Nancy Klinefelter LIS 568-Prospectus B 11-30-2008 North Kitsap High School: LIFT with Big6 North Kitsap High School (NKHS) provides students with an excellent education. According to the NKHS Report to the Community (2006-2007) on Washington State Assessment of Student Learning (WASL), “Student, school, and district scores are reported annually to the North Kitsap community. The North Kitsap School District averages continue to remain generally at or above the state averages.” With an information literacy program designed specifically for the high school, educators can better prepare students with life-long learning skills they will use in their lives after high school as they continue their education and/or enter the workforce. With a structured information literacy program that can be integrated into the curriculum, educators are positioned to teach systematically, these needed skills. Students will learn information problem-solving strategies that they can apply in their daily lives and activities. The information literacy program proposed for North Kitsap High School is LIFT with Big6: Lifelong Information Fluency Toolkit, hereafter known as “LIFT.” The purpose of LIFT is to ensure students have the abilities and skills to engage in effective real-life information problem-solving situations. Learning and developing critical thinking skills to be life-long information literate learners that will be necessary for students’ success must be grounded in an education process that includes library information literacy programs in the curriculum. Information management comes through integration practices that create relevancy that can be translated outside academia. “The primary purpose of developing critical thinking skills and information literacy skills is to enable students to apply carefully and creatively the higher-order thinking skills to new situations” (Reece, 2007). To this end, LIFT will be modeled after the Big6, the most widely used and popular information problem solving process. LIFT will catapult North Kitsap High School to new heights with higher student achievements and greater confidence preparing students for the Washington Assessment of Student Learning (WASL) test leading to higher graduation rates. LIFT teacher-librarian lead workshops will bring greater awareness to educators about the need for information literacy promotion. Students will benefit with LIFT throughout their high school years and beyond. North Kitsap High School has several days throughout the school year known as “Learning Improvement Days.” These days are used by staff and faculty to conduct meetings regarding student education. Since these days are already budgeted into the school year, they would be appropriate to use for information literacy planning or workshops. Planning a workshop will require a LIFT committee that includes administration, educators, and librarians. This committee will ensure that LIFT will be integrated throughout the curriculum that is transparent and seamless.

Vision and Philosophy The vision and philosophy of LIFT with Big6 will support North Kitsap High School’s mission: The North Kitsap School District, in partnership with the community, will provide an academically challenging educational program to meet the diverse needs of all students in a safe, nurturing environment and empower them to be competent, creative, compassionate and contributing citizens (North Kitsap High School Report, 2006-2007); and philosophy: North Kitsap High School is committed to creating winners in the classroom, in life, in the community, in competition, and in school spirit, by providing quality academics, activities, and athletics for all students at North Kitsap High School. (http://www.nkschools.org) To this end, LIFT, in following the Guiding Principles (http://www.nkschools.org) will be a program that:

v Recognizes, appreciates, and promotes individual learning styles that meet the needs of students.

v Strengthens and supports the relationships between students and adults v Delivers flexible, relevant, high-quality learning experiences that engage all

students v Provide an atmosphere that enhances learning, and are healthy and safe v Provides information literacy and technology teaching and learning that creates

life-long learning experiences

LIFT students will possess the information literacy skills they will need to develop the knowledge to apply in real-life situations with confidence and enthusiasm to be successful, productive members of society. Goals and Objectives LIFT will align with Washington State Learning Goals: (http://www.k12.wa.us/CurriculumInstruct/EALR_GLE.aspx)

v Read with comprehension, write effectively, and communicate successfully in a variety of ways and settings and with a variety of audiences;

v Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history, including different cultures and participation in representative government; geography; arts; and health and fitness;

v Think analytically, logically, and creatively, and to integrate different experiences and knowledge to form reasoned judgments and solve problems; and

v Understand the importance of work and finance and how performance, effort, and decisions directly affect future career and educational opportunities.

LIFT Goals and Objectives:

Goal 1: Recognize a need for information

Objectives:

1. Students will define an information need. 2. Students will formulate questions about an information need.

Goal 2: Understand how information resources are organized in the school library

Objectives:

1. Students will locate resources in the library. 2. Students will find books using the Dewey Decimal System.

Goal 3: Develop effective search strategies

Objectives:

1. Students will formulate effective search strategies. 2. Students will conduct search using library resources.

Goal 4: Use a variety of technologies to search, access, locate, and present information effectively.

