Interactive Student guide

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Interactive Student Guide to Using the Information Literacy Process Model :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes Interactive Student Guide to Using the Information Literacy Process Model Note to teachers: For suggestions on how to teach the research process using this interactive guide, click here.

What is the Information Literacy Process Model? :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes What is the Information Literacy Process Model? The Information Literacy Process (ILP) Model is a nine step guide to the research process. It begins where you begin as a researcher: when you encounter a task, like a school assignment, or need information to satisfy your curiosity, or solve a problem. Information Literacy Process (ILP) Model

What are the steps in the Information Process? :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes What are the steps in the Information Process? Step 1 – Encountering the Task Step 2 – Exploring Questioning Connecting Step 3 – Searching Locating Step 4 – Collecting Organizing Managing Monitoring Step 5 – Analyzing Evaluating Interpreting Inferring Step 6 – Synthesizing & Solving Step 7 – Applying New Understanding Step 8 – Communicating Step 9 - Reflecting

Slide 4:

STEP 1 – Encountering the Task :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes STEP 1 – Encountering the Task You encounter the task when you: Recognize the need for information. Become aware of possibilities. Select general area of need/concern. Seek background information.

STEP 1 – Encountering the Task :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes STEP 1 – Encountering the Task Become aware of the possibilities by brainstorming related topics. Click here for a tutorial on how to brainstorm, or create a web like the one below to begin.

STEP 1 – Encountering the Task :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes STEP 1 – Encountering the Task Begin to focus on a topic or general area of need/concern by identifying sub-topics and key words. Click here for a worksheet to help you unlock the key words. If you need more help, try using ThinkTank or the Task Definition Chart.

Self-check :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes Self-check Did you complete the KWLH? Did you consult a general reference like World Book? Did you brainstorm related topics? Did you begin to focus on the topic by identifying sub-topics and key words? Pop Quiz! Good keywords for the topic, soccer, are: sports; World Cup; and Argentina.

Slide 11:

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes The purpose of using keywords is to help narrow your focus. For example, if you start with a broad general topic, like sports, you would narrow your focus by choosing the type of sport, a famous player, or a championship event. Topic: sports Keywords: soccer; World Cup; Argentina team In the quiz, sports is more general than soccer. Need more help? Remember that you can click on the ILP Model at any time for more resources. Sorry – Wrong answer Next slide

I disagree! :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes I disagree! If you would like more ways to narrow or focus in on your topic, click here. If you think you are ready for Step 2 – Exploring, click here.

STEP 2 - Exploring :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes STEP 2 - Exploring When you explore your topic, you: Pose questions. Frame ideas. Connect new ideas with prior knowledge. Construct a plan to accomplish the task. Establish a purpose for reading. Click here to go to the activities which will help you successfully complete Step 2.

Step 2 - Exploring :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes Step 2 - Exploring First, brainstorm questions you have about your topic. Then, measure, and finally, use your questions to organize your research and frame ideas. Use this form to guide you through exploring your ideas and questions. Remember to save and print your answers!

Step 2 - Exploring :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes Step 2 - Exploring Connect new ideas with prior knowledge. Review what you’ve learned so far. Ask yourself, “How does my new learning fit with what I already know? What connections can I make?”

Step 2 - Exploring :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes Step 2 - Exploring One way to construct a plan to accomplish the task is to create a calendar. On the calendar, list not only your teacher’s due dates, but also your dates for getting things finished. Use this link to construct a calendar in Publisher. Simply follow the directions to create your very own research calendar and plan. Remember to print your calendar and display it prominently, like on your refrigerator.

Step 2 - Exploring :

Self-check :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes Self-check Did you brainstorm questions to guide your research? Did you evaluate your questions? Did you make connections between what you’ve learned and what you know? Did you create a calendar and a plan for research? Do you know when to skim and when to scan for information?

Quick Quiz :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes Quick Quiz Skimming is used to quickly identify the main idea of the text. When you skim, you read slowly and carefully. Scanning involves moving your eyes quickly down the page as you seek specific key words or phrases. True False True False True False

Correct! :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes Correct! Skimming is used to quickly identify the main idea of the text. When you skim, you read three to four times faster than normal. To skim the text, read only the first and last paragraph. Then, skim the text features. Finally, skim the first sentence of every paragraph. Scanning is used to quickly locate key words and phrases. When you scan, you look only for the key words/phrases. When you scan, you read ten times faster than normal.

Incorrect. :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes Incorrect. Skimming is used to quickly identify the main idea of the text. When you skim, you read three to four times faster than normal. To skim the text, read only the first and last paragraph. Then, skim the text features. Finally, skim the first sentence of every paragraph. Scanning is used to quickly locate key words and phrases. When you scan, you look only for the key words/phrases. When you scan, you read ten times faster than normal.

