© m. eisenberg 2004 information literacy the whole enchilada mike eisenberg april 2004
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© M. Eisenberg 2004
Information LiteracyInformation Literacy
The
Whole
EnchiladaMike Eisenberg
April 2004
© M. Eisenberg 2004
Literate Citizens in a Digital World
Ensuring that Students are Effective Users of
Information
© M. Eisenberg 2004
Agenda
1. Setting the Scene: The Challenges of Information Age
2. Essential Skills for the Information Age: Information & Technology Literacy
3. Implementation: Context, Context, Context!
© M. Eisenberg 2004
Agenda
1. Setting the Scene: The Challenges of Information Age
2. Essential Skills for the Information Age: Information & Technology Literacy
3. Implementation: Context, Context, Context!
© M. Eisenberg 2004
Problems
• Everyone – information access, overload, quality
• Students – gaining essential information knowledge & skills
• Schools – providing meaningful learning opportunities
• Society – providing opportunity for our children to succeed at the highest possible levels.
© M. Eisenberg 2004
“More new information has been produced in the last 30 years than in the
previous 5,000.”
(Source: Large, P., The Micro Revolution, Revisited, 1984)
Information Problem #1: Overload
© M. Eisenberg 2004
Today, a daily New York Times has more printed information in it than a
person would come across in an entire lifetime in the
17th Century.David Lewis “Introduction to Dying for Information,”
www.reuters.com/rbb/research/dfiforframe.htm, 1996
Information Overload
© M. Eisenberg 2004
• Found 145,000 sites via Google
• If spent 5 minutes on each, would take about 12,083 hours to review.
• Assuming at least 100-200 that appear to be right on target. Using these meaningfully could easily take an additional 50 - 100 hours.
• Total Potential time to spend: 503 days or almost 2 years!!!!!
“Should my child be immunized? Are immunizations safe?”
Overload Example
© M. Eisenberg 2004
Overload
It’s not going to get
any easier!
© M. Eisenberg 2004
Computers today are one million times more powerful than those 20 years ago.
© M. Eisenberg 2004
In 20 years computers will In 20 years computers will be one million times more be one million times more powerful than today!powerful than today!
© M. Eisenberg 2004
Today: Developing Information Technologies
• Tablet PC
• Wireless
• Convergence devices
• Wearable computers
© M. Eisenberg 2004
Overload and Education
• But what does this have to do with us? With education? With learning & teaching?
• Everything!! Learning & teaching are fundamentally information-based activities.
• Information overload & technology affect every aspect of education.
© M. Eisenberg 2004
Change
© M. Eisenberg 2004
• Not much
• Not really
Has education changed?
© M. Eisenberg 2004
Education Solution to Information Overload?
• Speed things up?
• Pack in more and more content?
• Add more technology?
© M. Eisenberg 2004
Speeding Up – The Solution?
© M. Eisenberg 2004
Change
© M. Eisenberg 2004
Information Problem #2: Quality
© M. Eisenberg 2004
“More than 2/3 of teens said within the last year that they
use the Internet as their major resource when doing a big
project for school..."
Lester, Will "High School Students Love Net for Research." Syracuse Post Standard, 8/21/01 (from AP )
Quality
© M. Eisenberg 2004
In a study of 500 sites used by Colorado high school students to do research, only 27% of the sites were judged to be reliable
for academic research!
Colhoun, Alexander. "But - - I Found It on the Internet!" Christian Science Monitor. 25 April 2000: 16.
Ebersol, Samuel, “Uses and Gratifications of the Web among Students,” Journal of Computer-Mediated Communication, 6(1): September 2000, www.ascusc.org/jcmc/vol6/issue1/ebersole.html
Quality
© M. Eisenberg 2004
The Solution?
• Discourage Web Use?
• Pre-select resources?
• Filtering?
© M. Eisenberg 2004
Change
© M. Eisenberg 2004
Alternative Solution
• To have students use information and technology effectively and efficiently for success in school, work, and their personal lives.
• To focus on process as well as content.
• For students to be lifelong learners and independent thinkers.
© M. Eisenberg 2004
Beyond the 3 R’s
• Helping students become discriminating users of information.
• Helping students learn essential information & technology skills!
