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Information Literacy Lesson Plan on

Understanding Authority
Table of Contents

Introduction page 3

Needs Assessment pages 4-16

Objectives page 4
Target Audience page 5
Data Collection Strategy & Audience Sample page 7
Data Collection Instrument page 8
Data Analysis page 8
Institutional Assessment page 12
Overall Learner Profile page 15

Goals & Student Learning Outcomes pages 17-18

Instructional Goals page 17
Instructional Session Objectives page 18
Student Learning Outcomes page 18

Assessment Plan page 20-30

Formative Assessment page 21
Summative Assessment page 25
Self-Assessment page 27

Instructional Plan page 31-37

Instructional Strategy One page 32
Instructional Strategy Two page 33
Instructional Strategy Three page 35

Conclusion page 38

References page 39

Appendices page 40-45

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Introduction

This document contains the instructional design elements for a 4-part summer workshop

on Understanding Authority that will be conducted at the Chisholm Public Library this summer.

In response to the 2016-2019 Strategic Plan of the library, this instructional plan has been

designed to embed information literacy concepts in recreational teen programming. By the end

of the summer series the teens will have engaged with the concept of authority, understood the

responsibilities associated with creating and sharing information, and how to apply this

knowledge as they develop their own authoritative voices.

This document begins with a Needs Assessment that identifies the target audience and

details the data collection process that informed the instructional design of this workshop. The

Goals and Objectives have been developed in response to the expressed needs of this target

group and the anticipated learning outcomes as identified by the teen department and library

director. The Assessment Plan outlines the formative and summative assessments developed to

measure learning of concepts as they relate to expressed student learning outcomes. Finally, the

Instructional Plan for Session 1 of the workshop is fully developed and ready for

implementation.
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CAPSTONE STEP 3: Needs Assessment

In working towards meeting the goal to include more programming focused on

developing information literacy skills outlined in the 2016-2019 Strategic Plan of the Chisholm

Public Library, the teen librarian has been seeking new opportunities to embed information

literacy concepts and standards into recreational programming for teens. Understanding that

most teens will not be interested in attending programs that mimic typical classroom style

teaching and learning after-school, the teen librarian has been looking to the teens themselves to

discover an information desire that could be used as a gateway to meet their information needs.

Recently, teen patrons who frequent the library have expressed an interest in the librarian

running a program where they would be able to engage with technology and create podcasts,

write blog posts, and/or produce their own videos. With this expressed learning desire that

already has the target audience engaged, the teen librarian sees an excellent opportunity to

embed the teaching of information literacy concepts of understanding authority, recognizing the

responsibilities that come with authority, and developing an authoritative voice. Before

designing instruction, an information needs assessment is imperative to determine the learning

needs, prior knowledge, and anticipated learning outcomes for the target group.

Objectives

This needs assessment seeks to measure and understand the information needs and wants of the

target audience, by measuring their prior knowledge of the following concepts:

The criteria and strategies teens consider when determining the authority of an
information source.
The responsibilities associated with creating and sharing information.
Their expected learning outcomes to be achieved by attending the information literacy
sessions.
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Target Audience

The Chisholm Public Library serves a town with a population of 25,841 people. Located

in Queens, the most diverse borough in New York City, the library serves a culturally diverse

community with 47.4% of residents born outside of the United States and 20.6% of residents

speaking a language other than English (mostly Spanish and Chinese). The median household

income is $64,264 (only 6% higher than the state average), and 15.3% of the population is

reported to be living below the poverty line. 35% of the population has less than a high-school

education, and only 30% have a college degree or higher. 24% of households contain children

between the ages of 14-18. There are two public elementary schools, but no middle school or

public high school (one Catholic all-girls high school). Therefore, the majority of teens that

attend the library leave the neighborhood to attend school, yet the library appears to be a popular

destination for neighborhood teens after-school and on weekends as circulation statistics of the

YA collection and library usage surveys reveal a rising trend of teens attending the library.

The Chisholm Public Library has a steady group of about the same 30-35 teenagers (ages

14-18) who regularly attend the library, various workshops, and programming. On average, each

of these teens visits the library 3-5 days out of the week to do homework, access the Internet, and

socialize. All of the teens own smartphones, are active on different social media platforms, and

learn new technologies quickly.

Being that she interacts with them regularly, the teen librarian already has a general

understanding of the registered groups level of comfort with technology, their reading and

writing strengths and weaknesses, their command of the English language, and their willingness

to be active participants during sessions. 18 of these regular teen patrons have pre-registered for
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the upcoming IL workshop that will take place over multiple sessions during the summer.

Specific demographic information for the registered group is as follows:

# of Girls: 11; # of Boys: 7

Hispanic: 8; Chinese: 6; White: 4

Ninth Grade: 3; Tenth Grade: 6; Eleventh Grade: 4; Twelfth Grade: 5

Limited English: 2; Speak a language other than English at home: 6

14 attend their zoned public high school; 4 attend a Catholic high school

All but 1 leave town to attend school

Relationship between target audience and Authority is Constructed and Contextual

Outside of information literacy instruction that is embedded into their school curriculum,

most of the teens have not had any direct instructional sessions regarding the concept of

authority and developing ones own authoritative voice. Through informal conversation, the teen

librarian has observed that the teens are generally aware of the following concepts:

Reliable sources need to be cited when doing research.

Some sources may be more acceptable for school research than others.

Not everything on the Internet is reliable.

Fake news is prevalent on social media and can be hard to distinguish from real news

(they have all admittedly fallen for a fake news story at some point).

When discussing the concept of fake news, the teens appear to be generally engaged and

interested in learning how to figure out what is real and what is fake. However, the teen librarian

is aware of their disinterest in programming that resembles classroom learning, and therefore will

use their expressed interest in fake news and creating their own information (through podcasts,
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blog posts, or videos) to develop understanding of what makes someone/something an authority,

how to determine the authority of an information resource, and how to develop their own

authoritative voice.

Data Collection Strategy & Audience Sample

A survey was chosen as the method to collect specific data regarding the information

needs and expected learning outcomes of the intended target audience for the instructional

sessions. Although the teen librarian has a substantial rapport with the teens registered for the

program and has learned a significant amount regarding their information needs, a survey creates

an anonymous forum for teens to provide more details about gaps in their knowledge and their

desires for learning that they may be unwilling to share in an informal group setting.

Given that the target population for this instructional unit is only 18 known individuals,

the survey will be distributed to all of the teens registered for the program. By doing so, it is not

necessary to statistically prove that the sample is representative of the target audience, as the

needs of each workshop participant will be equally assessed. Although it will be impossible to

ensure that each participant completes the survey and returns it in a timely manner, the teen

librarian will be satisfied with a 75% (minimum of 13 teens) or greater response rate. A

response rate of less than 50% (fewer than 9 teens) may compromise the integrity of the results.

