“ “Growing Student Growing Student Learning for Life”Learning for Life”

Information Literacy/Technology Education Integration Plan Toolkit

South Carolina Department of Education, 2003

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Information LiteracyInformation Literacy

Realizing Student AchievementRealizing Student Achievement Technology andTechnology and Information LiteracyInformation Literacy

What needs to happen forkids to be able to live as

successful adults?

Kids need to become adults who can Think

QuestionMake decisions

Find and use information for based on needs

Work with others in groups and collaborations

HEY! It’s Not a Secret!Secret!

So.. What in the World is the Problem?

• Time

• Testing

• Standards Mix Up

• Lack of knowledge

• Schedules

• Classroom Management

• Paperwork

demandsdemands

demandsdemands

demands?demands?

Don’t know

what they don’t

know

Well….For One Thing………Well….For One Thing………

Student Academic

Achievement

StandardsWhat

students should know

Curriculum Content

What students learn so that they

know

ITS/CRT/TEACERSA-Facilitators for delivery

POLBest

PracticesTeacher

Technology Education

Resources

Fred Jones Tools for Teaching

SIP

Big6 Problem Solving

Information Literacy/

Technology Education

Effective ApplicationDelivery of

Lessons

Effective Lessons

Instructional Design

Assessment

There are a There are a lot of issueslot of issues

But they do But they do connect!connect!

Statewide Initiative

Students will have a greater opportunity to be prepared for today and tomorrow when they become self-directed, lifelong learners who are informed citizens, responsible workers, and successful students.

Statewide Initiative

..To see information literacy and technology education become an essential integrated component in each district’s instructional initiatives ..to see students involved..to see all educators “get it”..to see technology used appropriately and effectively..

Compelling Research

• Achievement in content area learning

• Higher-order thinking and problem solving development

• Workplace preparation

Three Primary Curricular Goals

Teacher’s Report• Research skills

• Ability to apply learning to real world situations

• Organizational skills

• Interest in the content

• Significant improvement in SAT scores

Significant Increase in Student Learning

•(Cradler & Cradler, 1999)

Compelling Research• Use of technology to communicate• Working in groups• Solving problems when answers are

not self-evident• Understanding how systems work• Collecting, analyzing, and organizing

data

Olson (1998) School to Work Programs

New BASICS

Let’s See What You Think Now?

Get out your pencils

This takes a village

What is Information Literacy?

What is technology?

What exactly do students need to know?

How do you “teach” research?

How will it impact on student learning?

QUESTIONS to CONSIDER

Why is a problem solving model important?

Why integrate? What does that involve?

How do you integrate with existing lessons?

QUESTIONS to ASK

What is information literacy? What is information literacy? Information literacy is

ability to access, evaluate and use information from multiple formats -- books, newspapers, videos, CD-ROMs, or the Web.

Information literacy meansapplication of problem-solving skills in situations students face in all their subject areas.set of competencies, skills that will grow with students, even when current operating systems, search engines or platforms are obsolete.

Philosophy/Guiding Principles- Plan

• guided by instructional objectives and beliefs about student learning

• Interweaving of – instructional design, – student learning,– effective teaching,– best practices

Technology is………………..

Technology EducationTechnology Education focuses on incremental skills in using and applying technology tools for relevant, meaningful, instructional activities

Information Literacy’sInformation Literacy’s focus is on content, communication, information searching, analysis and evaluation

What is a technology enhanced, student-centered classroom?

What is a technology enhanced, student-centered classroom?

Connections to an exciting new world of hot and lively current informationStudents make meaning and develop insight while the teacher shows them how to navigate and reason through the labyrinth of new sourcesFront of the room disappears as computers support investigations, explorations and excursions

Major focus of classroom activity is QUESTIONINGEffective searching, prospecting, gathering and interpretation techniques requiredTools and information used to explore solutions to contemporary issuesQuestioning and information literacy become fundamentalWires and cables transformed into powerful channels for learning

What is a technology enhanced, student-centered classroom?

http://www.edu.pe.ca/bil/images/image002.jpg

http://www.nutrisci.wisc.edu/grad_ns/g_ns_images/g_courses.jpghttp://www.nutrisci.wisc.edu/grad_ns/g_ns_images/g_courses.jpg