Objectives:

1. Students will describe a variety of productivity tools. (word processing, presentation, spreadsheet, etc…)

2. Students will describe the Internet.

Goal 5: Evaluate and analyze information

Objectives:

1. Students will synthesize information. 2. Students will describe valid and reliable websites.

LIFT with Big6: Lifelong Information Fluency Toolkit Workshop

1.0 Introduction

This workshop is designed for North Kitsap High School’s library to provide information literacy strategies for educators and students. Educators can refer to LIFT for course organization and planning; students can refer to LIFT for research and assistance for assignments and projects. To gain the most benefits of this program, this teacher-librarian lead workshop is offered to educators to become better acquainted with information literacy. An information literacy program and active engagement by faculty will improve students’ academic achievements. They will become skilled, life-long information problem-solvers that will translate into their personal and professional lives. Additionally, educators will benefit from LIFT with Big6 in guiding their students to success.

2.0 Agenda: Components of this workshop 2.1 Information Literacy and standards 2.2 Technology and the library in teaching and learning 2.3 Big6 Information Problem-Solving Strategies 2.4 Big6 in Action: Sample Lesson Plan 2.5 Skills Guides Handouts

2.1 What is information literacy? What are the standards for Washington?

"To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information. (Presidential Committee on Information Literacy: Final Report, 1989. http://www.ala.org). Information literacy encompasses a wide spectrum that includes media, visual, digital, computer, in addition to reading and writing. “Information literacy is a natural extension of the concept of literacy in our information society. Information literacy education is the catalyst required to transform the information society of today into the learning society of tomorrow” (Bruce, 2002). This means that information literacy is a process that must become an essential component of education. How we teach is just as important as what we teach. “Ultimately, people of all ages need to gain information skills whether in school or not and libraries can be very important partners in creating an information literate population” (Rader, 1997).

To be information literate, one must have the ability to1:

v Recognize that accurate and complete information is the basis for intelligent decision making

v Recognize the need for information v Formulates questions based on information needs v Identifies potential sources of information v Develops successful search strategies v Accesses sources of information including computer-based

and other technologies v Evaluates information v Organizes information for practical application v Integrates new information into an existing body of

knowledge v Uses information in critical thinking and problem solving

What are the standards for Washington?

The Office of the Superintendent of Public Instruction (OSPI) created the Essential Academic Learning Requirements (EALRs) and Grade Level Expectations (GLEs). The EARLs provide the basic standards for grades K-10 while the GLEs add a higher level of benchmarks specific to each grade. These can be found on the OSPI website (http://www.k12.wa.us/Curriculuminstruct/EALR_GLE.aspx) as well as on North Kitsap School Districts website (http://www.nkschools.org).

2.2 Technology and the library in teaching and learning

This part of the workshop will be conducted in the library. Discussion will include the following:

v Finding and using library resources v Using the online catalog v Websites: Internet and Library v Print media: books, periodicals, maps v Ethical use of information and citation

1 Delphi study conducted by Christina Doyle for the National Forum on Information Literacy. Eisenberg, Michael B., Carrie Lowe, Kathleen Spitzer. Information Literacy Essential Skills for the Information Age, 2nd Edition. Westport, CT: Libraries Unlimited, 2004.

2.3 Big 6 Information Problem-Solving Strategies

The Big6 Information problem-solving strategies are the most popular model in designing an information literacy program. LIFT will use this model as a guide for educators in lesson planning and for students in assignment and project completion. It is composed of the following:

1. Task Definition

• Define the information problem • Identify information needed

4. Use of Information:

• Engage (e.g. read, hear, view, touch) • Extract relevant information

2. Information Seeking Strategies:

• Determine all possible sources • Select the best sources

5. Synthesis

• Organize from multiple sources • Present the information

3. Location and Access:

• Locate sources • Find information within sources

6. Evaluation

• Judge the product (effectiveness) • Judge the process (efficiency)

2.4 Big6 in Action: Sample Lesson Plan

The Big6 information problem-solving strategies can be integrated or embedded in assignments and projects. This part of the workshop will discuss the components of Big6.