INFORMATION LITERACY
© M. Eisenberg 2004
Agenda
1. Setting the Scene: The Challenges of Information Age
2. Essential Skills for the Information Age: Information & Technology Literacy
3. Implementation: Context, Context, Context!
© M. Eisenberg 2004
“To be information literate, a person must be able to recognize when
information is needed and have the ability to locate, evaluate, and use
effectively the needed information.”
American Library Association, 1989
Information Literacy
© M. Eisenberg 2004
“Information literacy, the ability to locate, process and use
information effectively, equips individuals to take advantage of the opportunities inherent in the global
information society.”
Assoc. for Supervision and Curriculum Dev, 1991
Information Literacy
© M. Eisenberg 2004
A Widely Recognized Need
© M. Eisenberg 2004
1
1.5
2
2.5
3
3.5
4
4.5
5
5.5
6
ForLan
gArts
Scien
ce
Enviro
n
Quant
Divers
ity
NonMaj
or
Mgm
t
AcadM
ajor
Readin
g
Writ
ing
GroupW
rk
Technol
Indep
Wrk
Speaki
ng
Info
Use
ProbSolv
Freshmen Transfers Seniors 1-Yr Grads 5-Yr Grads 10-Yr Grads
Survey of Valued SkillsFall 2001
www.washington.edu/oea/9811.htm
• Problem Solving• Information Use• Speaking• Independent Work• Technology• Group Work• Writing• Reading
© M. Eisenberg 2004
1. Task Definition1. Task Definition
2. Info Seeking Strategies2. Info Seeking Strategies
3. Location & Access3. Location & Access
4. Use of Information4. Use of Information
5. Synthesis5. Synthesis
6. Evaluation6. Evaluation
Information & Technology LiteracyThe Big6™ Skills
© M. Eisenberg 2004
© M. Eisenberg 2004
www.big6.com/presentations
www.big6.com
© M. Eisenberg 2004
© M. Eisenberg 2004
Big6 ExamplesBig6 Workshop Handbook p. 174
• 1st grade – language arts – ABC book
• 7th grade – Leon – recycling
• 10th grade – probability
Help
ing
With
Hom
ew
ork
174 The D
efinitive Big6tm W
orkshop Handbook
The “Big6TM” is copyright
© (1987) Michael B. Eisenberg and Robert E. Berkowitz. For m
ore information, visit: www.big6.org
Information Problem-Solving in School, Life, and Work Contexts
Information Problem- Solving Process
1st Grade Language Arts-Maria's homework is to make an ABC book.
7th Grade Social Studies-Leon has to do a social studies report (three minute oral with visual aids) on recycling.
10th Grade Math-Joanne is working on probability homework prOblems. She missed two days of school this week.
Task Definition After the teacher explains the assignment, Maria decides that she will make an ABC book based on the topic of food. In talking with her mother, she realizes she will need to gather lots of foods (and spellings).
Leon decides to narrow the topic of recycling to investigate ways of recycling tires.
Joanne realizes that because she missed school, she doesn't really know how to do the problems assigned.
Information Seeking Strategies
Maria decides to ask her mother for help in getting information about foods. Together they realize that a cookbook might help and that maybe she can find one for kids in the library media center.
Leon talks to the school library media specialist about his idea. She suggests using CD-ROM magazine indexes and searching the World Wide Web as two good sources.
Joanne asks her older brother what she should do. He asks what the teacher relies on most-the textbook or class notes. Joanne says that the class notes are most important.
Location & Access
The library media specialist helps Maria to find a children's cookbook.
Leon searches using the Magazine.Articles Summaries CD-ROM and also searches the World Wide Web using Yahoo.
Joanne calls her friend Tonya and arranges to go over to her house to look over her notes.
Use of Information
Maria reads through the book to find the names of fruits, vegetables, and other foods. She writes each name on a card.
Leon reads the articles on the screen and is able to cut and paste directly into his word processor.
Tonya explains how the notes are organized and shows Joanne the pages that specifically relate to the homework. Joanne copies Tonya's notes.
Synthesis Maria uses pictures from magazines, construction paper, and crayons to illustrate her book. She puts all the pages in alphabetical order and staples them together. Maria practices reading her ABC book to her mother.
He practices his presentation. He makes a few changes in order to be more specific about the benefits of recycling tires.
