FALL 2009

Nancy Cussary 11/29/09

Information Literacy WebBlog

http://information-literacy.blogspot.com/2009/11/information-literacy-week-in-second.html

“A Fair(y) Use Tale.”  Retrieved on April 15, 2009 from

http://www.youtube.com/watch?v=CJn_jC4FNDo

This Youtube video is not only very amusing and creative but it teaches about copyright law.  Basically, it steals Disney movies clips, melds them together to explain what copyright laws.  It can be a little hard to follow, but even if students get a few new facts about copyright, fair use, etc., it would be worthwhile.  This would definitely get their attention and be memorable.  Maybe a guideline for students to fill in the blanks as the listen would help mesh out a few of the key facts and definitions.

tags: coypright, fair use

Submitted by Susan Marks 4/19/09

University High School Library.  “Evaluating Web Sites.”  Retrieved on April 17, 2009

from  http://www.uni.illinois.edu/library/computerlit/evaluatingsites.php.

This is page is for student to use to think critically about the websites they find.  What I particularly like about this activity above other web site evaluation tools and lessons is that it provides links to excellent examples of how the web too often can provide deceptive sources. 

tags: evaluation, activity

Submitted by Susan Marks 4/19/09

Johnson, Mary J.  Primary Sources and Web 2.0:  Unlikely Match or Made for Each Other?  Library Media Connection Jan/Feb 2009 27(4) p. 26-30.

Web 2.0 - "It is the Web caught in the act of reinventing itself. This new Web accepts and celebrates the individual and collective output of student learning in every content area."  Classrooms start to look like studios where students create their own materials.  Teaching the critical thinking skills necessary to analyze primary sources works well in this arena.  Adding the problem solving, computer and technology skills plus communication and self direction skills - sound like the job descriptions for the future.  Teachers must fight the urge to use the new tools to do the traditional "report" and work to engage children in quality learning experiences now available with 2.0.

Mary Smartt, April 17, 2009

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Armstrong, S. Fall 2008. Multiple Literacies in Today’s Digital World. OnCUE. (30) 4. pgs. 12 – 13.

The dictionary defines the word ‘literacy’ as the ability to read and write. The secondary definition is the more relevant one: ‘competence or knowledge in a specified area.’ Students need to be proficient in the traditional skills of reading, writing and arithmetic. In addition to these three skills,  students should also be proficient in the following four areas: Core Subjects and 21^st Century Themes, Learning and Innovation Skills, Information, Media and Technology Skills and Life and Career Skills. The model provided includes subsets plus dimensions for standards and assessment, curriculum and instruction, professional development and learning environment. Finally, ISTE National Education Technology Standards for Students also focus on 21^st century skills including using tech tools effectively.

Susie Huber, 15 April 2009

According to the authors of this article, “Information literacy is embedded in the principles and processes of science.”  They argue that being a scientifically literate person is much akin to being information literate as both require inquiry and evaluation skills.  The authors chose to study three biology classes in a large urban school to determine the “relationship between curricula in secondary-level science classrooms, which support development of information literacy skills, and actual student skills.”  As one might suspect given similar studies, the students’ information literacy skills were found to be lacking.  They were less concerned with the process of finding information as they were in the result.  And teachers did not actively teach information literacy skills despite educational mandates.  Clearly, more attention needs to be paid to how, where, and when information literacy skills are taught.  

        Submitted by Alegria Barclay, April 15, 2009. 

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 Smalley, T. (2004).  College Success: High School Librarians Make the Difference.  The Journal of Academic Librarianship, 30(3), 193-198.

Retrieved April 13, 2009, from Library, Information Science & Technology Abstracts with Full Text database.

Topsy Smalley is a librarian at Cabrillo College and well known for her work with information literacy.  This article discussed the impact of high school librarians on student achievement at the community college level.  Through a study that measured students’ performance in an introductory Information Competency class, Smalley was able to determine that students who attended high schools with a certified LMT perform significantly better than their counterparts.  This is a useful read and article to share with reluctant administrators or faculty. 

Submitted by Alegria Barclay, April 15, 2009. 

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Center for Digital Literacy Syracuse University. (n.d.). S.O.S. for Information Literacy. S.O.S. For Information Literacy. Retrieved April 15,      2009, from http://www.informationliteracy.org/.

