Alford Rebecca Information Literacy Plan FRIT7136 (2)

7/29/2019 Alford Rebecca Information Literacy Plan FRIT7136 (2)

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Alford_Rebecca_Information Literacy Plan_FRIT_7136

Information Literacy Plan

Rebecca B. Alford

Georgia Southern University


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GRADE: 12th Grade TEACHERS: Ms. Hatcher, Ms. Burrell,

Ms.Swinford

CONTENT TOPIC: To instruct 12th grade students on how to conduct research

with print and online reliable sources including GALILEO, Infotrac and GoogleScholar. Students will also be instructed on how to create citations for print and

non print resources using Easy Bib an online subscription citation producer. The

students will also be reminded of the importance of citing all resources accurately

in the MLA sixth edition style format.

STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS

Standard 1:

Inquire, think critically, and gain knowledge.

Skil l I ndicator(s):

1.1.2 Use prior and background knowledge as context for new learning.

1.1.4 Find, evaluate, and select appropriate sources to answer questions.

Benchmarks:

Explore general information sources to increase familiarity with the topic or

questions.

Identify the value of and differences among potential resources in a variety offormats.

Use various search systems to retrieve information in a variety of formats.

Seek and use a variety of specialized resources available from libraries, the Web,and the community.

Describe criteria used to make resource decisions and choices.

Dispositi ons Indicators:

1.2.2Demonstrate confidence and self-direction by making independent choices inthe selection of resources and information.

1.2.3. Demonstrate creativity by using multiple resources and formats.

1.2.4. Maintain a critical stance by questioning the validity and accuracy of all

information.


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Responsibil i ties I ndicators:

1.3.3 Follow ethical and legal guidelines in gathering and using information.

1.3.5Using information technology responsibly.

Self Assessment Strategies I ndicator (s):

3:1.1.Conclude an inquiry based research process by sharing new understandingsand reflecting on the learning.

CONNECTION TO LOCAL OR STATE STANDARDS:

ELA12W1 The student produces writing that establishes an appropriateorganizational structure, sets a context and engages the reader, maintains a

coherent focus throughout, and signals a satisfying closure.

ELA12W2 The student demonstrates competence in a variety of genres. The

student produces expository (informational) writing to explain an idea or conceptand/or convey information and ideas from primary and secondary sources

accurately and coherently.

ELA12W3 The student uses research and technology to support writing.

ELA12C1 The student demonstrates understanding and control of the rules of the

English language, realizing that usage involves the appropriate application ofconventions and grammar in both written and spoken formats.

ELA12C2 The student demonstrates understanding of manuscript form, realizing

that different forms of writing require different formats.

OVERVEW:

Twelfth grade students will come to the library for an instruction time that will bepresented by Media Staff. The instruction will be on the use of approved online

resources (websites ending in edu. or org.), online databases, and print materials.

Using this information and data, students will create a 3-5 page senior thesis paperon a approved topic of their choice. The student is required to have a minimum of

5 print and/or non-print resources recorded with full citations in MLA 6th editionformat. A works cited page and a title page are to be included.


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FINAL PRODUCT:Students learn how to print resources within the Media Center and electronic

resources using the schools databases GALILEO, Infotrac, and Google Scholarfound on http://www.effinghamschools.com/Page/8126. These resources will be

used to create their senior paper that can be written on the approved topic of theirchoice. They will properly cite their sources.

LIBRARY LESSONS:Addressing the class initially as a whole group, the SLMS will start the

presentation with the Information Revolution video. The group will then listento a tutorial on where to find our databases and how to use the different types of

materials by searching with keywords.The students are prompted on how to search our online catalog for relevant print

materials. A handout (attached)will be given to each student that has all databaseslisted and has needed passwords. Examples of a specific topic (ie recycling

because our county just started a recycling program) will include 5 different ways

to research topics.1. GALILEO2. GALE infotrac (fee based site)3. Google Scholar4. Destiny catalog5. Approved online source of their choice (depends on their topic)

Instruction will also include a reminder of how to cite their sources and how

imperative it is do give references their credit. The students will then receive aMLA citation guide handout (attached) that will help cite their research

information. This handout is for our students that need visual instruction and notjust online information.

The final product should be a 3-5 page paper, on the approved topic of their choice,

with at least 5 citations/references, a title page, and a works cited page.
http://www.effinghamschools.com/Page/8126http://www.effinghamschools.com/Page/8126http://www.effinghamschools.com/Page/8126


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ASSESSMENT:Product:

The teachers, SLMS, and students will use the checkbric designed by theinstructor (attachment #1) to assess the information that has been gathered

during the search of sites and references that will be used for the paper. Thiswill ensure that all required elements are included.