Joanne is able to do three of the problems but gets stuck on the other three. She writes a note on her homework that she needs additional help.
Evaluation Maria decides that she likes her book but that coming up with an idea for the letter "X" was hard.
Leon reviews his draft and realizes he has plenty of specific information on recycling tires but needs to add more general information about recycling in the introduction.
Joanne realizes that she still needs direct information from her teacher and arranges to come in for extra help.
© M. Eisenberg 2004
The Big6 Example (p. 174):7th Grade Social Studies
• Leon -
• Recycling project
• Short paper and oral presentation on the problems and solutions regarding recycling of one type of waste.
© M. Eisenberg 2004
Task Definition
1.1 Define the problem
1.2 Identify the information needed
© M. Eisenberg 2004
Information Seeking Strategies
2.1 Determine all possible sources
2.2 Select the best sources
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Location & Access
3.1 Locate sources
3.2 Find information within sources
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Use of Information
4.1 Engage (read, hear, view)
4.2 Extract relevant, quality information
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Synthesis
5.1 Organize
5.2 Present
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Evaluation
6.1 Judge the result
6.2 Judge the process
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SREB Big6 Example
• South Carolina
© M. Eisenberg 2004
Example: South CarolinaInformation & Technology Literacy Standards
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© M. Eisenberg 2004
© M. Eisenberg 2004
Agenda
1. Setting the Scene: The Challenges of Information Age
2. Essential Skills for the Information Age: Information & Technology Literacy
3. Implementation: Context, Context, Context!
© M. Eisenberg 2004
Agenda
1. Setting the Scene: The Challenges of Information Age
2. Essential Skills for the Information Age: Information & Technology Literacy
3. Implementation: Context, Context, Context!
© M. Eisenberg 2004
#1 - the process Not isolated skills; within a problem-solving
process (e.g., the Big6)
#2 - technology in context not isolated technologies; within a problem-
solving process (e.g., the Big6)
#3 - curriculum connected to assignments standards state tests
Context
© M. Eisenberg 2004
Context: The Process
1. The Big6 process can be applied in all subjects, with students of all ages, and across all grade levels (K-20).
The Big6 is not just for kids.