"S.O.S. for Information Literacy is a dynamic web-based multimedia resource for educators that promises to make a significant contribution to enhancing the teaching of information literacy skills to students in K-16. The project is currently in its final stage of development in which S.O.S. is being expanded for use by high school and college level educators. At no time in history has the ability to locate, organize, evaluate, manage and use information been more critical for today's learners. These skills, collectively referred to as information literacy, lay the groundwork for success in every phase of a student's life both in and out of school. Preliminary research for this project was made possible through a Small Business Innovation Research award from the U.S. Department of Education. Funding for full development and implementation has been made possible by National Leadership Grants from the Institute of Museum and Library Services (IMLS)." Description from the website.

I found this site through AASL's essential links on information literacy.  Interestingly enough, the essential links page also gives this description, but does not put it in quotes.

Brian Thomas

Bush, Gail. (2009) Thinking Around the Corner: The Power of Information Literacy. Phi Delta Kappan, February 2009, pp. 446-47.

“We must prepare students to become strategic, critical, divergent, and creative thinkers.” (ibid, p. 446) This is a good introduction to Information Literacy for those who have not taken LIBR 250 or 200. It looks at the importance of teaching kids to be critical of what they read on the internet, determine authority, and teaching kids to triangulate sources when using Wikipedia. Helping kids choose global topics, the use of social networking tools and multimedia formats are also explored. Submitted by Michele Gilchrist, 4/13/09

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Collen, Lauren.  Teaching Information Literacy in the Public Library.  Knowledge Quest, 37(1) September/October 2008. 12-16.

This excellent article explains the author’s process in developing an information literacy course for children at a public library.  The prose is lucid and her ideas compelling.  After researching what and how information literacy was taught at various public schools, Ms. Collen created a three-day Computer Camp for children in grades 4-6.  The goal of these camps was to allow children to experience “the research process form start to finish with the help of a librarian.”  The article clearly describes the events of each day at camp and articulates the value of each activity.  I was particularly taken with her commitment to let kids play with words as a means to expand their keyword search terms.  I recommend this article for a fast read that is full of useful techniques and ideas.

Submitted by Alegria Barclay April 11, 2009.

"A Vision of Students Today", by Michael Wesch.  Wesch is an Assistant Professor of Cultural Anthropology at Kansas State University, and is well known in his field for his analysis of Web 2.0 as a cultural phenomenon, and the effect on the digital generation.  This is a short video that really packs a punch, and would be good to have any teacher watch.  http://www.youtube.com/watch?v=dGCJ46vyR9o

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Knobel, Michele and Wilber, Dana.  Let's Talk 2.0.  Educational Leadership.  66(6) March 2009.  p.20-24 

A great article about the relationship between Web 20.0 and Literacy 2.0.  The ethos of Literacy 2.0 is what it means to read, write, view, listen and record as well as collaborate, participate and share distributed knowledge and expertise.

submited by Kim Harris 4/8/09

McTavish, Mariane.  I Get My Facts from the Internet: A Case Study of the Teaching and Learning of Information Literacy In-School and Out-of-School Contexts.  Journal of Early Childhood Literacy 9(1).  p.3-28.

A case study about the effects of in-school information literacy and home information literacy.  The case study took place in Western Canada and looked at the difference in information literacy for a 3rd grade Indian student.  He doesn't have Internet use at school and relies solely on informational non-fiction books.  At home he uses a medly of sources: Internet, flow chart, TV, news and two types of newspapers, yet his teacher doesn't acknowledge his literacy efforts outside the classroom.  Really interesting and a great eye opener.

submitted by Kim Harris 4/8/09

Scherer, Marge.  The World at our Fingertips.  Educational Leadership, 66(6), March 2009, p.7.

This article is about how Literacy 2.0 should fit into a K-12 curriculum and instruction.  Assessments and evaluations need to change to fit in with the new technologies now offered to students.

submitted by Kim Harris 4/8/09 

Constantino, R. (2008, March). IT'S NOT ROCKET SCIENCE; Students Know What Is Good for Them: The Efficacy of a Quality School Library. Knowledge Quest, 36(4),      60-63.

This article is about a research that focuses on the importance of having enjoyable books for teens to increase literacy regardless of the reading abilities and varying interest in reading. Bottom line, the solution to the literacy crisis is to provide access to reading materials.

Submitted by Sudi Napalan, 4/7/09

Duke University

Evaluating Web Pages.  Before using information found on a web page for your research project, consider the following criteria to evaluate its credibility through: Authority, Purpose/Intended Audience, Currency, Objectivity, and Support.

submitted by Margaret Martin, 04/06/09

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Abilock, Debbie.  Guiding the gifted to honest work.  Knowledge Quest. 37 (3) January/February 2009. 12-15.