Each student will also fill in the Senior Research Outline(attachment # 2)that will be provided by teachers.

Students will use the how to find guide(attachment #3) to locate printmaterials in the Media Center.

Request to photocopy (attachment #4) will be available for students to useif needed.

Information packets will be given to each student that includes list ofwebsites with their passwords (attachment 5), MLA citation guide (google

attachment 6), and a bibliography guide (google attachment 7).

Process:

The teachers and SLMS will use the checkbric (attachment 1) to evaluate thestudents progress with their research and using adequate and approved

resources for their paper.

The teacher and the SLMS will use the Senior Outline (attachment 2)handout to access the students ability to use quotations properly using their

own words and citing sources.

The teacher and SLMS will observe each student to guide them to make sure

they are accessing various databases, print materials and web tools by usingthe provided passwords and search tools provided.

Student Self-questioning:

Did I pick a topic that has variety of print and non-print resources available?

Did I use resources that are available on the school web site and listed on thehandouts?

How do I locate the reliable sources?

Did I fill in my outline thoroughly?

How do I cite the sources?


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INSTRUCTIONAL PLAN

Resources Students will use:

Online database (s)

School OPAC

Web sites

Reference

Non-print

Periodicals/newspapers

School Media website --http://www.effinghamschools.com/Page/8126

Instructional/activitiesDirect Instruction: The SLMS will show a short video called Information

Revolution. This video will be followed by a presentation using the LCDprojector showing the students how to access the school web site and the media

page. Handouts will be supplied to the students so they can follow theinstruction on paper while the SLMS teaches. The students are then reminded

where the print materials are located throughout the library and how they can

access the availability of the material on the OPAC. The SLMS will reinforce

the importance of citing sources and the ethical use of information.

Modeling and Guided Practice: The SLMS will pick a topic and guidestudents on how to use the online databases to find the topic and its research.

The media specialist reminds students of the passwords for each database and

shows them where information is kept for student daily use. The SLMS will

then show students how to use the school OPAC to find a book that may haveinformation on their topic. The SLMA briefly discusses how the Dewey

Decimal System has books on the same topics grouped together. The SLMSand teacher reiterate to students how important it is to complete outline that is

provided by teacher.

Independent Practice: The students will then be allowed to begin theirresearch of their approved topic to verify it has at least 5 sources that can be

used for the paper. The SLMS and teacher(s) will be encouraging each studentto begin taking notes on their Senior Outline. They will also begin attempt to

find a print resource by filling out the how to find sheet. After students locate


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a book/magazine/newspaper, they will fill out the request to photocopy form if

needed to copy any information.

Sharing and Reflecting: The last ten minutes of the class will be a check-in

time in which the student will share the information they have gathered with theSLMS or teacher. At this point, a topic should be finalized and the student

should have at least three resources listed on their Senior Outline.

Follow-up days:

Teachers will schedule three more days for students to return and continue

working on completing their research and outline. The SLMS and teacher

will be available for assisting students to guarantee they are followingdirections and instructions. At the end of the fourth day, the SLMS will hand

each student an opinion questionnaire survey (attachment 9). This survey

should be counted as part of their grade to ensure each student completes thethree easy questions.

Reflection

Collaboration- For this lesson, I used three senior English teachers. Two ofthe teachers were very excited and appreciated the help this SLMS offered.

One of the teachers was not as willing to participate and therefore she did

not follow through with coming all four days. All three of the teachers have

been teaching the senior paper for years and welcomed the new ideas theSLMS gave them to help their students succeed. One advantage was that I

could build on these teachers existing lesson plan. The teachers reallyappreciated the school web site having all the resources listed so students

could easily access them at home or school.Finding time to meet was not too bad since all our English teachers have the

same planning time. Next year will be more challenging due to the fact thatour system is going back to seven period days. We have been on block

scheduling.

Lesson- The first day of instruction may have been a little overwhelming forstudents because we pack them full of information and give them manyhandouts. But allowing them three more scheduled visits to the media center

gave each student plenty of time for questions and individual instruction.

One really interesting observation was the difference in the three classes


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(92 students) that I taught. The first and third classes were very interested in

staying on task while the second class was very detached. The teacher of thesecond class informed me that they were her bad class but I feel it also had to

do with the time of day. It was right before lunch. Maybe next time we could

try an experiment and get some parents to bring in a snack to see if theirattention to the lesson would be better.