In an effort to encourage participation, the length of the survey was kept relatively short and free

library swag was given to those who successfully completed and returned the survey within two

weeks of distribution. The goal of the survey was to develop a basic understanding of teens

prior knowledge of authority concepts and the desired outcomes they wish to achieve through

participation in the sessions by directly assessing the needs of the target audience.
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Data Collection Instrument

Before distributing the survey to the 18 teens registered for the program, the survey was

pilot-tested with members of the Teen Advisory Board to confirm its viability with the target

audience and to ensure the questions were clear, understandable, and measured their intended

purpose. Suggestions for clarification of questions and the addition of options for responses by

the Teen Advisory Board resulted in the survey found in Appendix A. In an effort to make

survey completion a pleasant and convenient experience, it was presented in two formats.

Respondents had the option to complete a paper survey or an online survey using

SurveyMonkey.com.

Data Analysis

Results

Figure 1 shows the results of the first question of the survey, which asked the teens to say

how often they use particular criteria to determine whether or not an information source is

credible. A specific breakdown and analysis of the results are as follows:

Figure 1: Results for Question 1 of Survey

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Author: Teens displayed an equal distribution with 6 students (33.33%) each choosing

Always, Sometimes, or Never. This means that the majority (66.66%) of the teens do

understand that the author of an information source is an important factor.

Date: The majority of teens (77.78%) have indicated that they look at the date Always or

Sometimes when determining the credibility of an information source.

Format: Although the majority of teens (61.11%) do consider the format with which an

information source is presented, 7 teens have indicated that they do not ever consider it.

Publication: An overwhelming majority of teens (88.89%) Always or Sometimes consider

the source of publication. Only 2 teens have indicated that they never consider the

reputation of the publisher to determine credibility.

Domain: Although most teens either always or sometimes consider the domain type

(55.56%), it is only a small majority over those who do not ever consider it (44.44%).

Bias: Exactly half of the teens never consider whether an information source presents

more than one point of view in its contents. Only 1 teen claimed that it was a factor that

they Always use. This shows that generally teens do not consider this element to be

extremely important when determining the credibility of a source.

Sources: The majority of teens (66.67%) do not consider whether an author cites other

information sources as an important factor when determining credibility. Only 1 teen

considers it always, suggesting that this is not an extremely important element to teens.

Motive: The results of this element are fairly even, with 22.2% indicating that they

Always consider it, 50% using it Sometimes, and 27.78% Never using it. This

demonstrates that teens are fairly indecisive on using motive as a determinant for

credibility of an information source.

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Only one respondent indicated an extra element they use when determining the credibility

of an information source. Their identified element is, who shared the information if it

was on social media.

Part 2 of the survey asked respondents to indicate whether a statement was true or false. They

were also given an option to state, I am not sure if they could not determine an absolute answer

for the statement. The results for this section are as follows:

If a story is written by a journalist, I can trust it True (5), False (9), I am not sure (4)
If an information source quotes eyewitnesses, I can trust it - True (6), False (4), I am not
sure (8)
It is my responsibility to determine whether information is credible - True (8), False (4), I
am not sure (6)
If a news story has been retweeted by famous people, I can trust it - True (4), False (8), I
am not sure (6)
If someone I know tweets or shares an article on Facebook, I can trust it - True (2), False
(10), I am not sure (6)
I have a responsibility to not share false information - True (4), False (6), I am not sure
(8)
If a story turns out to be made up, its not that big of a deal - True (5), False (4), I am not
sure (9)
It is important for me to question the credibility of all information sources, no matter
where it came from - True (9), False (4), I am not sure (5)
The final question of the survey asked respondents to indicate what they most expect to learn

from attending the sessions over the summer. The results for this sections identified responses

are detailed in Figure 2.

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Figure 2: Results for Question 10 of Survey

Respondents were also given the option to indicate their own expected learning outcomes. Three

of the participants indicated as follows:

I havent really thought of me having to be responsible for stuff I share or create online.

I would like to know more about that.

I want to create my own podcast channel. What can I do to be a trustworthy show?

How we can create information that people should listen to?

Analysis

The results of this survey support the initial understandings of the teen librarian generated

from informal conversations. The teens that are preregistered for the summer sessions have a

general understanding that they must determine whether or not an information source is credible,

but vary incredibly in the strategies and elements they use to determine it. Despite their

differences in approach, it is evident that they understand they are responsible for questioning the

credibility of information they access for their own personal use, but seem to lack in

understanding the responsibilities that come with sharing false information or creating their own

information. The majority of teens have generally indicated that they have an interest in learning

more about the suggested objectives listed by the teen librarian on the survey. However, they
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have especially indicated their desire to learn their obligations when creating information,

perhaps because of their expressed wish to work with information technologies that will allow

them to create and share their own information (something the teen librarian had indicated they

will have the opportunity engage with during the sessions and continue using after the sessions).

The teen librarian will consider these demonstrated gaps in knowledge and expressed

information desires when creating the goals, objectives, and expected learning outcomes for the

instructional unit.

Institutional Assessment

Before the teen librarian can begin designing instruction, she must situate the

instructional unit within the scope of the Chisholm Public Library and the broader Queens Public

Library. This will provide the necessary rationalization for the creation of such programming, as

well as the frame to develop objectives and expected learning outcomes that align with the

overall mission and goals of the institution. Such justification will be necessary for the teen

librarian to gain approval from the library director to move forward with the proposed

instructional unit.

Mission

The Chisholm Public Library strives to develop quality programming that enables patron

access to a variety of information resources and technologies. The mission of the Chisholm

Public Library is:

To provide for the educational, informational, recreational, and cultural needs of

the community by enabling access to a wide variety of print, audio/visual
materials, electronic resources and information technologies. These resources
enable the creation of quality programming for all ages within the community.
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This instructional unit will provide teens with the opportunity to fulfill the education and

information needs to be critical analyzers of authority of various information resources. The

sessions will introduce teens to strategies and practices that will facilitate their understanding of

the concept of authority and their development into critical consumers and creators of

information.

Strategic Plan

The 2016-2019 Strategic Plan for the Chisholm Public Library identifies:

v Strategic Goal #2: Improve the quality of library programming to support the

development of an information literate community.

o Objective 1 Embed instruction of information literacy concepts in recreational

programming for all ages.