2.4.1 Objective/Outcome/Skill

• At the end of this module, educators will be able to describe and apply the Big6 Information Problem-Solving strategies to assignment and projects.

2.4.2 Body of the Lesson

• Discussion with PowerPoint presentation (appendix 1) • Packet of handouts (appendices 2-4)

2.4.3 Examine possible application of LIFT with Big6:

This is an example of an actual assignment provided to me from my daughter, a senior at NKHS, for the class Contemporary World Issues.

Social Security Informative Flyer or PSA

According to United States government estimates, the Social Security trust fund will be depleted by 2041. It’s difficult to get today’s high school seniors to seriously think about something that will happen when they are in their early 50s, but it’s too important to ignore. How would you educate someone your age on the issues related to Social Security?

Produce a two-sided information flyer or a two-minute public serve announcement designed to educate today’s teenagers about the U.S Social Security program. The flyer or PSA must include the following:

1) A basic description of Social Security, including its purpose, structure, and funding.

2) An explanation of the future funding challenges of the program. 3) Two possible solutions to the funding issue. 4) A “call to action” for younger people. (what they can do regarding Social

Security

If you create a flyer, it must also include two visuals (charts, graphs, cartoons.) If you create PSA, it must be scripted performance in class or on video.

(North Kitsap High School, Contemporary World Issues, 2008.)

Big6 Information Problem Solving Strategies

Activities

1. Task Definition Clearly read and understand assignment; ask questions to clarify; start thinking about format-flyer? PSA? Will it be live or video? What technologies should I use?

2. Information Seeking Strategies Sources to brainstorm and consider-government websites, search engines (i.e. Google, Yahoo)school library and databases, ask librarian

3. Location and Access Find information within sources; links from government websites

4. Use of Information Scan and read for relevant information; take notes to answer questions

5. Synthesis Create flyer or PSA per instructions; decide appropriate technology (word document, publisher software, video, dvd); use correct citation?

6. Evaluation Ask yourself-Did I complete requirements of assignment? Did I cite correctly? Do I need to review the strategies to make sure I have everything I need? How would I do it differently next time?

2.4.4 Materials Needed

The materials needed for this module will include computer with Internet access and data projector. A packet of handouts will be available to all participants. A room suitable to accommodate participants and presenters will be needed.

2.4.5 Review

The specifics of an assignment or project will need to be determined by individual instructors, but I have shown here that it is possible to include information literacy strategies. LIFT with Big6 promotes the use of a variety of resources and technologies to develop the critical thinking skills necessary for life-long learning by offering strategies as a process to solving information needs.

2.5 Assessment of LIFT with Big6

The need to improve and/or implement information literacy programs in high schools is now and for the future of our graduates. Their success in our global information society is dependent o how they master and transfer information literacy skills in their personal and professional lives. Their abilities to create meaning through critical evaluation of information will position them to be confident, informed problem-solvers and decision-makers.

Assessment of LIFT will begin with a pre-workshop survey (appendix 5) that faculty will complete. Results of the survey will be shared at the first workshop. Post-workshop evaluations will be requested after each workshop. The process to establish implementation of the LIFT will be ongoing, re-evaluating as needed. North Kitsap High School, with its current excellent program, will successfully integrate an effective information literacy program. This document was created as a suggestion and may be modified to suit the needs of North Kitsap High School.

2.6 Appendices

• Appendix 1-LIFT with Big6 PowerPoint presentation • Appendix 2- Core concepts of Information Literacy (www.librarysmart.com ) • Appendix 3- Big6 Instructional Unit Planning Guide • Appendix 4- Definition of Information Literacy (www.librarysmart.com) • Appendix 5- Pre-Workshop Survey • Appendix 6- Post-Workshop Evaluation • Appendix 7- Proposed timeline

References

Bruce, Christine (2004) Information Literacy as a Catalyst for Educational Change. A Background Paper . In Danaher, Patrick Alan, Eds. Proceedings “Lifelong Learning: Whose responsibility and what is your contribution?”, the 3rd International Lifelong Learning Conference, pages pp. 8-19, Yeppoon, Queensland.