STEP 3 – Searching & Locating :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes STEP 3 – Searching & Locating To quickly locate information, you may want to: Identify useful resources by using NoodleTools Search Strategy Wizard. Use the Information Literacy Tutorial to Formulate search plans and strategies. If your first search yielded hundreds of results, then you may want to refine your search strategies. Evaluate information using criteria. Still not sure you can trust the web site? Try using the five criteria for evaluating web sites, or asking your teacher, library media specialist, or parent for help.

STEP 3 – Searching & Locating :

Quick Quiz :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes Quick Quiz To refine your search, use Boolean operators: to, the, and for. To evaluate a web site, use the following criteria: authority; accuracy; objectivity; currency; and coverage. True False True False

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Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes To refine your search, use the Boolean operators: And – to narrow your search (ex. Or – to broaden your search Not – narrow your search and exclude specific terms The five criteria for evaluating a web site: Accuracy. If your page lists the author and institution that published the page and provides a way of contacting him/her and . . . Authority. If your page lists the author credentials and its domain is preferred (.edu, .gov, .org, or .net), and, . . Objectivity. If your page provides accurate information with limited advertising and it is objective in presenting the information, and . . . Currency. If your page is current and updated regularly (as stated on the page) and the links (if any) are also up-to-date, and . . . Coverage. If you can view the information properly--not limited to fees, browser technology, or software requirement, then . . . You may have a Web page that could be of value to your research! FROM: Kapoun, Jim. "Teaching undergrads WEB evaluation: A guide for library instruction." C&RL News (July/August 1998): 522-523.

Slide 26:

STEP 4 - Collecting :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes To effectively collect information, be sure to: Collect ideas by sorting information in an ordering scheme, like chronological, cause/effect, comparison/contrast, pro/con, or into a cluster/main idea map. Apply critical reading and thinking strategies. Manage time, resources, and documents. Make sure you have put all of your work into a folder. Check your calendar for your next due date. Monitor ethical and responsible use of information and technologies. STEP 4 - Collecting

STEP 4 - Collecting :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes STEP 4 - Collecting Collect ideas by sorting information in an ordering scheme. Think about the organizational scheme that fits your purpose for collecting information; then, click on the link below to go to an Inspiration template, or another type of organizer. chronological, cause/effect, comparison/contrast, cluster/main idea another type of organizer

STEP 4 - Collecting :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes STEP 4 - Collecting Manage time, resources, and documents. Make sure you have put all of your work into a folder. Check your calendar for your next due date.

STEP 4 - Collecting :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes STEP 4 - Collecting Click on the link to learn how to monitor ethical and responsible use of information and technologies. Choose the Flash version and use the next buttons to navigate through the web site. Skip the pre-assessment as you need an email address to get the results.

Slide 32:

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes Self-check: Please read the original source material carefully and then select the entry, either "A" or "B," that you think has not been plagiarized. Click on the underlined link to check your answer.

Slide 33:

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes Sorry! Wrong answer. Example A is plagiarized. The student did not use quotation marks around the authors’ words and did not give credit to the authors.

Slide 34:

STEP 5 - Analyzing :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes STEP 5 - Analyzing When you analyze your notes, you may want to: Determine importance of information and its relevance to essential question. Sort information and ideas into component parts. Make inferences, identify trends, interpret data. Separate information and ideas into component parts. Exercise flexibility in information seeking and collaboration with peers.

Demonstration: Sifting InformationClick here to see a demonstration of sifting. :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes Demonstration: Sifting InformationClick here to see a demonstration of sifting. When you analyze your notes, you need to first, sift and then, sort the information you have gathered. Sifting is the process of weeding out information you don’t need and keeping what you do. Once you have sifted your information, then, it’s time to sort the information.

Slide 37:

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes PRACTICE #1: Now it’s your turn to practice sifting. Remember to look back at your topic and keep only those ideas that support your topic. Use the Pen Tool in the lower left hand corner to cross out the topics that do not belong.

Demonstration: Sorting InformationClick here to see a demonstration of sorting. :

Slide 39:

Self-check :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes Self-check Did you sift the information you gathered by determining its importance? Did you think about if and how the information answers your essential question? Did you make inferences and interpret data? Did you sort the information?

Slide 41:

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes When you sift information, you determine its importance and relevance to your essential question. When you sort information, you identify the main idea and related sub-topics.

Slide 42:

STEP 6 – Synthesizing & Solving :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes STEP 6 – Synthesizing & Solving When you synthesize and solve, you: Synthesize by fusing, reordering, recalling, retelling to create new meaning or understanding. Draw conclusions to create new meaning based on sound reasoning and authenticity of information. Apply new understanding to solve the task.