In alignment with the strategic goal and objective outlined above, this instructional unit will seek

to enrich programming for teens by integrating the teaching of information literacy concepts.

Teen programming faces unique challenges with this strategic initiative, as teens have

consistently avoided educationally focused programming in the past. This has resulted in a

schedule of programming concentrated primarily on enjoyable, recreational activities that enable

teens to relax after-school and throughout the summer. Therefore, the teen librarian has taken

their recently expressed desire to work with information creation technologies (podcasting,

blogging, YouTube) to create an instructional unit that can integrate the information literacy

concepts of understanding authority, recognizing the responsibilities that come with authority,

and developing an authoritative voice.

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Current Environment

For the past ten years, programming had fallen significantly short in meeting the

education and information needs of teen patrons at the Chisholm Public Library. After receiving

negative feedback and a drop in attendance at educational teen programming, the entire schedule

of programs was reduced to only include enjoyable and recreational activities designed to

encourage relaxation and socialization. However, after the retirement of the library director last

year, the entire library organization has felt a renewed interest in refining its library services.

With the drafting of the 2016-2019 Strategic Plan, the entire climate of the library has

significantly improved under the new leadership. The new library director has been very

receptive to new ideas that will improve the overall programming and delivery of services to its

community.

The results of this needs assessment have revealed that the teens have an expressed desire

to learn more about the skills that will help them develop into information literate citizens.

However, given the overall climate of the institutions programming from previous years, the

library has been significantly neglecting the information needs and desires of its teen patrons.

Due to the severe cutbacks in educational programming under the previous library director, there

is little value that can be drawn from current programming. Fortunately, the librarian can access

open educational resources and technologies (free software) that will facilitate the design and

implementation of this program.

The design of this instructional unit is aligned with the overall mission of the library and

the strategic initiatives outlined in last years strategic plan. The library will not ignore the

expressed distaste of teen patrons with education-heavy programming, but instead will creatively

engage teens with their expressed learning desire to work with fun, information creation
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technologies in an effort to teach concepts and skills required to become information literate

citizens.

Overall Learner Profile

Who are the learners?

# of Girls: 11; # of Boys: 7

Hispanic: 8; Chinese: 6; White: 4

Ninth Grade: 3; Tenth Grade: 6; Eleventh Grade: 4; Twelfth Grade: 5

Limited English: 2; Speak a language other than English at home: 6

14 attend their zoned public high school; 4 attend a Catholic high school

All but 1 leave town to attend school

Instructional Context

The teens are all regular attendees of library programming at the Chisholm Public

Library, and therefore, have a favorable attitude towards the library.

Because it is not a school setting, there is no academic discipline within which this

instructional unit will be situated. However, the teen librarian will be using the teens

expressed interest in fake news as a gateway to discuss the concepts of determining

authority, the responsibilities that come with being an authority, and developing an

authoritative voice.

The students have expressed a desire to engage with information technologies to create

and share their own information using podcasts, blogs, or videos. This provides the

opportunity for the teen librarian to design a fun and creative assessment that will
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demonstrate if learning has occurred without subjecting the teens to a typical assessment

quiz or test at the end of the sessions.

Goals for Instruction

The needs assessment demonstrated that the target audience understands their

responsibilities to be critical consumers of information they access for personal use, but

lack in their understanding that they have responsibilities to others when sharing

information and/or creating their own information.

An assessment of the current library environment has demonstrated a severe deficiency of

programming meeting the information literacy needs of the target teen audience. An

assessment of the strategic vision for information literacy instruction supports the

implementation of this instructional unit, which will strive to teach the information

literacy concept of authority and skills necessary for teens to become critical consumers

and producers of information.

The teens have expressed a willingness and desire to learn more about the information

literacy concepts of authority through their interest in learning more about fake news.

They have demonstrated that they understand the need to be critical information

consumers, and now just need to apply those understandings toward becoming

information producers.

The teens are generally technology savvy and will have little difficulty learning and using

the open source software for creating podcasts, blogs, or videos.

Most of the characteristics of the group are inconsequential for designing the learning

objectives to meet the needs of individual learners. However, the limited English

capabilities of some of the teens will play a role when designing instructional activities.
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Capstone Step 4: Goals and Student Learning Outcomes

Program Goals

As students progress through these sessions, they will acquire and apply knowledge about

the concepts of authority so they may ultimately create their own information source that is

reliable and accurate, appropriately credits the work of others, and constructively contributes to

the information community.

The following goals, aligned with the ACRL frame of Authority is Constructed and

Contextual, have been identified for this instructional unit:

To familiarize students with the agreed-upon determinants of authority and the

elements that might temper that credibility.

To communicate the importance of evaluating the authority of all information sources.

To motivate students to find appropriate authoritative sources that will effectively satisfy

a specific information need.

To instill an appreciation for the responsibilities and obligations associated with

authority.

To guide the development of their own authoritative voices by emphasizing the

application of the determinants of authority and an awareness of the responsibilities they

have when creating and sharing information.

In alignment with the Chisholm Public Librarys mission to provide for the educational and

informational needs of the community, this instructional unit will offer the opportunity for teen

patrons to fulfill their education and information needs of becoming critical analyzers of

information resources and responsible creators of information. This instructional unit will also

meet the strategic goal of the library to improve the quality of library programing to support the
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development of an information literate community by embedding instruction of information

literacy concepts in recreational programming for teens. This program has been designed to

embed the information literacy concept of authority within the expressed learning desire of teens

to engage with the creation of podcasts, blogs, and informational videos.

Instructional Session Objectives

1. Students will understand that there are certain agreed-upon elements that make an

information source an authority on a given topic (Session 1).

2. Students will understand that they should be critical of the authority of information

sources based on a given information need (Session 1).

3. Students will understand that there are certain responsibilities and obligations to the

information community associated with creating and sharing information (Session 2).

4. Students will understand the necessity of using the determinants and responsibilities of

authority when developing their own authoritative voice (Sessions 3 and 4).

Student Learning Objectives

1. Students will be able to identify and compose a list of criteria for determining the

authority of information sources (Session 1).

2. Students will be able to apply the class-identified criteria of authority to critically

determine and defend their choices of identifying whether or not information sources are

authoritative based on a specific information need (Session 1).

3. Students will be able to locate appropriate authoritative information sources on their own

for a specific information need (Session 1).

4. Students will be able to articulate the potential consequences of sharing false or non-

authoritative information with the information community (Session 2).

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5. Students will be able to use the class-identified criteria of authority to make responsible

and informed decisions when choosing to share information on social media (Session 2).

6. Students will be able to create a checklist of necessary criteria to use as a reference when

creating their own authoritative information (Session 3).