Cass, J. (2004). Developing an information literacy polity and program. Australian Student Library Association. Issue1, Vol.18.

Eisenberg, M and Berkowitz, R. (1990). Instructional unit planning guide. (2003). Barbara A. Jansen.

Eisenberg, Michael B., Carrie Lowe, Kathleen Spitzer. Information Literacy Essential Skills for the Information Age, 2nd Edition. Westport, CT: Libraries Unlimited, 2004.

North Kitsap High School report card. (2006-2007). http://www.nkschools.org.

North Kitsap High School report to the community. (2006-2007). http://www.nkschools.org/1589105271312420/lib/1589105271312420/districtannualreport06-07.pdf.

Presidential Committee on Information Literacy: Final Report, 1989. http://www.ala.org).

Rader, Hannelore B. (1997). “Educating Students for the Information Age: The Role of the Librarian.” http://www.uoregon.edu/~felsing/ala/rader.html.

Reece, G. (2007). Critical thinking and cognitive transfer: Implications for the development of online information literacy tutorials. Research Strategies, Volume 20, Issue 4, 482-493.

Washington State Learning Goals. http://www.k12.wa.us/Curriculuminstruct/EALR_GLE.aspx.

Appendix 1

Appendix 2

The Learning Individual and the Learning Organization Information Literacy prepares the individual library user for lifelong learning. A commitment to information literacy also prepares the library to become a learning organization in which library professionals are prepared to develop new skills and competencies as required.

The Teaching Library A commitment to information literacy involves a mental and practical shift away from the role of expert and toward the role of teacher or facilitator. The information literate library professional is always alert to the “teachable moment,” in which he or she may help customers to become more competent and confident in their own ability to learn.

The Role of Collaboration Information literate organizations recognize that the physical library is no longer the center of knowledge and learning for many citizens. Access to information is everywhere. If we wish to promote equitable access and effective use of information, libraries must partner with fundamental social institutions, such as workplaces, schools, communities, organizations, government agencies and social services.

Information Use as Process

Core Concepts of Information Literacy

Washington State Library Information Literacy Project

Information literate professionals understand that people use information to solve problems. Information does not become knowledge without context. Effective information use involves a process of critical thought and evaluation that transcends specific research skills, library techniques or sources.

Appendix 3 Big6™ Instructional Unit Planning Guide Unit or curriculum standard: Information Problem—How can the unit (or specific curriculum standard) be presented as an authentic and/or motivating information problem for students to engage? The problem should cause students to need to and want to engage in the content. Big6 1.1—What is the students’ task? (Learn about…)

How can the students help define the task without you initially telling them? (You may have to modify the task as defined by the students so that the curriculum standards are covered.)

Big6 1.2—What information do the students need to know in order to accomplish the task? (List these in question form.) Use the other side if necessary. Big6 2.1 and 2.2—Which sources are students most likely to use for this unit? Consider having students use library books and the online and CD-ROM databases to which the library subscribes before using sources off the free Web. (Consider human resources such as interviews, survey and observation whenever appropriate)

How will students obtain a list of sources? q Brainstorm (with or without assistance) to create comprehensive list q other

Which additional sources will you introduce to the students? Big6 3.1—Where will students locate these sources?

What instruction do students need in specific location skills? (Consider on-line or

card catalog, keyword searching, shelf arrangement, Boolean operators (and, or, not),

telephone book use, Internet search engines, etc.)

Big6 3.2—What instruction do students need in accessing information within the source?

(Consider index and table of contents, keyword identification and listing related words, various search options on subscription databases, etc.)