The opinion questionnaire was such a great measurement tool. I am glad

the teacher included it as part of their grade because that is the ONLY way

to get students to turn it in.

Overall, I feel the plan was a huge success. This was based on my observation, the

surveys, and successful grades. Most students were able to follow the checkbricand obtain full points for each section. A majority of the students were very good

about working independently with a little guidance but we did have about a dozen

students that needed extra instruction. Some of course wanted us to write the paperfor them. We have a great advantage at our school that we have over 100computers available in our lab and in our media center. We are also fortunate to

have one other computer lab that is mostly used by our science classes so this freesup more time for the English classes. Our media lab has a full class schedule

rotation therefore this gives students a whole class time to work on their paper and

research. Next year will be a little more challenging because of the shorter class

times but students will have English all year.

Also next year I want to model the Senior Outline more and build my instructionaround helping students not only find research but teach them how to add

quotations to their papers with lead in instructions. This is something they willneed to have knowledge about if they attend college.

Research Pathfinder- http://www.effinghamschools.com/Page/8126

Google documents : attachments 3,4,6,7

http://goo.gl/5h7Ao
http://www.effinghamschools.com/Page/8126http://www.effinghamschools.com/Page/8126http://goo.gl/5h7Aohttp://goo.gl/5h7Aohttp://goo.gl/5h7Aohttp://www.effinghamschools.com/Page/8126


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Research CheckBric--- (Attachment 1)

Planning 5 4 3 2 1 0_____Researcher(s) chose a topic that has several available,

reliable and variety of research:

_____question/topic or thesis prompted a meaningful "how or why

exploration

_____question/topic or thesis focused

_____question/topic did not lend itself to readily available

answers

Comments:

Gathering 5 4 3 2 1 0

_____Researcher(s) gathered information from a full range of qualityelectronic and print sources, including appropriate subscription databasesand primary sources. Five resources were used and cited.

_____used effective search strategies for locating

information

_____brainstormed key words, subject categories, related

terms

_____used appropriate syntax for search tools

_____used appropriate search tools

_____evaluated resources


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_____consulted balanced resources (books, journals,

websites, primary sources, etc

_____used five resouces

Comments:

Organizing 5 4 3 2 1 0

_____Researcher(s) processed and synthesized ideas andinformation from various sources to answer question or prove thesis.

_____avoided research holes (All important sources are

included.)

_____paraphrased effectively

_____used "quotable" quotations (quotes truly worthy of

quoting)

_____integrated researchers own ideas with quoted and

paraphrased material

_____synthesized information to convey new understanding

(researchers voice)

_____used effective supporting evidence

_____used structuring tool (graphic organizers, outlines)

Comments:


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Documenting 5 4 3 2 1 0_____Researcher(s) used information ethically

_____credited ideas, text, graphics, media

_____followed in-text documentation format correctly

_____followed Works-Cited/Works-Consulted format correctly

Comments:

Reflecting 5 4 3 2 1 0

____Researcher(s) reflected thoughtfully and specifically on the

process

____completed opinion survey provided by teacher and

SLMS.

Comments:

Developed in collaboration with Carol H. Rohrbach, Language Arts

Coordinator, School District of Springfield Township.


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MLA FORMAT (attachment 2)

Senior Research OutlineI. Introduction-Topic Sentence _____________________________________________________________

a. _______________________________________________________________b. _______________________________________________________________c. _______________________________________________________________d. _______________________________________________________________e. _______________________________________________________________f. _______________________________________________________________g. Thesis__________________________________________________________h. Possible Quote to be included in this paragraph:

__________________________________________________________________

__________________________________________________________________

________________________________________________________________________________________________________________________________

(Last name of author_______________________________, page # - NO

COMMA IN BETWEENJUST LEAVE A SPACE) or if a website without

an authortitle; no title? Then piece of web address (ex:

www.cdc.org_____________________)

Where will this go? (between which letters a-g)__________________________

How will you introduce this quote:?____________________________________

Smith states, ( 118). A website sponsored by the University of Virginia states, ..

(http://www.va.edu).