7. Students will be able to apply these criteria when creating their own authoritative

information sources, a Public Service Announcement to be shared on their librarys

webpage (Sessions 3 & 4).

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CAPSTONE STEP 5: Assessment Plan

The overall goal for this assessment plan is to outline the formative, summative, and self

assessments that will take place to measure learning that has occurred during Session 1 of the

workshop: Understanding Authority. The objectives for this assessment plan are as follows:

To design at least one formative, summative, and self assessment that together will

measure the learning of the three SLOs for session 1.

To explain how each of the assessments align with their intended objective.

To develop detailed criteria that will measure the performance of student learning.

Authority is Constructed and Contextual focuses on the concepts of understanding and

evaluating what constitutes authority, recognizing the responsibilities that come with being an

authority, and developing an authoritative voice (concepts that will be taught throughout the four

instructional sessions). Session 1 will focus on developing the understanding that there are

agreed-upon elements that make an information source authoritative, that they should be

critical of all information sources, and that the context of an information need will determine the

level of authority required of an information source. In alignment with the ACRL framework

ditching the standards in favor of guiding students through understanding with the pedagogical

practice of threshold concepts, the assessments developed in this plan are intended to achieve

learning that is transformative, integrative, and irreversible (Townsend, Brunetti & Hofer, 2011).

The assessments will be designed to measure where students are in their understanding of these

extremely complex concepts.

Simply developing recreational programming that embeds information literacy

instruction satisfies the requirements imposed by the library director and meets the goal outlined

in the strategic plan. However, because public libraries ultimately serve their local communities,
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the actual stakeholders for this instructional unit are the teen patrons. It is not enough to simply

teach concepts deemed important by librarians and the profession. We must actively seek to

ensure that we have communicated the value of learning these concepts to our patrons. In

essence, I want to know if my teens feel as though they have learned some skill or achieved new

understandings as a result of participating in these sessions. Therefore, the teens will be given

the opportunity to assess and communicate their learning at the completion of each session.

Formative Assessment

Assessment Strategy Designed

Anecdotal Records/Observations: In an effort to not make the instructional sessions feel like a

classroom lesson, formative assessments will be embedded in the program as group discussions

that will occur both naturally and deliberately during instructional activities. Therefore, the

students will not be asked to engage in extra assessment work, as I will observe and record notes

without their knowledge. For Session 1, there are two instances where I will make use of

anecdotal records and one instance where I will informally assess students during whole group

discussions to determine if the pacing of instruction should be adjusted (Williams, 2000).

Anecdotal records will first be taken during the opening activity (prior to any instruction),

which will challenge students to determine if a given information source is trustworthy

and can effectively meet a given information need. This activity is designed so that

students will be engaging with the elements that determine authority (author, source,

citation of sources, etc.) without necessarily realizing it. I will circulate the room to listen

to the vocabulary they are using, what elements they value as determinants for

trustworthiness, and the strategies they may be employing to come to those conclusions.

Notes will be recorded using post-it notes (one for each student) with particular color ink.

These notes will then be put aside until later in the session.
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After the activity, a group discussion will provide the opportunity for students to

volunteer some of the elements they used to determine if the source was trustworthy and

could be used to meet the information need. I will guide the vocabulary that will be

added to the list (example: change they quote people to citation of credible sources)

and expand on their current understanding of these elements. I will also informally

assess the students to determine if more time should be spent discussing particular

elements or if formal instruction is necessary for students to understand the concept of

how to determine authority.

After the group discussion and next instructional strategy (which results in providing the

students with a clever mnemonic device), students will return to their small groups with a

new information source and will use the list, to now determine the authority of that

source for a given information need. During this activity, I will once again circulate the

room with the same post-its and a different color ink to record anecdotal records of these

conversations. I will take notes to determine if there is a change in the vocabulary they

are using and if they are successfully determining the authority of the source. This will

allow me to see if their understanding of the concepts has changed (or strengthened) as a

result of instruction. At this point, these notes will be used to determine if the students

should move on to the final activity for the session or if further instruction of these

concepts is needed.

SLO Alignment Explanation

SLO 1: Students will be able to identify and compose a list of criteria for determining the

authority of information sources.

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o This objective will be measured using the group discussion activity. Although

informal, I will be able to understand the elements that students use to determine

authority, how many groups also used the same elements (this will be known by

asking all students to raise their hand if they also used that element), and how they

explain their elements (showing me how well they truly understand the element being

described). I will be able to use this discussion to determine if further instruction is

necessary, if some concepts need to be clarified, or if students are ready to move to

the next part of the instructional session.

SLO 2: Students will be able to apply the class-identified criteria of authority to critically

determine and defend their choices of identifying whether or not information sources are

authoritative based on a specific information need.

o This objective will be measured using the two-part anecdotal record assessment. The

first record will be used to determine where students are prior to instruction. It will

take note of the determinants they already have prior knowledge of, the vocabulary

they use, and the strategies they discuss with one another. The anecdotal notes taken

during the second group activity will focus on the changes (if any) in their

vocabulary, the determinants they use, and the strategies employed to defend their

choice of whether or not the information source is authoritative. These two sets of

records will be used to determine if student knowledge, understanding, and behavior

have changed as a result of instruction and to measure the individual growth with this

objective for each student. Using the measure listed below, I will also be able to

determine if students are effectively meeting this objective through observation of

their small group discussions.

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Detailed Criteria for Assessment

SLO 1: Students will be able to identify and compose a list of criteria for determining the

authority of information sources.

o Students will have successfully achieved this SLO if they are able to contribute

appropriate determinants of authority to the class-generated list. If students display a

poor performance with this objective, I will continue to expand instruction/dialogue

on this topic before moving forward with the next activity.

o Exemplary, good, and poor performance of this assessment will be determined using

the following criteria:

Exemplary: As a small group, students contributed (or agreed to their

inclusion) more than two elements of authority to the class-created list.

Good: As a small group, students contributed (or agreed to their inclusion)

one or two elements of authority to the class-created list.

Poor: As a small group, students did not contribute (or agreed to inclusion)

any element of authority to the class-created list.

SLO 2: Students will be able to apply the class-identified criteria of authority to critically

determine and defend their choices of identifying whether or not information sources are

authoritative based on a specific information need.

o Students will have successfully achieved this SLO if they can appropriately identify if

an information source is authoritative for a given information need and are able to

defend their choice using the determinants of authority. If students display a poor

performance with this objective, the remainder of the session will be used to clarify

these concepts instead of conducting the final summative activity.