Big6 4.1—How will students engage in the source? (Read, listen, view, touch, etc.) Other considerations about the contents of the sources (reliability, bias, currency, etc.

especially when using web sites) Who will evaluate web sites for authority and accuracy and judge for relevancy?

q teacher or librarian q students (consider having student complete a formal Web evaluation for

each free site used)

Big6 4.2—How will students take from the source, the information they need (note taking)? ____ trash-n-treasure method of note taking for factual information ____ Summarizing and paraphrasing for older students, as developmentally

appropriate On which type of organizer will students use to record notes? ____ data chart

____ note cards ____ Electronic organizer (MS Word, Inspiration, etc.)

____ other (such as Venn diagram, comparison chart, cluster diagram, etc.) What instruction will students need prior to taking notes? Big6 5.1—How will students organize the information from all of their sources? ____ written rough draft ____ sketch ____ roughly drawn plan ____ graphic organizer ____ other Consider: How, by going beyond the given information, will students add value to

the knowledge-level information found in sources? Big6 5.2—How will students display their results? ____ product ____ presentation

____ paper ____ other What higher-level thinking and transferable skills are included in the final

product? How can students show results in a written format, such as an essay or other

paper? What materials and instruction will students need? Will students choose their own product (with or without guidance)? How will students give credit to their sources? ____ bibliography ____ spoken credit during a presentation Big6 6.1 and 6.2—How will students evaluate their own efforts? ____ predetermined set of criteria such as a rubric or scoring guide ____ informal written evaluation ____ both ____ other Who will create the rubric or scoring guide? ____ teacher and/or librarian ____ student input in descriptors ____ other

Additional Considerations What are the content objectives? What are the specific information problem-solving (Big6) objectives on which you will

focus? What prerequisite skills or content objectives do students need before beginning this sequence of instruction? What audience will the students have for their efforts? How will the teacher and librarian be involved with the class or individuals while the

other is teaching? How are the students going to be grouped? ____ individual ____ group of 3 or 4 ____ pair ____ other What materials are needed and who is responsible for collecting them? What is the time frame? How will the unit be evaluated by the teacher and/or librarian? How will you celebrate and/or advertise the students’ products or performances and information searching accomplishments?

Appendix 4

"Information Literacy is the ability to recognize when information is needed and to locate, evaluate, and use effectively the needed information."

American Library Assocation. Presidential Committee on Information Literacy. Final Report. (Chicago: American Library Association, 1989.)

A Person Who Is Information Literate Is Able To:

DETERMINE the extent of the information needed

ACCESS the needed information effectively and efficiently

EVALUATE information and its sources critically

INCORPORATE selected information into one's knowledge base

USE information effectively to accomplish a specific purpose

UNDERSTAND the economic, legal and social issues surrounding the use of information

ACCESS and use information ethically and legally.

ACRL Information Literacy Competency Standards for Higher Education http://www.ala.org/acrl/ilintro.html

Definition of

Information Literacy Washington State Library

Information Literacy Project

Appendix 5 Survey questions

This survey is created to collect information regarding information literacy practices at North Kitsap High School. Please answer the following questions to the best of your ability. All responses will be treated with the appropriate confidentiality. How long have you been teaching? What course(s) do you teach? How do you define information literacy? On a scale of 1-5 with 5 being the highest, how would you rate the following: Students can independently define and articulate a need for information. I require my students to find and use information from sources such as books, journals, databases, etc… Students can evaluate information and its sources critically. Students can synthesize, utilize, and communicate information effectively to accomplish a specific purpose. Answer the following question regarding the last four statements: What methods do you use to help your students learn the skill in the above questions? Answer the following questions to the best of your ability. What criteria or methods do you use to evaluate your students? Proficiency in these skills? Approximately, what percentage of your students have the basic computer skills required to use electronic information sources? 0-20%, 21%-40%, 41%-60%, 61%-80%, 81%-100%, unknown have the necessary computer skills Do you think students would benefit from having a library orientation/research component in classes?

Does your department teach students how to research or how to study? Are students able to formulate research questions? Can students identify the various sources of information? Are students able to use key words and other strategies? Do students know how to use reference books? Can students work independently or in groups as required? Do students know how to select the best sources for their purposes: print or electronic? Can students use technology to access information? Can students use technology to process information? (e.g. productivity software)

Can students use technology to evaluate information? (spellcheck) Can students evaluate the information they find on the web (or in print)? Do students make use of search engines? Can students successfully build on gathered information? Do students have the ability to skin, scan, and analyze information? Are students able to summarize, take notes, and avoid plagiarism? Do students know how to acknowledge their sources? Are assignments drafted and revised before being presented in an acceptable format?