Although aimed at gifted students and academic honesty, the main points of the article apply to all students.  The new standards name the school librarian as the responsible person for teaching kills and dispositions that produce ethical behavior.    Abilock give some practical ideas which include parents and teachers.  Students must be given enough time to practice assessment of information.  We need to anticipate confusion about citing and paraphrasing and conduct lessons from actuall work of students.    Teach students time management and model self regulation strategies.  Given inquiry based research, time to do the work, use of interactive web tools, "our 21st century learners have ample reason to persevere, take pride in their work, and behave ethically.

submitted by Mary Smartt, April 5, 2009

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Harris, Frances Jacobson.  Ethics from web 1.0 to web 2.0 Standing outside the box.  Knowledge Quest.  37(3)  January/February 2009. 56-61.

Harris considers the fact that libraries promote recreational reading via magazines and books not related curriculum, yet fail to allow a similar approach on the Web - thereby demonstrating a disconnect which needs to be addressed.  The authors cites examples of Joyce Valenza and Doug Johnson using 2.0 tools for learning.  "Let the library be a library again."  Harris speaks up for open access and for libarians to take a close look at filtering policies.  It is possible for us to guide students to make intelligent choices in this powerful new environment that they use anyway.

Submitted by Mary Smartt, April 5, 2009.

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http://www.nifl.gov/nifl/publications.html

National Institute of Literacy Reports for every age.

For use in reports, grants, and evidence for you existence!

Submitted by Stephanie Larsen 04/02/2009

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http://www.thinkfinity.org/home.aspx

An online portal to 55,000 standards-based, grade-specific, K-12 lesson plans and other educational resources provided in partnership with many of the nation’s leading educational and literacy organizations

Submitted by Stephanie Larsen 04/02/2009

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Charlama Chaffee (4-1-09)

Thomas Jefferson Library. (2009). Menu to the Tutorial for Keyword Searching in Library Databases. University of Missouri, St. Louis. Retrieved from http://www.umsl.edu/services/libteach/kw/menu1ab_kw.html .      

This is a great website for teachers, parents and older students to help them understand how to search a library database. The tutorial is available to everyone, UMSL students and guest. There are four modules: Unnecessary Words and Letters in Keyword Searches; About AND; Using “truncation”; and The Helpful “advanced search” Feature. The tutorial is quick, easy to understand, and very informative.

Charlama Chaffee (4-1-09)

Reviews of Web Tutorials from CJCLS-BIC (Community and Junior College Libraries Section, Bibliographic Instruction Committee, of the Association of College and Research Libraries) (8-31-03)

This site describes and reviews 12 web tutorials based on six criteria. Unfortunately five of the 12 sites are no longer active.

Criteria:

            “Site is easy to use and navigate

            Site is well designed

            All links work

            Writing style is easy to read and understand and the page uses correct grammar

and spelling

            Site is updated and lists a contact person

            There is some degree of interactivity”

Each of the six criteria can receive a maximum of five points.  The reviewer is listed along with their college and the date of the review.

The following sites were reviewed:

            Information Literacy & You http://www.libraries.psu.edu/instruction/infolit/andyou/infoyou.htm

Rio Salada College Library and Information Center Information Literacy in the Electronic Age  http://www.rio.maricopa.edu/services/student/support/library/infolit_assignment.shtml

This site is no longer active.

Prince George’s Community College’s Quick Research Library Tutorial: an information literacy tool

www.pgcc.edu/library/tutorial/index.htm

This site is no longer active.

Kentucky Virtual Library’s How To Do Research

www.kyvl.org/html/tutorial/kyvl/unit11-infolittutorial.shtml

Minneapolis Community and Technical College’s Information Literacy Tutorial

http://db.mctc.mnscu.edu/library/tutorials/infolit/index.html

This site is no longer active.          

Raritan Valley Community College’s Information Literacy Web Page

http://library.raritanval.edu/Infolit/infolit.html

Bare Bones 101: A Basic Tutorial on Searching the Web

http://www.sc.edu/beaufort/library/bones.html

Online Tutorials

http://library.austin.cc.tx.us/research/Guides.htm#tutorials

This site is no longer active.

Web Searching, Sleuthing and Sifting

http://www.thelearningsite.net/cyberlibrarian/searching/ismain.html

TILT – Texas Information Literacy Tutorial

http://tilt.lib.utsystem.edu

Finding Information on the Internet: A Tutorial

http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/FindInfo.html

Web Teacher

http://www.webteacher.org/macnet/indextc.html

This site is no longer active.