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o Exemplary, good, and poor performance of this assessment will be determined using

the following criteria:

Exemplary: As a small group, students will identify their information source

as authoritative or not, and can defend that choice using more than two

determinants of authority.

Good: As a small group, students will identify their information source as

authoritative or not, and can defend that choice using one or two determinants

of authority.

Poor: As a small group, students will have difficulty determining authority

and/or cannot use the determinants of authority to support their choice.

Summative Assessment

Assessment Strategy Designed

Response Checklist: Although all of the objectives will be measured with a final summative

assessment of a student-created podcast that will integrate learning from the first three

instructional sessions, each session will contain a summative assessment to measure student

learning of at least one session objective. For Session 1, students will end the session by using

their newly acquired understandings of the determinants of authority to individually search for an

authoritative information source to fulfill a given information need on their own. Students will

be provided a response checklist with the class-generated list of determinants of authority

(Williams, 2000). Once they have located an appropriate information source, they will then

mark the determinants of authority that they feel support their choice and provide detailed

information regarding that element (Example: The student checks off Citation of Credible

Sources and writes that the news article they have selected contains the results from studies

conducted by the American Medical Association).

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SLO Alignment Explanation

Although the summative assessment will primarily measure performance as it relates to SLO 3,

students will have to use knowledge learned and skills acquired from SLOs 1 & 2 in order to

successfully complete the assessment.

SLO 3: Students will be able to locate appropriate authoritative information sources on

their own for a specific information need.

o This objective will be measured using a response checklist where students will be

able to record their process of determining the authority of an information source they

found on their own to fulfill a given information need. This allows me to measure if

students have understood the different determinants of authority (SLO 1), can apply

them to determine the authority of an information source (SLO 2), and are able to

identify an authoritative information source as appropriate for a particular information

need (SLO 3).

Detailed Criteria for Assessment

SLO 3: Students will be able to locate appropriate authoritative information sources on

their own for a specific information need.

o Students will have successfully achieved this SLO if they can locate an authoritative

information source, identify the determinants that make it authoritative, and express

why it is appropriate for the information need.

o Exemplary, good, and poor performance of this assessment will be determined using

the following criteria:

Exemplary: Students have correctly identified an authoritative information

source AND have identified more than two correct determinants of authority
 26

to support their choice AND have explained how the information need

determined the level of authority needed from the information source.

Good: Students have correctly identified an authoritative information source

AND have identified at least one correct determinant of authority to support

their choice AND have explained how the information need determined the

level of authority needed from the information source.

Poor: Students have incorrectly identified an authoritative information source

AND/OR did not identify any determinants of authority AND/OR did not

explain how the information need determined the level of authority needed

from the information source.

Student Self-Assessment

Assessment Strategy Designed

Reflective Blogs: Being that instruction is occurring in a public library and is embedded within a

recreational workshop, it will be difficult to gather self-assessments of learning if they too

closely mimic a school assignment. I wish to avoid lengthy essays, basic notebook journaling,

and disjointed surveys that can easily be dismissed or completed with little thought. Because the

teens have expressed an interest in blogging, I believe that this is the perfect platform for them to

reflect on the days activity, self-assess their learning, and inform the instructor of whether or not

they feel as though they have learned something of value, all while engaging with a desired

technology. The goal is for teens to view this assessment as a low-stakes activity that they

actually want to complete. Using EDUBlog, the teens will be asked to self-assess whether they

view themselves as approaching, meeting, or exceeding the outcomes detailed in each objective

and to support their claim by explaining when in the session (detail an activity or discussion)

they felt they were able (or unable) to meet this objective (Sackstein, 2016). This activity allows
 27

me to determine if student assessment of their own learning matches my assessments. In an

effort to differentiate the assessment to accommodate different learning styles, they can either

write their response in the form of a narrative or choose to record a verbal response and upload it

to the website. The instructor will provide feedback to the student to encourage their reflective

thoughts and further their thinking. Students will also have the opportunity, if they wish, to

comment on each others responses in an effort to keep the conversation going outside of the

session. However, the main goal for this assessment is for the students to consider their

learning, and equally as important, share that understanding with the teacher, allowing the

instructor to adjust the pacing of instruction and inform future sessions (Sackstein, 2016).

SLO Alignment Explanation

SLO 1: Students will be able to identify and compose a list of criteria for determining the

authority of information sources.

o Students will rate their own learning for this objective by identifying if they are

approaching, meeting, or exceeding the outcome measured by the objective. They

may point to evidence from the opening group activity, the small group

discussion, or the larger group discussion as evidence to support their choice in

rating. This will enable me to see which activities were most valuable (as

determined by the teens) in supporting learning, so to inform later instructional

sessions.

SLO 2: Students will be able to apply the class-identified criteria of authority to critically

determine and defend their choices of identifying whether or not information sources are

authoritative based on a specific information need.

 28

o Students will rate their own learning for this objective by identifying if they are

approaching, meeting, or exceeding the outcome measured by the objective. They

may point to evidence from the group discussion/activity of creating the list, the

second small group activity, or the second small group discussion as evidence to

support their choice in rating. This will enable me to see which activities were

most valuable (as determined by the teens) in supporting learning, so to inform

later instructional sessions.

SLO 3: Students will be able to locate appropriate authoritative information sources on

their own for a specific information need.

o Students will rate their own learning for this objective by identifying if they are

approaching, meeting, or exceeding the outcome measured by the objective. They

may point to evidence from the opening group activity or the last individual

activity as evidence to support their choice in rating. This will enable me to see

which activities were most valuable (as determined by the teens) in supporting

learning, so to inform later instructional sessions.

Detailed Criteria for Assessment

SLO 1: Students will be able to identify and compose a list of criteria for determining the

authority of information sources AND-

SLO 2: Students will be able to apply the class-identified criteria of authority to critically

determine and defend their choices of identifying whether or not information sources are

authoritative based on a specific information need. AND-

SLO 3: Students will be able to locate appropriate authoritative information sources on

their own for a specific information need.

 29

o Students will have successfully achieved these SLOs if they are able to choose an

appropriate session activity or discussion that provides sufficient evidence of the

rating they chose to measure their own learning as it relates to each of the above

objectives.

o Exemplary, good, and poor performance of this assessment will be determined using

the following criteria:

Exemplary: Student provided a rating to measure their learning for the

objective AND has provided more than one activity or discussion that

appropriately demonstrates evidence of learning.

Good: Student provided a rating to measure their learning for the objective

AND has provided one activity or discussion that appropriately demonstrates

evidence of learning.