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www.interactive-lafayette.com

www.limsat.org

library.ci.scottsdale.az.us

www.ncrel.org/engauge/framewk/

The Standards Movement Addresses What Students Should Know from Content

The use of technology as a tool

for discovering and applying content knowledge in authentic contexts for:

• solving problems,

• making decisions, • exchanging information and

• communicating

has not been addressed in the content standards

Information Literacy Guide to Information Literacy Guide to IntegrationIntegration

Information Literacy Guide to Information Literacy Guide to IntegrationIntegration

• Best Practices in Teaching and Learning

• Best Practices in Increasing Student Achievement through Effective Media Center Programs

• Instructional Design• “Tweaking Lessons” for RIGOR• Teacher Technology Competencies

• Best Practices in Teaching and Learning

• Best Practices in Increasing Student Achievement through Effective Media Center Programs

• Instructional Design• “Tweaking Lessons” for RIGOR• Teacher Technology Competencies

Research Research BasedBased

Information Information Literacy/Technology Education Literacy/Technology Education

K12 Integration PlanK12 Integration Plan

Information Information Literacy/Technology Education Literacy/Technology Education

K12 Integration PlanK12 Integration Plan

Integrates information literacy and technology education into problem solving and inquiry lessons and activities based on the CURRICULUM Standards and ISTE and AASL Standards

Statewide Statewide InitiativeInitiative

Purpose of Integration –Components of “teaching” research and problem solving?

Purpose of Integration –Components of “teaching” research and problem solving?

Good research and problem solving activities just don’t happen – time planning, access

Developmentally and progressing through complexity - scaffolding

Questioning piece is the most important part – makes or breaks

Use a problem solving model Need common, consistent model What does it look like? Modeled and taught – not

just assigned Key person – the principal and how he/she views

the value

•Children exposed to interdisciplinary units of study use technology as a tool to become literate, cooperative, problem-solving, self-motivated learners. •Linking technology with core instructional objectives is what makes good, effective use of technology. That's the message we need to communicate. It's a process - not a number.

Why?Why?

•Technology-rich environments can support initiatives focused on improving learning outcomes.

•Teachers are the first to recognize increases in students' self-esteem and confidence, enhanced content area understanding, and more informed and empathic responses to world events as a result of using technology.

Why?Why?Why?Why?

Leading the way to Leading the way to Information Literacy and Information Literacy and Technology EducationTechnology Education

Research

Problem Solving

Communication

The three most The three most important school-important school-to-life critical skillsto-life critical skills

This is what we have for South Carolina

This is what we have for South Carolina

1. Performance Matrix 2. Curriculum Overlay3. Process Model (Big6)4. Sample Modified Lesson5. Content integration vs. Laundry List

of Skills

Major Components

StatewiStatewidede

InitiativeInitiative

Let’s take a good look and see how this can be the

catalyst that changes the way in which instruction is delivered so that student achievement happens !!

catalyst

What do students need to know and be able to do at each grade level to provide an orderly progression of learning?

What do students need to know and be able to do at each grade level to provide an orderly progression of learning?

ISTEISTE

AASLAASLContentContent

CurriculumCurriculum

First Things First

Standards Performance MatrixStandards Performance Matrix

What do students:

•need to know?

•be able to do at each grade level

•How can we scaffold learning?

Next Component

Curriculum OverlayCurriculum Overlay

Exactly what skills should students be learning based on curriculum and standards?

What are some activities that reflect integration of skills?

What are some resources that make it happen?

SKILLSSKILLS

ActivitiesActivities

ResourcesResources

ThirdThird

Big6Big6TMTM Problem Solving Model Problem Solving Model

1. Task Definition2. Information Seeking Strategies3. Location and Access4. Use of Information5. Synthesis6. Evaluation

Assignments and Assessment

•What exactly is the assignment?

•How will student accomplishments be assessed?

•What are the expectations for student learning? RUBRICSRUBRICS

What do students need to know?

What do students need to know?

• Learn, practice, and use information skills and strategies

• Within the instructional program• Within the subject areas• For authentic learning

What do students need to know?What do students need to know?What do students need to know?What do students need to know?