STEP 6 – Synthesizing & Solving :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes STEP 6 – Synthesizing & Solving Apply new understanding to solve the task. Click here for a one minute thinking activity that will help you apply your new understanding to solving your task.

Self-check: :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes Self-check: Did you synthesize your new learning? Did you draw conclusions? Did you apply you new understanding to your task? Quick Quiz: When you synthesize your new learning, you break down what you’ve learned into its component parts. True False

Slide 48:

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes The statement is false. When you synthesize, you recall, reorder, and fuse what you know with what you learned. In the process, you create new understandings.

Slide 49:

STEP 7 – Applying New Understanding :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes STEP 7 – Applying New Understanding To apply your new understanding, you need to: Assess the scope of work and needed resources, materials, and equipment. Use this Praise Question Polish form to seek peer review for new insights and revision. Use the following rubrics to assess the product in terms of requirements your and your group’s work. individual group effort.

Self-check :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes Self-check Did you assess the scope of work and needed resources, materials, and equipment? Did you seek peer review for new insights and revision? Did you assess your product and your work? Quick Quiz: Always begin your peer review by praising what the author did well. True False

Slide 52:

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes Effective peer reviewers use the Praise – Question – Polish method. They: Begin by praising what works well in the draft; point to specific passages. Ask questions about the large issues first (Are important and interesting ideas presented? Is the main point clear and interesting? Is there a clear focus? Is the draft well-organized? They go on to smaller issues later (spelling, punctuation, capitalization, and grammar errors). Are specific in their suggestions on how to polish by explaining what they don't understand and in their suggestions for revision. As much as they can, they explain why they're making particular suggestions.

Slide 53:

STEP 8 - Communicating :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes STEP 8 - Communicating To communicate your new learning, you may want to: Determine the best method to communicate Convey new knowledge using effective communication skills. Engage your audience in discussion and respond to feedback.

Self-check :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes Self-check Did you determine the best method to communicate your new learning? If your teacher assigned a final product, did you check the resource page and the rubric for help? Have your practiced making your presentation? Have you thought about how you will involve your audience?

Quick Quiz: :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes Quick Quiz: When you present, you should include every single fact you learned. Maintain eye contact as you make your presentation. Speak very quickly. You have a lot of information to give. True False True False False True

Correct! :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes Correct! Good presenters include the most important information. They also give their audience a framework for understanding. Good presenters maintain eye contact with their audience. Good presenters speak slowly and clearly. They do not need to rush through their presentation because they have included only the important information. Return to Quiz Go to the next step

Sorry, wrong answer! :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes Sorry, wrong answer! Good presenters include the most important information. They also give their audience a framework for understanding. Good presenters maintain eye contact with their audience. Good presenters speak slowly and clearly. They do not need to rush through their presentation because they have included only the important information. Return to Quiz Go to the next step

STEP 9 - Reflecting :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes STEP 9 - Reflecting To reflect on what and how you have learned, you: Apply metacognitive strategies to assess the research process and one's own thinking. Transfer new knowledge to solve new problems.

Teacher Notes :

Last update 7/21/2008 © 2006 BCPS Created by Sharon Grimes Teacher Notes Helpful teacher implementation tips: While the PowerPoint is designed to walk students step-by-step through the research process, you can choose to highlight only those steps where you feel your students need help. If you choose to do only certain steps, use the hyperlinks on the third slide to take you directly to that skill. Collaborate with your library media specialist. If possible, team teach the Interactive Guide to Student Research. Use the hyperlinks or the third slide to jump to the step you plan to cover during each class period. Steps 1 & 2 can easily be completed on the same day. Step 4, Collecting, is the most time intensive of the steps. You may want to allow at least two class periods to complete this step. Many of the activities may be printed and completed either at home or in the classroom prior to coming to the computer lab. MSDE Voluntary State Curriculum:Library Media Content Standards/Core Learning Goals 3.01 Provide instruction that teaches information literacy skills to students in various ways. Collaborative planning with the classroom teacher and teaching by the library media specialist in small or large groups accomplish the goal of the library media program to create independent learners with the ability to: 3.01.01 locate and use information resources, equipment, and other technologies effectively and efficiently. 3.01.02 review, evaluate, and select materials for an identified information need. 3.01.03 learn and apply reading, research and critical thinking skills to organize information. 3.01.04 comprehend content in various types of media. 3.01.05 retrieve and manage information. 3.01.06 demonstrate an appreciation of literature and other creative expressions as sources of information and recreation. 3.01.07 create materials in various formats. 3.01.08 apply ethical behavior to the use of information. Recommended time frame for completion: 9 days