© M. Eisenberg 2004
Context: The Process
2. The Big6 is adaptable and flexible; it can be applied to any information situation.
© M. Eisenberg 2004
Everyday Contexts
buying a birthday gift
deciding what movie to attend
finding out if somebody likes you
winning in a sport
choosing colleges or careers or jobs
making a banana split
________________???
© M. Eisenberg 2004
Context: The Process
3. Using the Big6 is not always a linear, step-by-step process.
TDTD
ISSISSL&AL&A
UIUISS
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The Big6: Non-Linear
TDTD
L&AL&A
UIUI
ISSISS
SS
EE
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The Big6: Not LinearTDTD
L&AL&A
UIUI
SS
EE
ISSISS
EE
L&AL&AUIUI
UIUI
ISSISS
SS
SS
SS
© M. Eisenberg 2004
The Big6: Not LinearTask
Definition
Information Seeking
Strategies
Location and Access
Information Use
Synthesis
Evaluation
© M. Eisenberg 2004
Context: The Process
4. The Big6 process is necessary and sufficient for solving problems and completing tasks.
© M. Eisenberg 2004
1. Task Definition1. Task Definition
2. Info Seeking Strategies2. Info Seeking Strategies
3. Location & Access3. Location & Access
4. Use of Information4. Use of Information
5. Synthesis5. Synthesis
6. Evaluation6. Evaluation
The Big6™ SkillsNecessary and Sufficient
© M. Eisenberg 2004
1. Task Definition1. Task Definition
2. Info Seeking Strategies2. Info Seeking Strategies
3. Location & Access3. Location & Access
4. Use of Information4. Use of Information
5. Synthesis5. Synthesis
6. Evaluation6. Evaluation
The Big6™ SkillsNecessary and Sufficient
© M. Eisenberg 2004
1. Task Definition1. Task Definition
2. Info Seeking Strategies2. Info Seeking Strategies
3. Location & Access3. Location & Access
4. Use of Information4. Use of Information
5. Synthesis5. Synthesis
6. Evaluation6. Evaluation
The Big6™ SkillsNecessary and Sufficient
© M. Eisenberg 2004
1. Task Definition1. Task Definition
2. Info Seeking Strategies2. Info Seeking Strategies
3. Location & Access3. Location & Access
4. Use of Information4. Use of Information
5. Synthesis5. Synthesis
6. Evaluation6. Evaluation
The Big6™ SkillsNecessary and Sufficient
© M. Eisenberg 2004
1. Task Definition1. Task Definition
2. Info Seeking Strategies2. Info Seeking Strategies
3. Location & Access3. Location & Access
4. Use of Information4. Use of Information
5. Synthesis5. Synthesis
6. Evaluation6. Evaluation
The Big6™ SkillsNecessary and Sufficient
© M. Eisenberg 2004
Context: Technology
5. Technology skills take on meaning within the Big6 process.
© M. Eisenberg 2004
The new A, B, C’s…?
© M. Eisenberg 2004
Technology - Out of Context
• Multimedia production (PowerPoint)
• ftp• Programming
• Instant Messaging
• HTML• Telnet
• Algorithms
• Video production
• E-Mail • Word processing
• Group discussion
• Use of operating systems
• Statistical analysis presentation
• Database management systems
• CAD/CAM
• Copy/paste
• Web page design
• Graphics
• Chat
• Web browsing
• Electronic indexes
• Web searching• Online catalogs
• Electronic spreadsheets
• Upload/download
• Spell/grammar check
• Brainstorming software• PDAs
• Inspiration
• Hyperstudio
© M. Eisenberg 2004
• E-Mail • Word processing• Group discussion• Online catalogs• Electronic indexes• Web browsing• Web searching• Electronic spreadsheets• Upload/download• HTML• Spell/grammar check• Brainstorming software• PDAs• Video production• Algorithms
• Multimedia production (PowerPoint, Hyperstudio)
• ftp• Chat• Graphics• Database management• Inspiration• Use of operating systems• Web page design• Copy/paste• Statistical analysis presentation• CAD/CAM• Telnet• Programming• Instant Messaging
Better, But Still Out of Context
© M. Eisenberg 2004
Technology in Context
TASK DEFINITION
Students use e-mail, listservs, newsgroups, chat, videoconferencing, and other online communication methods to clarify assignments and brainstorm problems. May also use software to generate timelines, organizational charts, etc. to plan and organize complex problems
INFO SEEKING STRATEGIES
Students identify and assess computerized resources as they develop information seeking strategies toward their problem.
LOCATION & ACCESSStudents use online catalogs, searchable periodical indexes, electronic encyclopedias, Web search engines, and other online searching tools to locate useful information.
USE OF INFORMATIONStudents connect to and access online or locally stored electronic information sources, view, download, and decompress files, and use copy-and-paste features to extract relevant information.
SYNTHESIS
Students organize and communicate their results using word processing, database management, spreadsheet and graphics software, and distribute their projects via e-mail, Web publishing, or other media.
EVALUATIONStudents evaluate the impact of the technology they used, including its effectiveness and efficiency
© M. Eisenberg 2004
Technology in Context
Technology Big6
Word processing
Electronic indexes/Web searching/Online catalogs
Spell/grammar check
Brainstorming software
Presentation software (PowerPoint, Hyperstudio)
© M. Eisenberg 2004
Technology in Context
Technology Big6
Word processing Synthesis, Use of Information
Electronic indexes/Web searching/Online catalogs
Location & Access
Spell/grammar check Evaluation
Brainstorming software Task Definition, Synthesis
Presentation software (PowerPoint, Hyperstudio)
Synthesis, Use of Information
Email Task Definition, Evaluation
© M. Eisenberg 2004
Context: Curriculum
6. Information & Technology skills should not be taught in isolation.
Instruction must connect to:
» Units and assignments
» Standards
» State tests
© M. Eisenberg 2004
WARNING! Teaching information & technology
skills out of context is hazardous to your students’ health.