Poor: Student provided a rating to measure their learning for the objective, but

did not provide any activity or discussion that appropriately demonstrates

evidence of learning OR- their choice does not provide sufficient evidence.
 30

CAPSTONE STEP 6: Instructional Lesson Plan

The session will begin with developing the concept of determining credibility of

information sources and will progress to an understanding of authoritativeness once the

students are capable of identifying credible sources. This session will focus on developing the

understanding that there are agreed-upon elements that make an information source credible

and authoritative, the context of an information need will determine the level of authority

required of an information source, and that they should be critical of all information sources

when determining authority (even those that are credible).

Institution Chisholm Public Library

Audience Teen patrons
Lesson Title Understanding Authority Part 1 of a 4 week workshop
Librarian Stephanie Fortino Gonzalez
Name
Librarian Items needed for this instructional session:
Materials Computer with projector capabilities
Library iPads for each participant
Mnemonic Device Cards (Appendix B)
Activity Jigsaw Cards (Appendix C)
Final Summative Assessment Worksheet (Appendix D)
Pens
Resources for this lesson:
Adl-Tabatabai, S. (2017). NATO chief: World war three with Russia very likely.
YourNewsWire. Retrieved from http://yournewswire.com/nato-chief-world-war-3-
russia/
Tanner, L. (2017). Games, crafts, and other activities may safeguard aging brain.
Associated Press. Retrieved from:
http://bigstory.ap.org/article/aa60ef4fbff043cc8a98edda18651056/games-crafts-other-
activities-may-safeguard-aging-brain
The above articles have both been obtained and adapted for use from (Cook, 2017)
Student What do I want students to be able to do (behavioral)?
Learning 1. Students will be able to identify and compose a list of criteria for determining the
Objectives authority of information sources.
2. Students will be able to apply the class-identified criteria of authority to critically
determine and defend their choices of identifying whether or not information sources
are authoritative based on a specific information need.
3. Students will be able to locate appropriate authoritative information sources on their
own for a specific information need.
 31

ACRL Frame Authority is Constructed and Contextual

- Threshold
Concept
Introduction Welcome teen patrons to the four-week library session conducted at Chisholm Time
Public Library. Have all of the teens introduce themselves by stating their name, 5
where they go to school, and a fun fact about themselves. (4 minutes) minutes

After the icebreaker activity, remind them that in order for them to get to the end
goal of creating a podcast, they will be discussing the important concept of
authority that is necessary for them to create their podcasts. (1 minute)

Following the constructivist tradition, this session will seek to activate prior
knowledge by having them work through an opening challenge with little direction
and/or instruction. The goal is for the students to not be given the tools needed to
participate in the activity, but will actively construct their own knowledge from
their past experiences (Grassian & Kaplowitz, 2009). Therefore, students will not
be privy to the goals and objectives of this lesson, and the lesson will immediately
transition to the first instructional activity.

Instructional
Strategy One
Strategy Group Activity: Time
Explanation Display prompt on the projector and explain activity. (Challenge Prompt: I am 15
doing research for a school report on US-Russian relations. I found an article minutes
stating that war between the two countries is imminent. Can I trust the
information in this article?) (2 minutes)
Technology: Students will access the news article on an iPad and students will
record their thought process using the notepad feature on the iPad.
Differentiation: Divide teens into groups of 3, ensuring that the 2 students with
limited English are paired with at least one other student who speaks both their
native language and English.
Understanding Check: Ask if anyone has any questions or needs to clarify the
activity before beginning. (1 minute)
In groups of 3, students will engage in a Think, Pair, Share activity, as they will
be encouraged to read the article on their own, come to their own conclusion,
share their thoughts, discuss and take note of their process, and then share with the
larger group. (12 minutes)

Instructor Instructor Role: During this activity, the instructor will be a guide on the side and
Role will try to not interfere in the knowledge construction process. The instructor is
expected to circulate the room throughout the activity, taking anecdotal records of
each student. The goal is to take note of students prior knowledge on the subject.
These notes will be placed aside for the formative assessment in Instructional
Strategy Two.

Student Role Student Role: During this strategy, the students are expected to be active learners
 32

engaged in constructing their own knowledge and understandings. They will

document their learning process and take note of their own prior knowledge.

Knowledge Knowledge Check: Time

Check We will come back together as a group to discuss the elements students used to 10-15
determine if the source was trustworthy. Students will be asked to volunteer minutes
criteria they used to determine credibility and trustworthiness. The instructor is
expected to always ask why? to learn more about the students thought process.
The instructor will guide the vocabulary that will be added to a class generated list
of criteria (example: change they quote people to citation of credible sources)
and expand on their current understanding of these elements. The list will be
displayed on the projector.
The instructor will ask all of the groups whether or not they agree with adding this
element. This will be used to get a feel for how many groups either used it or
realized after discussion that it is a quality element to determine trustworthiness or
credibility.
As this is an open discussion, the students will have constant feedback from the
instructor.

Formative SLO 1: Students will be able to identify and compose a list of criteria for
Assessment determining the authority of information sources.
This objective will be measured during the group discussion activity. Although
informal, I will be able to understand the elements that students use to determine
credibility, how many groups also used the same elements (this will be known by
asking all students to raise their hand if they also used that element), and how
they explain their elements (showing me how well they truly understand the
element being described). I will be able to use this discussion to determine if
further instruction is necessary, if some concepts need to be clarified, or if
students are ready to move to the next part of the lesson.

Transition *Transition: Once the students have collectively created a list of elements and the Time
instructor has deemed that there is a general understanding of each of the criteria 2
of credibility/authority, provide a short stretch break. (1 minute) minutes
The instructor will bring the class back together and move the class into the next
instructional strategy by putting this sentence up on the screen: Cats And Dogs
Are Bad Singers. This strange sentence is meant to reengage students and pique
curiosity for the next segment. (1 minute)

Instructional
Strategy Two
Strategy Explanation/Lecture: Time
Explanation Explain to the students that this sentence is a mnemonic device that can help them 10
remember the different elements that determine the credibility (and later authority) minutes
of an information source.
Differentiation Distribute a paper copy for each student to use and display the
self-created chart on the screen (Appendix B)
 33

Break down the sentence by showing them that all of the elements they added to
their list comprise the different pieces of the sentence in some way. (8 minutes)
CATS - Citations (Who is the information source citing? Who is citing them? Are
they credible?)
AND - Author (Is the author someone we should listen to? Are they an expert on
the subject? Are they a respected person in society? Were they a witness or
participant in an event?)
DOGS - Dates (When was the information published? Have recent developments
tempered the credibility of this source?)
ARE - Accuracy (Are the arguments outrageous? Are some of the details
obviously false? Does this information in the article contradict information in
other sources? Can I find more than two other sources that agree with the
arguments or information in the article?)
BAD - Bias (Is the author overly opinionated? Is the information too one-sided? Is
there a clear motive?)
SINGERS - Source - (Have you ever heard of this source? What is the sources
reputation? Can anyone add information to this source? Is it trying to deceive?)