• Learn the information process– A process is a step by step set of

procedures designed to solve a problem.

•Develop effective strategies–A strategy is a plan of action for searching to find the information you want and NEED.

What are Information Skills?

What are Information Skills?

Making decisionsAnalyzingLocatingAccessingUsingSynthesizingEvaluatingCooperating

PresentingDiscussingTrouble ShootingProblem solvingDesigningCreatingReadingComparingContrasting

Recognize What Is Really Important in Student

Research

Know what is

fluff and puff bells and whistles

paste and wastesurfing and saving

Understand that this is not intuitive

It doesn’t just happen!

FOR Effective LessonsFOR Effective Lessons•What do kids need to learn? When?

•What EXACTLY do I want them to accomplish? What are we studying now?

•What will our focus be?

•How much do they know now?

•At what level should I begin?

How will I know that students have learned what I set out to teach

and what I wanted them to experience?

Effective Research

Asses

sment

Asses

sment

Curriculum Integration

Reference Activities

Learning process

Learning strategies

Learning content

Good AssignmentsGood Assignments

• Students have a choice

• Students have ownership

• Students can relate

Good AssignmentsGood Assignments

• Clear purpose

• and expectations

• (rubrics)

• (checklists)

Good AssignmentsGood Assignments

Go beyond• the written word...• drawings, photos, music,• oral presentations• interviews• desktop publishing

Allow Yourself Allow Yourself to lose Controlto lose Control

• Over time• The final product• The correct answers• Knowing all the answers• Being more knowledgeable than the

kids

EducatorsEducators

What do media specialists What do media specialists need to do?need to do?

• Totally familiarize yourself to talk the talk and walk the walk

• Know information literacy and READ journals

• Don’t try it on your own• Develop a plan • Plug it, squeeze it, and don’t let it dry

out!

Making Information Literacy &

Technology Education

WORK

MS/Teacher as TeamBe

proactive

remove obstacles

(time, resistance to change)

involvement with

curriculum

Designing Lessons

Be sensitive to issues teachers

face

Time

Discipline

Diverse Learners

Offer support

be involved in extracurricular

activities

develop hotlists,

webquests, etc.

train teachers in

creating own

"use" people that work well with you to

bring in more!

find out what

teachers need before they know

they do and offer help

pay attention to work

displayed in classrooms & hallways

ASK what they are

teaching!

Don't wait for them

Learning isLearning is a complex process…….through which learners constantly change their internally constructed

understandings of how their worlds function.

New informationNew information either transforms their current beliefs—or doesn't.

The learning environmentThe learning environment is a function of many complex factors, including curriculum, instructional methodology,

student motivation, and student developmental readiness.

Trying to capture this complexity on paper-and-pencil paper-and-pencil assessmentsassessments severely limits knowledge and expression.

Martin G. Brooks and Jacqueline Grennon Brooks. The Constructivist Classroom. November, 1999

Learning isLearning is a complex process…….through which learners constantly change their internally constructed

understandings of how their worlds function.

New informationNew information either transforms their current beliefs—or doesn't.

The learning environmentThe learning environment is a function of many complex factors, including curriculum, instructional methodology,

student motivation, and student developmental readiness.

Trying to capture this complexity on paper-and-pencil paper-and-pencil assessmentsassessments severely limits knowledge and expression.

Martin G. Brooks and Jacqueline Grennon Brooks. The Constructivist Classroom. November, 1999

What is Information Literacy?

What is technology?

How do you “teach” research?

What exactly do students need to know?

How will it impact on student learning?

QUESTIONS to Review

Why is a problem solving model important?

Why integrate? What does that involve?

How do you integrate with existing lessons?

QUESTIONS to Review

ResourcesResourcesAmerican Association of School Librarians. Information power: Building

Partnerships for Learning. Chicago: American Library Association, 1998. Smink, Anna, “Information Literacy: A Plan and a Practice.” Knowledge Quest 28 March/April 2000: 40-42.

O’Sullivan, Michael, Scott, Thomas. “Teaching Internet Information Literacy.” Multimedia Schools: March/April 2000: 41-44.