The Big6
Big6 Skills-Unit Matrix
GR Tch Unit Subj Assign M_Per Standards 1 2 3 4 5 6 Tech Tools Notes
The Big6
Big6 Skills-Unit Matrix
Task
Defin
ition
Info
See
k Stra
tegie
s
Locatio
n & A
cces
s
Use o
f Info
rmat
ion
Synth
esis
Evalu
atio
n
GR Tch Unit Subj Assign M_Per Standards 1 2 3 4 5 6 Tech Tools Notes
07-07 TCH Recycling SS product x23x X X X x X xwp, ppoint,
searchlots of technology
08-08 HJ W Map Skills SS worksheet 1xxx x X web use of maps
08-08 TMJ Noise Sciwritten report
x2xx x X X X xwp, ppoint,
searchbuild on gr 7, technology
09-12 CERDiet &
NutritionHealth posters 1x3x X X x x X x graphic
health reaches all students; repeats 2x year
09-12 CERTobacco
& Smoking
Health test 1x3x X X X Xcooperative teacher, test-taking strategies & the Big6
09-12 CER Drugs Health product x2x4 X x x x x X wp, ppoint, search
11-12 CJ CCatcher in the Rye
LA report xx3x X X webliteracy criticism resources
11-12 BDESupply & Demand
SS obs/swa xx3x X X X first effort with this teacher
© M. Eisenberg 2004
Connecting to Standards
© M. Eisenberg 2004
Content Area Standards
• South Carolina
• Maryland
• Florida
© M. Eisenberg 2004
South Carolina
© M. Eisenberg 2004
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© M. Eisenberg 2004
South Carolina Standards – Big6
Content Area
Standard Big6
ELA
Reading
Reading Goal (R) The student will draw upon a variety of strategies to comprehend, interpret, analyze, and evaluate what he or she reads.
ELA
Reading
Gr 3-5
R1.2 Demonstrate the ability to read independently for extended periods of time to derive pleasure and to gain information.
ELA
Writing
3-4-5
3-4-5-W1.1 Demonstrate the ability to choose a topic, generate ideas, and use oral and written prewriting strategies.
ELA
Writing
Writing Goal (W) The student will write for different audiences and purposes.
ELA
Research
Research Goal (RS) The student will access and use information from a variety of appropriately selected sources to extend his or her knowledge.
ELA
Research
RS3 The student will use a variety of strategies to prepare and present selected information.
© M. Eisenberg 2004
South Carolina Standards – Big6
Content Area
Standard Big6
ELA
Reading
Reading Goal (R) The student will draw upon a variety of strategies to comprehend, interpret, analyze, and evaluate what he or she reads.
Use of Info
ELA
Reading
Gr 3-5
R1.2 Demonstrate the ability to read independently for extended periods of time to derive pleasure and to gain information.
Synthesis
ELA
Writing
3-4-5
3-4-5-W1.1 Demonstrate the ability to choose a topic, generate ideas, and use oral and written prewriting strategies.
Task Definition
ELA
Writing
Writing Goal (W) The student will write for different audiences and purposes.
Task Definition
ELA
Research
Research Goal (RS) The student will access and use information from a variety of appropriately selected sources to extend his or her knowledge.
Info SeekStrat
Loc & Access
ELA
Research
RS3 The student will use a variety of strategies to prepare and present selected information.
Synthesis
© M. Eisenberg 2004
Maryland
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© M. Eisenberg 2004
Maryland Standards – Big6Content
AreaStandard Big6
LA
Gr 4
Generate topics independently using strategies, such as graphic organizers, prior writing, and/or prior experiences
LA
Gr 4
Plan and organize ideas for writing
LA
Gr 4
Write a first draft for a specified purpose and/or audience
LA
Gr 4Share/Present/ Publish using a variety of formats
Math
Gr 6Identify the question in the problem
Math
Gr 6Decide if enough information is present to solve the problem
Math
Gr 6
Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
© M. Eisenberg 2004
Maryland Standards – Big6Content
AreaStandard Big6
LA
Gr 4
Generate topics independently using strategies, such as graphic organizers, prior writing, and/or prior experiences
Task Definition
LA
Gr 4
Plan and organize ideas for writingTask
Definition
Synthesis
LA
Gr 4
Write a first draft for a specified purpose and/or audienceSynthesis
LA
Gr 4Share/Present/ Publish using a variety of formats Synthesis
Math
Gr 6Identify the question in the problem Task Def
Math
Gr 6Decide if enough information is present to solve the problem
Task Def
Eval
Math
Gr 6
Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
Synthesis
© M. Eisenberg 2004
Florida
© M. Eisenberg 2004
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Florida Standards – Big6
Content Area
Standard Big6
LA
Gr 3 – 5
A.2.2.8: The student selects and uses a variety of appropriate reference materials, including multiple representations of information , such as maps, charts and photos, to gather information for research projects.