Understanding Check: Allow an opportunity for any questions or clarification that

may be needed. (2 minutes)

Instructor Instructor Role: During this instructional strategy activity, the instructor takes on a
Role more active role by entirely leading the discussion and disseminating knowledge to
the students.

Student Role Student Role: During this strategy, the students are expected to be active listeners.
They should be engaged in the short lecture in an effort to develop their
understanding of the concepts that constitute authority. Students are always
encouraged to ask questions.

Knowledge Knowledge Check: Time

Check Small Group Organization & Explanation (5 minutes) 20
Redistribute the students into three groups of 6 by counting students off Group minutes
A, Group B, Group C in their small groups of 3. Have the students relocate to
different parts of the room based on their group. I am doing this to reengage and
reenergize the students and to provide an opportunity for students to work with
different people.
Each group will be handed a set of cards with each of the elements from the
credibility list (Appendix C). Each student will draw a card to determine which
element they will be responsible for, and together they will make a determination
of the credibility of an information source. This is being done to have the students
work together and engage in conversation. It also provides opportunities for
students to assist one another in their understandings in a manner that may be
different and more effective than the instructors.
Tell the students that they are all going to individually read an article and
determine if the it is credible using ONLY the criteria assigned on the card. When
 34

you are all done, take turns discussing why you think so in your groups. Come to a
group consensus if you believe the information source is credible.

Technology: Display the URL to the article on the screen to have students access it
on their iPads. (It may be easier to create a TinyUrl for this project.) Article
Citation: Tanner, L. (2017). Games, crafts, and other activities may safeguard
aging brain. Associated Press. Retrieved from:
http://bigstory.ap.org/article/aa60ef4fbff043cc8a98edda18651056/games-crafts-
other-activities-may-safeguard-aging-brain

Actual Activity Time (10 minutes)

Understanding Check: The activity will end by bringing the group back together
and having them vote whether or not they believe the article to be credible. A short
discussion activity will follow. (5 minutes)

Formative Formative Assessment:

Assessment SLO 2: Students will be able to apply the class-identified criteria of authority to
critically determine and defend their choices of identifying whether or not
information sources are authoritative based on a specific information need.
During the activity, the instructor will circulate the room and add to the anecdotal
records from earlier in the session, but will focus on the changes (if any) in their
vocabulary and the strategies employed to defend their choice of whether or not
the information source is credible. These two sets of records will be used to
determine if student knowledge, understanding, and behavior have changed as a
result of instruction and to informally measure the individual growth with this
objective for each student. This is also an opportunity to determine if the students
are ready to transition to the final section of the lesson that will bridge students
understanding of credibility to the more complex concept of authority.
If students are not ready to move on, the instructor can eliminate the final section,
move it to Session 2, and use the extra time to clarify the concepts of credibility. If
the instructor believes the students are ready to move on to expand their thinking
and understanding to authority, continue on to the transition.

Transition Transition: Allow the students a short break to chat, recharge, and relocate their Time
seat, if they wish, in the room (1 minute). 5
minutes
Bring the students back together by displaying the word Authority on the screen.
Ask the students what they think the words means, and then display the definition:
Authority is a type of influence recognized within a community (NLA, 2016).
Inform them that determining the credibility of an information source is not enough
when doing research, they must dig deeper to determine whether it is authoritative
enough for your particular information need. (4 minutes)
Instructional
Strategy Three
Strategy Differentiation: Play the short video, Credibility is Contextual to provide the Time
 35

Explanation necessary instruction on how credibility and authority are related, how the 15
information need determines authority, and ways to determine the level of authority minutes
needed. (3 minutes)
https://www.youtube.com/watch?v=iRlHmK8drWc (Eissen, 2014).

Knowledge/Understanding Check: Provide students with the opportunity to ask

questions or seek clarification prior to engaging in the final activity. Ask review
questions and provide feedback, as necessary.
What is the difference between an authoritative source and a credible source?
What is the same? Can any information source be authoritative? What will
determine if it is authoritative for your research? (5 minutes)

Individual Work:
Distribute the Individual Authority Challenge worksheet to each student
(Appendix C). This is the evidence of learning that will be used for the
Summative Assessment.
Technology: Using iPads, the students will seek a related information source.
Their chosen information source can be credible/not credible and authoritative/not
authoritative. The goal is for students to mimic the research process and make this
determination on their own.
They must use the credibility/authority checklist, state whether they believe it is
credible and/or authoritative, and they must defend their choices.
Students will record their responses directly on the sheet and turn it in to the
instructor.
(7 minutes)

Instructor Instructor Role: During this instructional strategy activity, the instructor will
Role circulate the room only to provide guidance when necessary; however, the goal is
for the instructor to allow the students to work independently.

Student Role Student Role: During this instructional strategy activity, the students will be active
learners engaged in applying the concepts learned throughout the entire session to
the realistic research process. They may ask questions, but are encouraged to work
through problems and make their own decisions.

Summative Although the summative assessment will primarily measure performance as it

Assessment relates to SLO 3, students will have to use knowledge learned and skills acquired
Strategy from SLOs 1 & 2 in order to successfully complete the assessment.
SLO 3: Students will be able to locate appropriate authoritative information
sources on their own for a specific information need.
This objective will be measured using the response checklist where students will
be able to record their process of determining the credibility/authority of an
information source they found on their own to fulfill a given information need.
This allows me to measure if students have understood the different determinants
of authority/credibility (SLO 1), can apply them to determine the
 36

authority/credibility of an information source (SLO 2), and are able to identify an

authoritative/credible information source as appropriate for a particular
information need (SLO 3).

Closing Once all of the students have turned in their final summative assessment, inform Time
students that they have just simulated the natural research process and are one step 3-5
closer towards developing their own authoritative voices for their end of the minutes
workshop podcasts.
The instructor will summarize some of the key understandings from the session
(the three objectives) and will answer any remaining questions.
The instructor will provide a brief overview of the understandings and concepts
that will be learned at the next session The responsibilities of Authority.
Remind students to follow the directions to complete the Student Reflection Blog
after the session. Inform them that they are welcome to stay in the teen area to use
the iPads or library computers to blog or they may complete the blog at home.
Remind them that this activity is optional. (If time allows, students can begin
blogging during the remaining time).

