Process of Identifying Need & DevelopmentAfter 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 source’s 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 Evaluating Sources for

Information Literacy

Grade Level 6-8

Curriculum Area English/Language Arts

Time Frame

1-2 days

Stage 1 – Identify Desired ResultsEstablished Goals & Content Standards:

ALA 21st Century Standards with Applicable Concluding Middle School Benchmarks:

Standard 1: Inquire, Think Critically, and Gain 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: Use a critical-thinking process that involves asking questions, investigating the answers, and developing 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 of author or publisher, comprehensiveness, readability, and alignment with research needs. Select a variety of credible sources in different formats relevant to research needs

1.1.5 – Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 8th Grade: Recognize that information has 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 various formats. Use both facts and opinions responsibly by identifying and verifying them.

1.1.7 – Recognize when facts from two different sources conflict and seek additional sources to verify accuracy. 8th Grade: Seek more than one point of view by using diverse sources. Explain the effect of 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 websites to answer questions. 

Standard 2: Draw Conclusions, Make Informed Decisions, Apply 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, draw conclusions, and create new knowledge. 8th Grade: Identify main ideas and find supporting examples, definitions, and details. Analyze different points of view discovered in different sources. Determine patterns and discrepancies by comparing and combining information available in different sources. Interpret information and ideas by defining, classifying, and inferring from information in text. 

2.1.2 – Organize notes and ideas to form responses to questionsOrganize 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 visual 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, visuals, 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 variety of ways.                      

3.1.2 – Participate and collaborate as members of a social & intellectual network of learners. 8th Grade: Accurately describe 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 speaking skills to communicate new understandings effectively 8th Grade: 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 video 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 others can view, 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 different sources to get balanced points of view.

3.1.6 – Use information and technology ethically and responsibly.8th Grade: Abide 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 view an increasingly wide range of genres and formats for recreation and information. Independently locate and select information for personal, hobby, or vocational 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 Grade: Share reading, listening, and viewing experiences in a variety of ways and formats.

4.1.4 – Seek information for personal learning in a variety 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 of 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 validating the information through multiple resources.

4.1.6 – Organize personal knowledge in a way that can be called upon easily.8th Grade: Develop visual pictures of 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 with 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 on the same topic. ELACC6-8RST9: Compare and contrast the information gained from experiments, simulations, video or multimedia sources with that gained from reading a text on the same topic. ELACC6-8WHST7: Conduct short research projects to answer a question (including a self-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 single sitting or a day or two) for a range of 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 of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. ELACC6RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. ELACC6RI6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. ELACC6RL7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. ELACC6RI7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding 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 different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. ELACC6RI9: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). ELACC6RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding 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.

Essential Questions

Overarching Questions:1. Is everything you read, see, and hear

reliable and trustworthy?2. How can you protect yourself from

harmful, biased, dishonest, or misleading information?

3. Why would anyone attempt to mislead you?

4. How can you avoid being biased, dishonest, or misleading when you generate and publish information?

Topical Questions:1. How do you know a resource is

reliable?2. What are the steps to evaluating a

resource?3. How should you apply copyright and

fair use policies?4. How can you research the internet

safely?5. What should you do when using ideas

that are not your own?6. How can you use Web 2.0 tools to

organize and present ideas and information?

Knowledge and Skills

KnowledgeStudents will know:

o Some information should be trusted; some information should not.

o Producers of information have different purposes in presenting information including (to inform, to entertain, to persuade, and to harm).

o Technology increases one’s ability to find information, organize information, collaborate with others, and share information quickly and efficiently.

Skills Students will be able to:

o Evaluate information for reliability, validity, and credibility.

o Utilize information ethically, safely, and efficiently.

o Organize information with the use of technology and online resources.

Stage 2 - Evidence

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

TaskYou 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 nation’s 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 PERFORMANCE & PURPOSE)

ProcessC.I.A Field Operations Division

TrainingComplete 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

Good TutorialBetter TutorialBest Tutorial

Copyright & Fair Use Training

Good TutorialBetter TutorialBest Tutorial

Operation Spider WebThe World Wide Web is a powerful resource, but if you’re 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 1Website 2Website 3

Scenarios 1, 2, and 3

ReportingUse 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 supervisor’s 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 required to explain the reasoning and justifications behind their conclusions in order to crack the code. They will apply the knowledge gained during the training session to actual websites. This will require that they examine each site for author’s perspective. Finally, self-knowledge will be addressed as students gauge their own success based on the evaluation rubric.

Performance Task(s) Rubric(s)

Criteria 0 1 2 3 ScoreTraining

Notebooks

Answered less than 4

items correctly

Correctly answered at

least 4 items

Correctly answered at least 7 items

Correctly answered all 10

items____/3

Field Notebooks

Did not identify codes

Correctly identified at

least 2 codes

Correctly identified at least 4 codes

Mastered secret code

____/3

Internet Safety

Did not complete

Completed and turned in

“congratulations” page

____/3

Web 2.0 Tool (Voki,

Wordle, Prezi,

Glogster, VoiceThrea

d) *Points

Did not use Web 2.0 tool

Used Web 2.0 tool

with minimal success

Used Web 2.0 tool but

lacked clear understanding of how to use tool; provided URL address

Successfully used Web 2.0 tool to report cracked code; provided URL address

____/6

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 NotebookWebsite EvaluationList 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 can’t 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

the 13th word after Section 2.

If Website 1 is not reliable, record 25th word after Section 1.

Website 1 Word:

If Website 2 is reliable, record the 16th word in the 1st paragraph.

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

Website 2 Word:

If Website 3 is reliable, record the 1st word in the 4th paragraph.

If Website 3 is not reliable, record the 4th word in the 5th paragraph.

Website 3 Word:

If Scenario 1 violates copyright Scenario 1 Word:

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.

Scenario 2 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.

Scenario 3 Punctuation Mark:

REMEMBER TO SECRETLY PRESENT THE CODE TO YOUR FIELD SUPERVISOR BY EMAILING IT USING A WEB 2.0 PROGRAM.

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: L

1. 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

2. 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 H3. 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

4. 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 they’ve arrived at the correct conclusion. E, R, E

5. 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

6. Students will be provided access to the rubric to assess their own performance and evaluate their own work for the rubric criteria. E, O

7. 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 will the design W = Help the students know Where the unit 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, help 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