Information Literacy Curriculum 2015-2016 - City High › wp-content › uploads › 2011 › 10 › ... · High School at!Life-speed !!!!!©City!High.!City!High!is!an!Equal!RightsandOpportunityPublicSchool!

High School at Life-speed © City High. City High is an Equal Rights and Opportunity Public School

Updated

October 15, 2015

Page 1

INFORMATION LITERACY CURRICULUM

Information Literacy Curriculum The Information Literacy curriculum is designed to create 21st century learners who are able to use research skills

when searching for a variety of informational needs. Students who complete four years of Information Literacy at

City High will be prepared to access and responsibly use a variety of informational sources to research topics in

multidisciplinary areas. This is represented in the culmination of the Information Literacy curriculum in the

independent Graduation Project, which takes place in the junior and senior year. Successful completion of the

Graduation Project is a high-‐stakes activity at City High; it is a requirement for graduation. Freshman and

sophomore year are spent introducing and applying research skills for the successful completion of the

Graduation Project. The Information Literacy curriculum is aligned with the AASL’s Standards for the 21st Century

Learner, National Educational Technology Standards and Common Core Standards in English Language Arts and

Mathematics.

9th Grade The freshman Information Literacy class is team-‐taught by two Information Literacy teachers during a two-‐hour

block. Each team has the course for one trimester. By the end of freshman Information Literacy, students will

implement the completed research process. Freshman Information Literacy class is structured around the

question -‐ what does it mean to think like a researcher? Students will learn the basic skills necessary to conduct

research on their own or in groups. Images of America: Pittsburgh 1758-‐2008 is the text used to structure the

curriculum.

By the end of the 9th Grade Information Literacy class, students will be able to:

• explain the research process.

• identify and create different types of questions.

• identify different types of sources.

• use searching techniques to find information and evaluate sources for usefulness.

• take dot-‐jot notes on informational sources.

• write an informational report/summary using proper citation technique in order to avoid plagiarism.

• present information using multimedia in an oral presentation.

• use information and technology ethically and responsibly.

• work independently to research a topic of their choice.

201 Stanwix Street

Suite 100

Pittsburgh, PA 15222

(412) 690-‐2489

Fax: (412) 690-‐2316

www.cityhigh.org


Updated

October 15, 2015

Page 2


201 Stanwix Street

Suite 100


(412) 690-‐2489

Fax: (412) 690-‐2316

www.cityhigh.org

10th Grade The sophomore Information Literacy class is team-‐taught by two Information Literacy teachers during a two-‐hour

block. Each team has the course for one trimester. Sophomore Information Literacy is structured around the

question -‐ what does it mean to think like a scientist? Students will apply the research skills that they have

learned to research projects on controversial scientific issues and an independent topic of choice. The Hot Zone is

the text used to structure the curriculum.

By the end of the 10th Grade Research class, students will be able to: • apply the research process to explore a research topic in depth using multiple sources and appropriate

citation methods.

• track independent work to monitor progress.

• locate appropropriate resources in a database.

• create interpretive questions about a topic.

• objectively research both sides of an issue.

• develop interview questions for a specific subject.

• create an outline based on notes.

• write an informational paper supporting a thesis using paraphrasing and direct quotes.

• design an action project based on research.

• work in teams to conduct research.

• use public speaking skills to demonstrate presentation techniques.

• work independently to research a topic of their choice.

11th Grade The junior Graduation Project class is taught by a Research teacher during a one-‐hour block. Each team has the

course for one trimester. Junior Grad Project is structured around a student’s essential question that they

develop independently about a topic of their choice. Students will plan, propose and design a research project

demonstrating their ability to apply, analyze, synthesize and evaluate information.

By the end of the 11th grade Grad Project class, students will be able to: • define a topic of interest and develop essential and foundation questions about the topic.

• locate primary and secondary sources about the topic.

• write annotations for selected sources.

• create interview questions and conduct an interview with an expert.

• take notes on multiple sources using appropriate citation techniques.


Updated

October 15, 2015

Page 3


• organize notes into an outline.

• use multiple methods of organizing and tracking independent work.

• demonstrate aspects of appropriate presentation technique.

• make a plan for executing an independent action project.

• cultivate effective delivery techniques for an oral presentation.

12th Grade The senior Graduation Project class is taught using the Senior Independent Model. Students have two hour-‐long

seminars a week with the 12th grade Research Teacher. The 11th grade Research Teacher provides support to

students as they work independently. Students complete their literature review, action plan, technology piece and

oral presentation.

By the end of the 12th grade Grad Project class, students will be able to: • work independently in the 12th grade Independent Learning model.

• write a research paper in MLA format using appropriate citations and editing skills.

• execute an action project related to essential question.

• create a technological piece that relates to essential question.

• apply public speaking skills and/or poster session display techniques to a presentation for an outside

panel of judges.

• evaluate their own work in reflections on the Grad Project process.


Updated

October 15, 2015

Page 4


Information Literacy Curriculum Framework Over the course of the 4 years, students will continually understand and apply the steps of the research process

and how to be an ethical user of information and a “digital citizen”

Specifically, students will be able to: 9th 10th 11th 12th Defining Identify

factual/interpretive questions

Create interpretive questions about all sides of a topic

Define topic of interest

Create Essential/ Foundation Questions

Locating Identify Primary and Secondary Sources

Use Databases Gather info from books, primary sources, secondary sources

Selecting Evaluate websites based on criteria

Choose multiple sources to show all sides of an issue

Choose appropriate primary sources

Create Annotations from selected sources

Organizing Use dot jot note-‐taking format

Understand MLA citation format

Take in-‐depth notes using multiple sources and categorizing details

Create outlines

Know when to paraphrasing/direct quote

Take notes using multiple sources

Conduct interview

Create an Outline using appropriate use of direct quotes

Creating Write an informational report/summary

Present multimedia/info in a PowerPoint/Google Presentation and through a display board

Write an informational paper based on thesis

Present multimedia/info in a PowerPoint/ Google Presentation and through a display board

Debate different sides of an issue

Plan for action project

Use appropriate presentation technique

Write MLA research paper

Execute action project

Presentation/ poster session

Evaluating Use rubrics to assess progress

Self-‐edit

Track independent work

Peer-‐edit

Use Web 2.0 tools to track independent work

Edit research paper

Work appropriately in 12th grade IL model

Reflect on graduation project process

201 Stanwix Street

Suite 100


(412) 690-‐2489

Fax: (412) 690-‐2316

www.cityhigh.org

Documents

Information Literacy Curriculum 2015-2016 - City High › wp-content › uploads › 2011 › 10 › ... · High School at!Life-speed !!!!!©City!High.!City!High!is!an!Equal!RightsandOpportunityPublicSchool!