Self- SLO 1: Students will be able to identify and compose a list of criteria for Time
Reflection determining the authority of information sources. (post-
Assessment SLO 2: Students will be able to apply the class-identified criteria of authority to session,
Strategy critically determine and defend their choices of identifying whether or not will
information sources are authoritative based on a specific information need. vary)
SLO 3: Students will be able to locate appropriate authoritative information
sources on their own for a specific information need.
This assessment will occur post-session on the teens own time. They are invited to
stay at the library after to use a computer/iPad or they may participate at home.
Because this is a recreational lesson; however, this assessment is entirely optional
for the teens to complete. The overall goal is for students to evaluate their own
learning and share their understanding with the instructor (Sackstein, 2016).

Assessment: Students are provided a link to an EDUBlog where they will be asked
to sign in (usernames and passwords were created when students signed up for the
program or when they turned in their pre-assessment survey) and rate their own
learning according to this lessons 3 SLOs. Students are asked to rate their own
learning and provide evidence of an activity and/or discussion that supports their
choice in rating. They are also given instruction to use the space to reflect on their
experience in the session, ask questions of the instructor, or discuss concepts with
other teens who participate in the workshop.

 37

Conclusion

The instructional plan contained in this document outlined the entire design process for

the 4 part summer workshop series on Understanding Authority for teen patrons at the Chisholm

Public Library. At the conclusion of the summer series, the teens will have developed their own

authoritative voices by completing podcast presentations that will be posted to the librarys

website. These podcasts will provide other patrons at the library with helpful tips on how to

determine the credibility and authority of various information resources. In order to complete

these recordings, they will have to apply their understanding of the concepts of credibility and

authority they engaged with throughout the workshop. Data collected from student self-

assessments at the end of each session will be used to measure the success of each of the

anticipated student learning outcomes. This will inform the design of future teen instructional

sessions with embedded information literacy concepts.

 38

References

Adl-Tabatabai, S. (2017). NATO chief: World war three with Russia very likely.
YourNewsWire. Retrieved from http://yournewswire.com/nato-chief-world-war-3-russia/

Cook, N. (2017). Evaluating the reliability and credibility of sources. TeachersPayTeachers.

Retrieved from https://www.teacherspayteachers.com/Product/Evaluating-the-Reliability-
and-Credibility-of-Sources-2994006

Eissen, A. (2014). Research 101: Credibility is contextual. Retrieved from

https://www.youtube.com/watch?v=iRlHmK8drWc

Grassian, E. S. & Kaplowitz, J. R. (2009). Information literacy instruction: Theory and practice.
New York: Neal-Schuman Publishers, Inc.

King, T. (2017). LIS 221: Information literacy instructional plan template - Modified from
Lesson Plan Template Designed by Oakleaf, M. (2008). Retrieved from:
meganoakleaf.info/lessonplantemplate.doc

NLA. (2016). Question authority instructional activity. Retrieved from

https://www.softchalkcloud.com/lesson/serve/z9RU6rMtunXm7a/html

Sackstein, S. (2016). Student self-assessment practices that work. Education Week Teacher.
Retrieved from http://blogs.edweek.org/teachers/work_in_progress/2016/05/student_self-
assessment_practi.html

Tanner, L. (2017). Games, crafts, and other activities may safeguard aging brain. Associated
Press. Retrieved from:
http://bigstory.ap.org/article/aa60ef4fbff043cc8a98edda18651056/games-crafts-other-
activities-may-safeguard-aging-brain

Townsend, L., Brunetti, K. & Hofer, A. R. (2011). Threshold concepts and information literacy.
Portal: Libraries and The Academy, 11(3), 853-869.

Williams, J. L. (2000). Creativity in assessment of library instruction. Reference Services

Review, 28(4), 323-335.
 39

Appendix A Needs Assessment Data Collection Instrument

Appendix Survey

1. Please indicate how often you consider the following factors when determining whether or not
a source of information is credible, meaning whether you trust the information to be true and/or
real.

Always if you always use this element when you come across new information.

Sometimes if you use this element only sometimes when you come across new information.

Never if you never use this element when you come across new information.

Always Sometimes Never

Author - the person who wrote the information or created the
video (Examples: their educational background, their
reputation, etc.)
Date - when the article was written or segment was produced
(Examples: before or after an event, how recent it was
published)
Format - how the information is presented (Examples:
newspaper article, blog, podcast, television news segment, etc.)
Publication - the reputation of the organization that publishes
the information (Examples: NYTimes, Fox News, Brietbart,
CNN)

Domain - for web content (Examples: .com, .org, .edu)

Bias - only one point of view is presented
Sources - whether or not the author uses other credible
information sources to inform the creation of their information
Motive - the reason why the person is presenting this
information (Examples: to sell something, to sway your
opinion)
Is there something else you consider that wasn't mentioned? If yes, please write it
here.
 40

2. If a story is written by a journalist, I can trust it.

True I am not sure False

3. If an information source quotes eye-witnesses, I can trust it.

True I am not sure False

4. It is my responsibility to determine whether information is credible.
True I am not sure False

5. If a news story has been retweeted by famous people, I can trust it.
True I am not sure False

6. If someone I know tweets or shares an article on Facebook, I can trust it.

True I am not sure False

7. I have a responsibility to not share false information.

True I am not sure False

8. If a story turns out to be made up, it's not that big of a deal.
True I am not sure False

9. It is important for me to question the credibility of all information sources, no

matter where it came from.
True I am not sure False

 41

10. Tell us what you want to know after attending these summer sessions? (Check
all that apply)
Strategies to determine if an information source is trustworthy
How to determine fake news from real news
Your responsibilities when sharing information on social media
Your responsibilities when creating information
Other (please specify anything else you want to learn through these
sessions)
 42

Appendix B Mnemonic Device Card (Self-Created)

 43

Appendix C Jigsaw Cards (Self-Created)

 44

Appendix D Summative Assessment (Self-Created)

Name____________________________________

I am trying to convince my school principal to extend lunch by 15 minutes. I need credible and
authoritative information sources to support my reasoning. Find an information source related to
this topic and determine if you think it is credible/not credible and authoritative/not authoritative
enough for your information need.

Title of Information Source:

_______________________________________________________________________
URL of Information Source:
_______________________________________________________________________

1.) What type of information source did you choose (BE

SPECIFIC: examples are article, tweet, video, blog, etc.)
__________________________________________________

2.) Is your information source credible? Why or why not? Be

sure to use at least one of the elements from our list to support
your choice!
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

3.) Is your information source authoritative? Why or why not?

Be sure to use at least one of the elements from our list to
support your choice!
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________