Charlama Chaffee (4-1-09)

Pennsylvania State University Libraries. (2002-2008). Information Literacy & You.  Retrieved at: http://www.libraries.psu.edu/instruction/infolit/andyou/infoyou.htm

This website helps you go through the process of researching a topic through nine steps:

“Defining your topic

Doing preliminary research

Mapping your ideas

How to create and use a concept map

Developing research questions

Generating questions to find appropriate information

Writing a topic definition statement”

There is also a Research Log where you can record your ideas and write a topic definition statement.

“Identifying resources

Resources for research questions

Examples of the types of resources available to answer your research questions

Summary resource chart

Summarizes the types of resources and their use”

Again there is a Research Log to record your research questions and the types of resources you will need.

There is also a Test Yourself. This is a multiple choice test where the correct answer is given after you make a choice.

“Using periodicals & journals

            When to use articles in periodicals (journals, magazines and newspapers)

            Types of periodicals and journals

Distinguishing scholarly vs. popular articles; primary vs. secondary resources

            Using electronic resources to find articles

                        Finding the right databases”

More information is available by using the link to the “Locating Resources module” and the “Citing Your Sources” module.

Again there is a Research Log to record the information you need for your topic and a test to practice.

“Searching online databases

            About databases

                        Database organization and structure

                                    What is a database; how databases are organized

            Strategies for online databases

                        Keyword searching

                        Subject searching

                        Combining terms

                        Creating search statements

                        Troubleshooting your search

            Searching the CAT and ProQuest

Searching strategies in The CAT

Finding books, journals, maps, recordings, films, and documents owned by Penn State Libraries

                        Search strategies in ProQuest

                                    Searching for articles in journals, newspapers, and magazines”

Again there is a Research Log to record the information regarding your searches and a test to practice.

“Locating resources

            Finding materials in the Libraries

                        Understanding call numbers

                        Reading a CAT screen for location and availability information

                                    Finding books and journals in the library

                        Maps of University Park campus libraries

            Obtaining materials electronically

                        Obtaining journal articles online”

            Again there is a Research Log to record your notes and a test to practice.

“Using web resources

            What’s the “Web”?  What’s the “Internet”?

Defining the web/defining the Internet; understanding the important differences

            Web vs. books/journals – what’s the difference?

                        Why the Web should not be relied upon exclusively

            Types of information on the Web

                        Examples of types of Web resources

            How to find information on the Web

Navigating the Web; reading Web addresses (URL’s); using Web search engines and Web subject guides

            How to evaluate information on the Web

                        Web evaluation criteria

            How to cite Web resources

                        Important elements of citing Web resources”

            Again there is a Research Log to record notes and a practice test.

“Evaluating your search

            How to evaluate your search

Ask yourself these questions when evaluating your search process and search strategy

            How to evaluate information

Ask yourself these questions once you’ve located books, periodicals, or Web sites

            You try it

                        Practice evaluating print sources and Web sites

            Further Reading”

            Again there is a Research Log to record your evaluation criteria and a practice       

test.

“Citing your sources”

            This section explains that there are several different methods to cite your sources with links to the most used ones: Style Manuals; MLA Quick Citation Guide; APA Quick Citation Guide; and Research and Documentation Online by Diana Hacker. This page lists two rules for citing: “Pick a style and be consistent… [and] Give complete information.” In addition there is a link to “Plagiarism & You,”  an interactive tutorial, to better help the researcher avoid plagiarizing.

“Using information ethically and legally”

This page discusses copyright law and gives you examples of what you cannot copy without giving the author credit. It also discusses “fair use” and gives examples of when you can copy something under “fair use.” Three short videos are available to watch to better explain the concept of copyright and plagiarism.

Mueller, J. (2008). “Assessing Skill Development.” Library Media Connection. Nov./Dec. 2008, pp. 18-20. Accessed at http://web.ebscohost.com.libaccess.sjlibrary.org/ehost/delivery?vid=

            This article serves as a useful primer on assessment of more complex skills by students, particularly in the areas of information literacy, forming questions for research and related topics.

            The author, a professor at the College of Naperville, Illinois, is clearly familiar with the standards of “authentic assessment” seen in standardized testing, but which do not always apply to more complex tasks than mere understanding or inference regarding existing information. Mueller tries to push authentic assessment a bit further by applying it to “cross curricular or process skills” (18, author’s emphasis) such as forming research questions and tracking down reliable research to answer the questions posited.

