Tutorial Better Tutorial Better Tutorial Best Tutorial Best Tutorial Operation Spider Web The World Wide Web is a powerful resource, but if youre not careful, it can trap and ensnare you just like a spider web. In order to find the pieces of your code, you must evaluate the websites in the left column for reliability and evaluate the scenarios in the right column for copyright and fair use. After evaluating each site and scenario, follow the directive for that site/scenoario in your field notebook and record the appropriate piece of code. Websites to Evaluate for Reliability Scenarios to Evaluate for Copyright & Fair Use Website 1 Website 2 Scenarios 1, 2, and 3 Website 3

 Reporting Use one of the following Web 2.0 tools to report the cracked code to your Field supervisor. Create your presentation, animation, or product, and send the URL address to your field supervisors email. HINT: You might want to use headphones to prevent your animations from giving the code away to competing groups. Voki Wordle Prezi Glogster VoiceThread
** This assignment requires students to interpret a variety of texts to determine the validity and reliability of each. They will be r equired to explain the reasoning and justifications behind their conclusions in order to crack the code. They will apply the k nowledge gained during the training session to actual websites. This will require that they examine each site for authors perspective. Finally, self-knowledge will b e addressed as students gauge their own success b ased on the evaluation rubric.

Performance Task(s) Rubric(s) Criteria Web 2.0 Tool Internet Training Field Notebooks Safety (Voki, Wordle, Prezi, Glogster, VoiceThread) 0
Answered Did not less tWeb complete use han 4 identify 2.0 tool codes items correctly

1
Used Web Correctly answered identified 2.0 tool at with 4 least 2 minimal codes items success

Score
____/6 ____/3

Used Web 2.0 Successfully and Correctly Mastered secret Completed used Correctly answered at identified tool but answered an 1o Web 2.0 tool t 0 turned i ll code least 4 ctems congratulations lacked icodes 7 lear report cracked items understanding code; provided page of how to use URL address tool; provided URL address

*Points Count X2

Total Points

____/15

Other Evidence
(e.g. tests, quizzes, work samples, observations) In addition to reporting their cracked codes via Web 2.0 tools, students will also be required to complete and turn in the following guided worksheets with their rubrics.

Training Notebook
Website Evaluation List 5 Criteria for evaluating the reliability of websites. 1.__________________ NOTES:______________________________________________________ 2.__________________ NOTES:______________________________________________________ 3.__________________ NOTES:___________________________________________________________ 4.__________________

NOTES:______________________________________________________ 5.__________________ NOTES:______________________________________________________ Copyright and Fair Use 1. In your own words, what is copyright? What kinds of things are copyrighted, and what cant be copyrighted? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 2. What questions should you ask yourself to test for fair use? a. ___________________________________________________________ b. ___________________________________________________________ c. ___________________________________________________________ d. ___________________________________________________________

Field Notebook
Directive Code

If Website 1 is reliable, record 2 the 13th word after Section 2. 16 in the 1st paragraph. If Website 1 is not reliable, record 25th word after Section 1.

Website 1 Word: 2

If Website 2 is not reliable, record the 13th word in the 1st paragraph. If Website 3 is reliable, record Website 3 Word: st word in the 4th paragraph. the 1 If Website 3 is not reliable, record the 4th word in the 5th paragraph. If Scenario 1 violates copyright and fair use policy, record its 6th word. If Scenario 1 does not violate copyright and fair use policy, record its 7th word. If Scenario 2 violates copyright and fair use policy, record its 33rd word. If Scenario 2 does not violate copyright and fair use policy, record its 12th word. If Scenario 3 violates copyright and fair use policy, use a question mark. If Scenario 3 does not violate copyright and fair use policy, use an exclamation point. REMEMBER TO SECRETLY PRESENT THE CODE TO YOUR FIELD SUPERVISOR BY EMAILING IT USING A WEB 2.0 PROGRAM.

Scenario 1 Word:

Scenario 2 Word:

Scenario 3 Punctuation Mark:

Student Self-Assessment and Reflection

Students will have access to the evaluation rubric while completing the webquest assignment for self-evaluation and reflection.

Stage 3 - Learning Plan

Learning Activities:

1. 2.
3. 4. 5. 6. 7.

L Teacher and students will briefly discuss copyright and fair use policies, the evaluation of websites, and internet safety as a brief introduction to the webquest. This will be an informal discussion for the purpose of activating prior knowledge. W Students will then be taken to a computer lab and directed to the Operation Spider Web webquest at

http://zunal.com/webquest.php?w=145147 H

During the webquest students will first access training tutorials on website evaluation, copyright and fair use, and internet safety. They will complete a guided notes sheet before moving on to the filed notebook, which will lead them to cracking a code. E After training, students will being their own practice evaluating websites and will work through their field notebook code sheets, the code will only make sense if theyve arrived at the correct conclusion. E, R, E Students will be required to secretly report their cracked code to their teacher using a Web 2.0 tool to reveal the code via email. H, E Students will be provided access to the rubric to assess their own performance and evaluate their own work for the rubric criteria. E, O The training modules are tiered into good, better, best allowing students to select which type of module best suits their level and learning needs. T

THE TEACHER SECTION OF THE WEBQUEST HAS THE INCLUDED PATHFINDER WITH RESOURCES REGARDING UNIT TOPICS AS WELL AS WEBQUEST, WEB 2.0, AND PATHFINDER RESOURCES FOR TEACHER AND STUDENT USE.

How w ill the d esign W = Help the students know Where the u nit is going and What is expected? Help the teacher know Where the students are coming from ( prior knowledge, interests)? H = Hook all students, and Hold their interest? E = Equip students, h elp them Experience the key ideas and Explore the issue? R = Provide opportunities to Rethink and Revise their understandings and work? E = Allow students to Evaluate their work and its implications? T = be Tailored (personalized) to the different needs, interests, and abilities of learners? O = Be Organized to maximize initial and sustained engagement as well as effective learning?

http://zunal.com/webquest.php?w=145147