LA
Gr 6-8
A.2.3.5: The student locates, organizes, and interprets written information for a variety of purposes, including classroom research, collaborative decision making, and performing a school or real-world task.
Sci
3-5
(Nature of Science) SC.H.1.2 The student uses the scientific processes and habits of mind to solve problems
Sci
3-5
SC.H.1.2 1. knows that it is important to keep accurate records and descriptions to provide information and clues on causes of discrepancies in repeated experiments.
Sci
3-5
SC.H.1.2 2. knows that a successful method to explore the natural world is to observe and record, and then analyze and communicate the results.
© M. Eisenberg 2004
Florida Standards – Big6
Content Area
Standard Big6
LA
Gr 3 – 5
A.2.2.8: The student selects and uses a variety of appropriate reference materials, including multiple representations of information , such as maps, charts and photos, to gather information for research projects.
Info Seeking
Strategies
LA
Gr 6-8
A.2.3.5: The student locates, organizes, and interprets written information for a variety of purposes, including classroom research, collaborative decision making, and performing a school or real-world task.
Use of Info
Synthesis
Sci
3-5
(Nature of Science) SC.H.1.2 The student uses the scientific processes and habits of mind to solve problems
ALL
Sci
3-5
SC.H.1.2 1. knows that it is important to keep accurate records and descriptions to provide information and clues on causes of discrepancies in repeated experiments.
Use of Info
Sci
3-5
SC.H.1.2 2. knows that a successful method to explore the natural world is to observe and record, and then analyze and communicate the results.
Use of Info
Synthesis
© M. Eisenberg 2004
Alignment/Connection
Big6 – Content Area
© M. Eisenberg 2004
Big6 - Standards Connection
Big6 State Area Content Standard
Task Definition
SC
ELA
Writing
3-4-5
3-4-5-W1.1 Demonstrate the ability to choose a topic, generate ideas, and use oral and written prewriting strategies.
Info Seeking Strategies
FLLA
Gr 3 – 5
A.2.2.8: The student selects and uses a variety of appropriate reference materials, including multiple representations of information , such as maps, charts and photos, to gather information for research projects.
Location & Access
SCELA
Research
Research Goal (RS) The student will access and use information from a variety of appropriately selected sources to extend his or her knowledge.
Use of Information
FLSci
3-5
SC.H.1.2 1. knows that it is important to keep accurate records and descriptions to provide information and clues on causes of discrepancies in repeated experiments.
Synthesis MDMath
Gr 6Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
Evaluation MDMath
Gr 6Decide if enough information is present to solve the problem
© M. Eisenberg 2004
• http://www.libsci.sc.edu/shannon/StandardsAlign/index.html
© M. Eisenberg 2004http://www.libsci.sc.edu/shannon/StandardsAlign/pdfs/cur_info/math_6_8.pdf
© M. Eisenberg 2004
http://www.libsci.sc.edu/shannon/StandardsAlign/pdfs/info_cur/math_infolit_6_12.pdf
© M. Eisenberg 2004
The Final Chapter
• But - connecting to standards is not enough!
• Must make the direct link to state standardized tests.
© M. Eisenberg 2004
Tests
© M. Eisenberg 2004
Approach1. Analyze state standards to determine
direct connections to information skills instruction.
2. Analyze test items to determine direct connections to information skills instruction.
3. Target information & technology skills instruction to specific test items (connected to standards).
4. Evaluate the impact of these interventions on student performance on test items.
© M. Eisenberg 2004
Testing
• South Carolina Exams
• PACT
• HSAP
• Example - ENGLISH LANGUAGE ARTS RELEASE ITEMS
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Use of Information Lesson
• How to skim and scan a text. Key element - read for a purpose
Look at the questions being asked of them before you start reading the text.
• How to highlight relevant parts of a reading passage.
Look at the questions being asked, highlight relevant words in the question.
Read the text and highlight key parts.
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Task Definition Lesson
• Learning key words in questions:
Highlight and define the key words in questions.
Students make flash cards to help them study and remember terms.
Some terms tell the students what they are to do (usually the verbs). Other terms tell the students what they should be looking for (usually nouns).
