Ashley Campbell Georgia Southern University Information Literacy Skills Unit Media Specialist / Instructional Technology Practicum

Information Literacy Skills Unit Grace Snell Middle School, 6th Grade Stage 1 Desired Results
Content Standard(s):

AASL Learning Standards: 1. Inquire, think critically, and gain knowledge 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information. 1.3.1 Respect copyright/ intellectual property rights of creators and producers. 1.3.2 Seek divergent perspectives during information gathering and assessment. 1.3.3 Follow ethical and legal guidelines in gathering and using information. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.

2. Draw conclusions, make informed decisions, apply knowledge to new situations, and 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. 2.1.2 Organize knowledge so that it is useful. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real- world situations, and further investigations. 2.1.4 Use technology and other information tools to analyze and organize information. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn. 2.3.1 Connect understanding to the real world.

2.4.1 Determine how to act on information (accept, reject, modify).

3. Share knowledge and participate ethically and productively as members of out democratic society. 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 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. 3.1.6 Use information and technology ethically and responsibly. 3.4.2 Assess the quality and effectiveness of the learning product.

4. Pursue personal and aesthetic growth. 4.1.4 Seek information for personal learning in a variety of formats and genres. 4.1.6 Organize personal knowledge in a way that can be called upon easily. 4.1.8 Use creative and artistic formats to express personal learning. 4.2.3 Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences.

Academic Knowledge and Skills (Gwinnett County Standards):

(AKS 17) Describe processes that cause gradual changes in Earth's surface. (AKS 17b) Recognize lithospheric plates constantly move and cause major geological events on the Earth's surface. (AKS 17b3) Explain the processes that produce earthquakes and volcanoes.

Desired Understanding Students will understand that: Earthquakes and volcanoes play a significant roll in the changes to the Earths surface. There are many resources available in the media center. By learning and utilizing 21st century skills, expression of new ideas gained through information can be presented in various formats. Related Misconceptions:
The only place to find information is in the reference section.

Essential Question(s): How can I effectively use note-taking skills to gather research information? What is plagiarism? How do I create a citation? How do I know if a website is credible? How do I create a Prezi presentation to display my research?

Student objectives (outcomes):

Students will know: How to avoid plagiarism and practice good note-taking skills. How to write a citation to give credit to an informational source. How to identify a credible website. How to use the information collected to create a Prezi presentation. Students will be able to: Take notes in their own words to avoid plagiarism. Write citations for the sources they used to give credit to the author. Use appropriate sources for their research. Create a Prezi presentation that will showcase their knowledge on the academic content as well as their 21st century information literacy skills. Stage 2 Assessment Evidence Performance Task(s): Other Evidence: Students will create a Prezi presentation Completing the note taking handouts that demonstrates their knowledge of using the strategies taught. research skills, note taking abilities, and Correctly listing citations for articles, proficiency in writing citations. books, and websites used during research. Stage 3 Learning Plan Learning Activities: Ms. Rogers class is learning about volcanoes and earthquakes. Each day as students enter the media center the media specialist will discuss information literacy skills. The students will use these skills to help in their research. There are 27 students with a 50-minute class period. Day 1: Plagiarism and Note-taking As students arrive they will sit down at the far end of the media center at the tables. The MS will pull up a Prezi presentation that will serve as the overview for the three-day unit. The MS will also give the students the link to the Prezi presentation because it will have resources students can use during the unit such as videos on note taking, citations, and Prezi tutorials. (3 minutes) After the overview of the unit via Prezi, the teacher will review plagiarism and note taking skills with students. (15 minutes) -Plagiarism is when you copy someones work and say it is your own. -To avoid plagiarism you should take notes in your own words. -When note taking think of writing what you read in the article as a text message. -It is okay to state exact scientific facts, but make sure you give credit to the author. The MS will give students two handouts (T shape note taker, web note taker). Students can use these handouts when taking notes to practice the note taking skills that were discussed. The MS will explain that they will only be using Science in Context today to find three resources and start taking notes on their selected sources. The students will be dismissed by table to the computers located in the center of the media center to begin selecting sources and taking notes. (27 minutes) Day 2: Citations As students arrive they will sit down at the far end of the media center at the tables.

The MS will pull up a Prezi presentation and show the overview for day two. (2 Minutes) The MS will answer questions about note taking and will review citation skills with students. (10 Minutes) -When using another authors information you have to make sure to give credit to its source. -Remind student to copy the citation listed at the bottom of the Science in Context articles. -Explain to students that today they can use other resources to find information about their volcano or earthquake. -Show students how to enter citation information in Microsoft word. (Its like a scavenger hunt for information) -Remind students that reputable web pages for research will have an author listed, they often end with .edu or .gov, they will not be trying to sell something, they will have correct grammar and punctuation, and will have been updated recently. Dismiss students by tables to the computers so they can continue research. (30 minutes) Students will need to have their three Science in Context resources approved by the MS or classroom teacher before they can start using other resources. MS will assist students in note taking, choosing reliable sources, and citations. Students will need to save citations on a word document in their teachers shared network folder to use when they make the Prezi presentation.

Day 3: Prezi As students arrive they will sit down at the far end of the media center at the tables. The MS will pull up a Prezi presentation and show the overview for day three. (15 Minutes) -Show students how to log into Prezi, select a template, and basic tools. -Show students an example Prezi presentation on a science topic that includes a citation section. -Answer any questions, and remind students that they need to only include information in their Prezi presentation they have written in their own words and to make sure to cite their sources in the citation section of their Prezi. Dismiss students to computers and have students who have completed their research and note taking start working on their Prezi presentation. (30 Min)

Outline 1. a.

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Combination Notes

Facts and Notes

Drawing or Diagram

1-2 Sentence Summary (in your own words)

Web

Prezi Presentation:

http://prezi.com/0cvvdyu8ucke/volcanoes-andearthquake-unit/

Writing Citations in a Word Document

1. In the toolbar: Click on the References tab, Change the Style to MLA Seven, Click on Manage Sources.

2. Inside the Source Manager click on New

3. Think of a citation as a scavenger hunt for information. Fill out as much as possible then click OK.

4. After you have added all the entries for the citations you are writing. Go back into the Source Manager. Inside the Master List column click on all the citations you want to be in your works cited page. Then click Copy -> to move the entre over to the current list column.

5. Under the References tab click on Bibliography and select Works Cited. Your Works Cited page will appear on the word document.

Remember: The citations need to be listed in ABC order. After the first line all other lines are indented five spaces called a hanging indent.

Volcano & Earthquake Prezi Presentation Rubric Unacceptable 0 points Presentation Information listed is directly copied from an informational source. or Presentation is not complete. Acceptable 5 points Information listed in the presentation is written in the students own words. The material presented is not well organized or it does not effectively show students understanding of the information. Target 10 points Information listed in the presentation is written in the students own words. The material is presented in an organized format that effectively demonstrates students understanding of the information. Citations have their own section at the end of the presentation. 4 or more citations are listed. Citations are written correctly.

Citations

Citation section is missing or less than 3 citations are listed. Citations contain multiple errors.

Citations have their own section at the end of the presentation. At least 3 citations are listed. Citations contain no more than 2 errors.

____ pts. / 20 pts.