South Carolina Department of Education, South Carolina’s K-12 Curriculum Standards.  Barckay, Donald A, Editor. Teaching Electronic Information Literacy: A How-To-Do-It Manua. Neal-Schuman

Publishers,1995. Berger, Pam. Internet for Active Learners; Curriculum-Based Strategies for K-12. American Library Association, 1998.

Chirinian, Alain. Internet Activities for Science: Prirmary. Teacher Created Materials,1999. Donham, Jean: Enhancing Teaching and Learning: A Leadership Guide for School Media Specialists. Neal-Schuman

Publishers, 1998. Donato, Diane. Integrating Technology into the Science Curriculum: Primary. Teacher Created materials, Inc., 1998.

Eisenburg, Michael and Berkowitz, Robert. Information Problem Solving: The Big Six Skills Approach in Library and Information Skills Instruction. Ablex, 1990.

 

ResourcesResourcesEisenberg, Mike and Berkowitz, Bob. The New Improved Big6 Workshop Handbook. Linworth Publishing, 1999. Fitspatrick, Kathleen A. Program Evaluation: Project Director. Library Media Services. National Study of School Evaluation,

1998. Haycock, Ken. The School Library Program in the Curriculum. Libraries Unlimited, 1990. Johnson, Doug. Handout for the Indispensable Librarian. March 19, 1999 taken from The Indispensible Librarian and the

Indispensable Teachers Guide to Computer Skills, Linworth Publishing.

Kovacs, Michael and Diane Kovacs. The Cyberian’s Guide for Developing Successful Internet Programs and Services. Neal Schuman Publishers, 1997.

 McElmeel, Sharron L. Research Strategies for Moving Beyond Reporting. Linworth Publishing, 1997.

Miller, Elizabeth. The Internet Resource Directory for K-12 Teachers and Librarians. Libraries Unlimited, 2002. Moursund, David. Project-Based Learning Using Information Technology. ISTE Publications, 1999. Pritzl, Amy. “What do they really need to know? Adventures in Curriculum Writing.” Book Report. March-April 2000: 30-33.

Thompson, Helen M. and Henley, Susan A. Fostering Information Literacy: Connecting National Standards, Goals 2000, and the SCANS Report. Libraries Unlimited, 2000.

 Wiggins, Grant. and McTighe, Jay. Understanding by Design. Association for Supervision and Curriculum Development, 1998. Zweizig, Douglas and others. The TellIt! Manual: the Complete Program for Evaluating Library Performance. American

Librarian Association, 1996. 

ResourcesResourcesBig6 http://www.big6

Infosearcher http://www.infosearcher.com

NETS for Students. ISTE Standards http://cnets.iste.org/index2.html

 

Washington State Library Media Association http://wlma.org/Instruction/infolit.htm

 

Oregon School Library Information System

http://www.oslis.k12.or.us/elem/howto/index.html

http://www.oslis.k12.or.us/tutorials/

 

Library Research Goal: Implementation The Building Blocks of Research: An Overview of Design, Process and Outcomes

http://nuevaschool.org/~debbie/library/research/il/infolit1.html

Rubrics http://www.ncsu.edu/midlink/rub.multi.htm

ResourcesResourcesMankato Schools Information Literacy Curriculum Guidelines.

http://www.isd77.k12.mn.us/resources/infocurr/infolit.htm

Full-Text Research Articles from School Library Media Quarterly This site consists of past articles from School Library Media Quarterly (SLMQ) that are referenced in Information Power: Building Partnerships for Learning (1998).http://www.ala.org/aasl/SLMR/slmr_resources/slmr_select_toc.html

Computer Skills for Information Problem-Solving: Learning and Teaching Technology in Context. ERIC Digest. http://www.ed.gov/databases/ERIC_Digests/ed392463.html

 

Applying Big6 Skills™and Information Literacy Standards to Internet Research http://www.surfline.ne.jp/janetm/big6info.htm

Montgomery County Public Schools: Electronic Literacy Skills Outcomes Continuumwww.mcps.k12.md.us/departments/isa/elit/tea/outcomescontinuum.htm

K - 4 Information Skills Curriculum Moorestown Township Public Schools Moorestown New Jerseyhttp://www.mtps.com/south/simpsonc/Informat.htm

Noodletools http://www.noodletools.com/