Based on the Big6tm Information Problem Solving Process
and the New Haven Public Schools Information Literacy Curriculum
7th and 8th graders will need some assistance to accomplish these performance objectives. |
1. TASK DEFINITION
1.1 Students will define the task.
- Understand the difference between a topic and an Essential Question.
- Develop an Essential Question.
- Analyze and independently restate the information task in terms of what needs to be done.
- Communicate personally or electronically (email and online discussion groups such as listservs or newsgroups) to clarify assignment and/or task.
- Understand the difference between a topic and an information problem.
- Modify (broaden or narrow) the information problem when necessary.
- Create and/or follow a time frame for the completion of a task.
- Understand the format of the teacher-defined product.
- Understand that the audience, personal learning style, and assignment requirements influence the format of a final product.
- Understand how the task will be assessed.
- Appreciate literature.
- Create and/or follow the teacher-defined timeline for the completion of the task.
1.2 Students will identify information needed.
- Identify independently existing knowledge and list areas where more information is needed.
- Create focus questions related to the Essential Question.
- Identify and record keywords for searching.
- Determine essential technology and skills needed to successfully complete the task.
- Design an information search strategy for accomplishing the defined task.
- Analyze the task in terms of information needed, considering amount, format, timeliness, and type (pictures, statistics, primary sources, etc).
- Identify the appropriate technology needed to successfully complete the task.
2. INFORMATION SEEKING STRATEGIES
2.1 Students will determine all possible sources.
- Recognize that information and literature come in a wide variety of formats: print, non-print, electronic, and human and differ in terms of information amount, timeliness, and type (pictures, statistics, reading level, etc).
- Identify and understand the characteristics of basic information sources, such as dictionaries, general and special encyclopedias, atlases, thesauri, almanacs, newspapers, and fiction and non-fiction books.
- Recognize fiction and non-fiction through a variety of literary forms and genres such as, autobiography, biography, short stories, classic, historical fiction, humor, fables, legend, mystery, mythology, plays, poetry, science fiction, and story collections.
- Brainstorm and list possible sources of information within the LITC, the school and the community (public libraries, museums, local universities, businesses, and other community resources) relevant to the defined task.
- Use bibliographies, booklists, displays, reserved collections, indexes, as well as electronic sources (OPAC, other online catalogs, subject directories, webliographies, bookmarks/favorites, databases, etc.) to identify possible resources.
- Understand the difference between primary sources (created by people who were witnesses or participants in an event) and secondary sources.
- Identify and describe the differences in a variety of electronic formats and the equipment needed to access and use them: DVD, laserdisc, CD-ROM, floppy disk, videotape, audiotape, online databases, web sites listservs, etc.
2.2 Students will select the best sources needed.
- Develop and use personal and established criteria (availability, readability, accessibility, length, format, accuracy, authority, points of view, bias, prejudice and timeliness) to determine usefulness of sources.
- List sources to answer the Essential Question.
- Identify award-winning literature such as King, Newbery, etc.
- Select an appropriate search engines and/or directories for finding information on the Internet.
- Understand the advantages and disadvantages of print, non-print and electronic sources and select the most efficient and effective one(s) for the task.
3. LOCATION & ACCESS
3.1 Students will locate sources.
- Understand and use the principles of library organization (e.g., Dewey Decimal system, alphabetical arrangement, etc.) to locate materials within areas/collections of the library & information technology center and other libraries.
- Locate materials in the library & information technology center through the card/online catalog, booklists/bibliographies, etc.
- Locate sources on the Internet using pre selected bookmark/favorites files, webliographies and subject directories.
- Locate sources on the Internet (search engines, directories and other electronic information sources) using appropriate search strategies (phrase, Boolean, keyword, truncation, proximity).
3.2 Students will find information within the source.
- Use author, title, subject, keyword, and call number to locate information within a card/online catalog.
- Use keyword descriptors and Boolean logic to perform advanced OPAC, on-line and CDROM searches to access information.
- Use the organizational features (hypertext link, table of contents, index, guide words, cross-references, outline, headings, subheadings, see and see also, etc.) to locate information within a source.
- Demonstrate the ability to navigate through a variety of menus to access information.
- Skim/scan to find information related to the task.
- Return materials to proper place after use.
4. USE OF INFORMATION
4.1 Students will engage in the source.
- Read, listen, and view appropriate literature in a variety of formats, for pleasure, information, and to share common experiences.
- Participate either face-to-face or electronically in group discussions and activities and express opinions about materials.
- Use a variety of monitoring and self-correcting methods (skimming, scanning, using resources, summarizing, retelling, re-adjusting speed) related to the task.
- Use critical questioning as a part of interaction with the source.
- Read and interpret information in graphs, charts, illustrations, cartoons, maps, tables, etc.
- Recognize bias, stereotyping, point of view, prejudice, and propaganda in a source.
- Survey and interview others whose knowledge relates to the task.
- Follow the guidelines and netiquette as covered in the district's Acceptable Use Policy for technology.
4.2 Students will extract relevant information.
- Assess the quality and quantity (relevance, credibility, authority, completeness, reliability, and timeliness) of information in print, non-print, electronic, and human sources.
- Use note-taking methods to record information that meets the task (graphic organizers, note cards, underline/highlight, etc) and record the source and page number.
- Take notes that are brief, paraphrased and which include the source and page of the information.
- Distinguish among fact, opinion, propaganda, the presence of bias, prejudice, point of view, etc.
- Know not to copy other people's work and recognize the copyright and trademark symbols as evidence of ownership of a piece of work which is protected by law.
- Record appropriate bibliographic information.
5. SYNTHESIS
5.1 Students will organize information from multiple sources.
- Use organizing method/technology tools appropriate to the task and/or learning style (graphic organizer, outline, web, story board, rough draft, word processing, spreadsheet, database and multimedia presentation software, etc).
- Determine if the selected information is adequate to complete the task and make adjustments as needed.
- Edit/revise/rehearse products that clearly communicate information and new knowledge.
- Select an appropriate organizational style: i.e. chronological, topical, spatial, order of importance or argumentative position.
5.2 Students will present the information.
- Present a final product using an appropriate and/or assigned format, such as written, oral, visual, dramatic, musical, and or technological.
- Demonstrate ethical use of information by crediting sources correctly.
- Use facilities and equipment responsibly for production and presentation.
6. EVALUATION
6.1 Students will judge the result (effectiveness).
- Create/use an appropriate rubric/assessment tool to evaluate the final product.
- Practice creating their own rubrics to judge the results.
- Respond to comments from peers and teachers about the final product.
- Write an analysis of the effect of the final product.
- Apply legal principles and ethical conduct related to copyright and plagiarism in print and non- print materials and technology.
6.2 Students will judge the process (efficiency).
- Keep a diary/log of the research process.
- Reflect on how the Big6tm model was used in the research process.
- Write an analysis of the final process based upon completion of the defined task/personal reading goal.
- Evaluate the usefulness of print, non-print, electronic, and human sources.
- Monitor and adjust the search process continuously to improve its efficiency.