© M. Eisenberg 2004
© M. Eisenberg 2004
Task Definition LessonTo Do – To Look For
To do: Use information from the passage. Write using complete sentences.
To look for: Extinct – what and why
© M. Eisenberg 2004
Example - Florida
• Synthesis – Charting Questions
© M. Eisenberg 2004
Florida (FCAT)8th Grade Reading
900+ word reading passage:
America’s Saltiest Sea: Great Salt Lake”
by Angela B. Haight
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Use of Information/Synthesis Lesson: Charting Questions
History
Interesting Features
Why a Landmark
© M. Eisenberg 2004
Use of Information/Synthesis Lesson: Charting Questions
History - In 1847, settlers arrived in Salt Lake City
- Once, during a swarm of crickets, seagulls saved the settlers’ crops
Interesting Features
- 25 percent salt
- 75 miles long by 50 miles wide
- the largest body of water west of the Mississippi River.
Why a Landmark - the largest body of water west of the Mississippi River.
© M. Eisenberg 2004
Maryland Example
© M. Eisenberg 2004
Example - Maryland
• Math
• Evaluation – describing process
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Evaluation LessonProcess in Mathematics
© M. Eisenberg 2004
Evaluation LessonProcess in Mathematics
© M. Eisenberg 2004
EvaluationLearning to Explain Process
• Students should be able to reflect on their process and communicate what they did.
• Learn to break down their thoughts and actions into steps:
List actions and thoughts - one at a time - on index cards or PowerPoint slides (or Inspiration).
Review the order and revise until satisfied. Add actions or thoughts if necessary. Look at the result as a “process with steps.” Be able to describe the process orally and verbally.
• Practice written self-reflection on various assignments, classwork, and tests.
© M. Eisenberg 2004
Remember
• Students won’t “get it” from just one lesson. Repeat!
• Put in context – the Big6 process.
© M. Eisenberg 2004
In Closing…
© M. Eisenberg 2004
Change
© M. Eisenberg 2004
This is Not An Add-on!
• It is possible AND HIGHLY DESIRABLE: to link individual information skills and
technology skills to process—the information problem-solving (Big6) process.
to link information and technology skills standards to content area standards.
to integrate information & technology skills instruction to existing assignments, units, and lessons.
to get much more specific – to link information & technology skills instruction to student success on standardized tests.
© M. Eisenberg 2004
To Help Make It Happen
• Library & Information Programs
• Teacher-Librarians
© M. Eisenberg 2004
Library & Information Programs
“To ensure that students… are effective
users of ideas and information.”
(Information Power, 1988,1998)
© M. Eisenberg 2004
TEACHER teach essential information & technology skills
READING ADVOCATE
provide reading guidance and promotion
INFORMATION MANAGER (CIO)
provide information & technology services, systems, resources, and facilities
Teacher-Librarian Roles
© M. Eisenberg 2004
Library & Information Program Connection
ROLE DESCRIPTION CONNECTION TO STATE TESTS
TEACHERteach essential information & technology skills
• Combine information and technology skills curriculum – focused on process
• Connect to State Tests
• Analyze State Tests for grades in school
• Target teaching and learning to State Test requirements
• Integrate teaching with classroom curriculum
• Assess Performance
READING ADVOCATE
guide and promote reading, books, media, technology
• Focus on skills and process
• Connect to State Tests
• Analyze State Tests for grades in school
• Target teaching and learning to State Tests requirements
• Integrate reading advocacy with classroom curriculum
• Assess Performance
INFORMATION MANAGER (CIO)
provide information & technology services, systems, resources, facilities
• Analyze State Tests in relation to information skills and reading advocacy
• Document in matrices specific learning activities in the school targeted to State Tests and Standards
• Analyze report card scores
• Work with classroom teachers and administrators on understanding report card scores and targeting instruction
© M. Eisenberg 2004
The Result
• Schools – providing meaningful learning opportunities
• Society – providing opportunity for our children to succeed at the highest possible levels.
• Students – gaining essential information and technology knowledge & skills
• Students – achieving and succeeding throughout their lives.
© M. Eisenberg 2004
Thanks for Listening
© M. Eisenberg 2004
All Big6 resources available from:
Linworth 800-786-5017linworth@linworthpublishing.com
www.big6.com
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