            He then devises a four-stage process which seems useful, presuming the practitioner effectively applies all four elements. These are: (1) spelling out the desired skills as standards, (2) design of measurable tasks to assess the skills, (3) identifying matching criteria for the skill(s) and finally, (4) creating rubrics for the skill performance (pp. 18-9).

            He demonstrates the work required at each stage fairly clearly, such as describing the skills required to display information literacy (five skills listed), creating tasks at an appropriate level of difficulty or sophistication to demonstrate the complex skills, formulating criteria that match the skill and are observable, and finally, creating rubrics that objectively describe and measure completion of the desired tasks.

            In addition to one set of the type of questions one would see on a test to measure skill learning, Mueller shares three useful rubrics related to research questions and evaluation of information for reliability. While this article is nothing spectacular and contains few, if any, wholly original ideas, it shows how, by using a cautious, step-by-step approach, educators and library media specialists can create and develop useful metrics for even the most complex learning skills. In this sense, this article is both helpful and worth the reader’s perusal.

Mark Schneider,

March 28,2009

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Michele Gilchrist- March 27, 2009

Don’t Buy It! Get Media Smart

http://pbskids.org/dontbuyit

I found this in the online newsletter of School Library Journal- URL for the article is below.

http://www.schoollibraryjournal.com/article/CA6631234.html?nid=2413&source=link&rid=929600485

This might be of interest for a media literacy lesson for elementary and middle school grades.

It changes each time kids access it, so the content is different.

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http://www.schoollibraryjournal.com/article/CA6640367.html?industryid=47079

Staino, Rocco.  Stephanie Rosalia: The New Poster Girl for School Libraries.  School Library Journal Extra Helping.  (March 11^th, 2009).

This is an interview with Stephanie Rosalia who is the librarian that The New York Times featured in the article on February 16^th, 2009 that we discussed in class. Rosalia describes how the author of The New York Times article observed her, talked to her co-workers, and her students to see how her library functioned. Rosalia noted that she took issue with the article because it said she was an atypical librarian because she had flexible scheduling and was certified. She said the writer probably meant to say that most librarians aren’t certified and don’t have a flexible schedule. Rosalia said that all librarians would do what she did given the chance but they are often not allowed to. She notes in this interview that most people still have no idea about how important the role of a Teacher Librarian is. Her goal for this interview was to have a certified librarian in every Elementary school and to make people aware that print and online sources are necessary in the library.  Submitted by Joanne Maher on March 23rd, 2009.

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http://www.ala.org/ala/mgrps/divs/acrl/issues/infolit/infolitoverview/introtoinfolit/introinfolit.cfm

The ALA American Library Association with the ACRL have a great web site for information literacy. I provided a link to the definition of "information literacy" and "why it is important to teach it". I thought that would be useful for teacher librarians who need to explain to teachers and administrators why teaching research and evaluating research is necessary. The ACRL did a great job of defining it succinctly.

I also liked their "resources" section as well.

http://www.ala.org/ala/mgrps/divs/acrl/issues/infolit/bibliographies1/corereadings.cfm.

It contains the information literacy competency standards for higher education. It also has the ALA's progress report on information literacy and a good list of print titles that explore information literacy further. Submitted by Joanne Maher March 21st, 2009

Buzzeo, T. (2008). “R” is for research. Upstar Books.

This is a great alphabet book to introduce the structure of research to elementary aged students. If they have read “L” is for Library, they will be familiar with the little tabby cat who will take readers through the research process. Slowly assimilating children to the research process through storybooks will make it a little less frightening.

Marisa Reyes 3/21/09

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NOW: Making Informed Decisions & Critical Thinking

http://www.pbs.org/now/classroom/lessonplan-07.html

On this site, PBS provides a comprehensive lesson plan that can be adapted for grades 6 – 12, and is designed to aid students who use technology as an information resource in every day life. The lesson plan begins with an activity to get students to understand the difference between fact and opinion, and then proceeds to a performance task, using the PBS website as an information source, in which the students are required to gather information, access the reliability, and form an opinion. The lesson plan is downloadable in PDF.

Stacy Achenbach (3/17/09)

Harrington, L. (Nov/Dec 2008). Guided Research. Library Media Connection, 27(3). 48.

Harrington uses the acronym ANTHILL for phases in a research model. A=Analyze your problem N=Nothing is something T=Think of all your possibilities H=Hunt for Answers I=Isolate and Interpret L=Learn direction by reflection L=Link it all together. Restates the “What I know, What I need to know, What I learned” model and fleshes it out a bit.