Researchers found, (Hodges 27).II. Body Paragraph OneTopic Sentence _____________________________________________________________

a. ______________________________________________________________b. _______________________________________________________________c. _______________________________________________________________d. ________________________________________________________________

e. QUOTE #1__________________________________________________________________

__________________________________________________________________
http://www.va.edu/http://www.va.edu/http://www.va.edu/http://www.va.edu/


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__________________________________________________________________

______________________________________________________________

(Last name of author______________page #) or if a website without an

author-title; no title? Then piece of web address (Web address

__________________)


How will you introduce this quote:?__________________________________

f. Quote#2_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_________________________________________________________________

(Last name of author_________________page #) or if a website without anauthor, title; No title? Piece of web address(Web address

_____________________)



III. Body Paragraph TwoTopic Sentence _____________________________________________________________

a. _______________________________________________________________b. _______________________________________________________________c. _______________________________________________________________d. _______________________________________________________________e. QUOTE#3_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________

(Last name of author_________________page #) or if a website without an

authortitle; no title? Piece of web address (Web address_____________________)




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f. Quote #4__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

____________________________________________________________

(Last name of author_________________, year______________, page #) or ifa website without an author (Web address __________________, year

updated or viewed _____________________)



IV. Body Paragraph ThreeTopic Sentence _____________________________________________________________

a. _______________________________________________________________b. _______________________________________________________________c. _______________________________________________________________d. _______________________________________________________________

e. QUOTE #5__________________________________________________________________

__________________________________________________________________

________________________________________________________________________________________________________________________________(Last name of author_________________page #) or if a website without an

authortitle; no title? Piece of web address (Web address

_____________________)



f. Quote#6_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

___________________________________________________

(Last name of author______________ ______________, page #) or if a

website without an authortitle; no title? Piece of web address (Web

address _____________________)




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V. ConclusionTopic Sentence _____________________________________________________________

a. ________________________________________________________________b. ________________________________________________________________

c.

________________________________________________________________d. ________________________________________________________________e. Possible Quote to be included in this paragraph:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

______________________________________________________________

(Last name of author_________________page #) or if a website without an

author- then title; no title? Piece of web address (Web address

_____________________)


How will you introduce this quote:?______________________________________


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(ATTACHMENT 5)

SOUTH EFFINGHAM HIGH SCHOOL

USERNAMES AND PASSWORDS FORMAGAZINE DATABASES

The following resources are accessible via our school website:

www.effinghamschools.com

Select South Effingham High School from the drop down box of

schools.

Under the Education tab, select Media Center tab as 1st choice.

At the Media Center link, select: General Resources tab.

Gales Infotrac Magazine Databaseo From Home: Use password: mustangs

o Includes full-text magazine, newspaper, and peer-reviewed academic journal articles; book reviews, andmultimedia NPR radio broadcasts. Some articles include

images. All articles include source citations, either MLA

or APA. Print, Email, or Listen to articles & broadcasts.

Virtual eBook Reference Library

o From Home: Use password: mustangso Includes full-text reference books on a variety of subject

areas. Some reference articles include images. All

articles include source citations, either MLA or APA.

Print, Email, or Listen to articles & broadcasts.
http://www.effinghamschools.com/http://www.effinghamschools.com/http://www.effinghamschools.com/


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GALILEO (GA Library Learning Online) Databaseso From Home: Use current password:_______________

Password changes every 3 months. Ask Media Staff for current password.

o Includes dozens of searchable databases.o Find full-text magazine and peer-reviewed journal articles

with source citation information on a variety of topics.

Live Oak Public Library useful online Reference Resourceso From Home or School: Go to URL:www.liveoakpl.org,

then click on Research button in upper right hand corner.

On side right hand side bar: Useful resources:Biography in Context; Gale Reference Library;

Literary Reference Center

Password: Use public library card # or

sava66375 Gale Encyclopedia of Science, Use Password:

sava9149

o

Use for biographical, literary, science or general researchinformation.
http://www.liveoakpl.org/http://www.liveoakpl.org/http://www.liveoakpl.org/http://www.liveoakpl.org/


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Opinion Questionnaire (Attachment 9) Topic_________________________

Name___________________________________________Date__________________________

Students, please answer the following questions about your Media Center activity.

1. What was shared in the library instruction that was most useful to you?

2. What did you learn that you did not know before?

3. What especially clicked for you in anything you learned or applied from the

instruction?

Opinion Questionnaire Topic_________________________

Name___________________________________________Date__________________________

Students, please answer the following questions about your Media Center activity.

1. What was shared in the library instruction that was most useful to you?

2. What did you learn that you did not know before?

3. What especially clicked for you in anything you learned or applied from the

instruction?

Alford Rebecca Information Literacy Plan FRIT7136 (2)

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