Thank you for your assistance!2

2 Cass, J. (2004) Developing an information literacy policy and program. Australian Student Library Association. Issue 1. Vol. 18.

Appendix 6

Post Workshop Evaluation

1) What did you learn from this workshop that will be most helpful?

2) What aspects of this workshop were the least helpful?

3) Do you wish more time or explanation was provided for any topics covered in this workshop? If so, what topics?

4) Are there topics that you would like to be discussed in this workshop? If so, what are they?

5) How or what would you change about this workshop to make it more beneficial for future workshops?

6) Do you think you will be able to better integrate information and technology literacy processes in your lesson plans?

7) Anything else? Any and all suggestions and/or comments are welcome.

Appendix 7 Proposed Timeline of Activities

Date Action Resources Responsibility Assessment Actual Date Completed

Spring 2009

Contact School Admin/Librarian

Submit prospectus Nancy Hughes Recommend information literacy program

Spring 2009

Summer 2009 Two weeks prior to start of school

LIFT committee volunteers sought

Distributed introduction and survey

Nancy Hughes/school representative

Committee volunteers organized

Summer 2009 two weeks prior to start of school

Summer 2009 Same as above

Collected and analyzed surveys

Results of surveys Nancy Hughes/school representative

Created document of survey analysis

Summer 2009 Same as above

Sept. 2009

First LID/LIFT meeting: Information literacy introduction

Distribute and discuss survey results

Nancy Hughes/school representative /librarian

Workshop decision by committee

Sept 2009

October 2009

Second LID/LIFT meeting: Workshop pt. 1: “Information Literacy” and “Technology and the Library in teaching and learning”

Workshop conducted in library; ppt presentation; handouts

Teacher-librarian

Review workshop; distribute evaluations,

October 2009

Nov. 2009

Third LID/LIFT meeting: Workshop pt 2: “Big6 Information problem-solving strategies”

Workshop conducted in pre-scheduled location; ppt presentation; handouts,

Teacher-librarian

Review workshop; distribute evaluations,

Nov. 2009

Dec. 2009

Arrange pick up of evaluations

Collect evaluations Nancy Hughes/Teacher

Review and analyze

Jan. 2010

Instructor comments below copied and pasted from catalyst 1-3-10

Prospectus Part B 40% Nancy, Thank you for your thoughtful plan. Your choice of North Kitsap High School: proved to be a good one. As outlined in the assignment description, the prospectus should include the following

· The situation and context for information literacy learning. (500 words). This was excellent. · Vision and broad philosophy and the “signature of the program”—what your program will be best known

for. (300 words). It was what the signature of the program will be LIFT with Big6 · Goals and specific objectives. (300 words). Again these were clear. In goal 5 you might consider broaden

this to include information sources not just websites; · The activities of the program—including a draft timeline. A grid format was the preferred presentation

method here (700 words). Your timeline was set out in a logical sequence. This was indeed very thoughtful with roles articulated for each stakeholder. I like eth way you showed the relevant to the standards

· A sample of a typical session (300 words or less; include specific learning objectives). Again this were detailed and well explained

· Criteria and methods of assessment. (250 words) The assessment was very good You covered components of the question. Overall evaluation:

· Clear and coherent presentation, organization and technical writing (spelling, punctuation, and grammar) - 20%

· Complete (includes all aspects of assignment) and on time - 20% · Quality of content (shows insight, creativity) - 40% · References to readings, presentations, and other resources - 20%

A grade of 40 has been posted. Congratulations. Lorraine

librarian/school secretary

evaluations

Jan 2010

Meeting school admin/librarian

Submit evaluations Nancy Hughes/librarian

Solicit feedback

Feb 2010

Feb. 2010

Arrange meeting to discuss LIFT implementation

Evaluations from workshop

Nancy Hughes/librarian

Solicit ideas and feedback

Feb 2010

March 2010

Meeting with LIFT committee

Review implementation strategies/orientation for students

Teacher-librarian and webmaster

Implementation and student orientation

Sept 2010

Sept 2010

LIFT with Big6 resources available on website

Library links created Teacher-librarian and webmaster

Seek feedback on library links.

Sept 2010