Information Literacy Lesson Plan: Module Four Requires approximately 1 ½ to 2 hours

Transcription

1 Infrmatin Literacy Lessn Plan: Mdule Fur Requires apprximately 1 ½ t 2 hurs ACRL Standard 4: An infrmatin literate student uses infrmatin effectively t accmplish a specific purpse, individually r as a member f a grup Mdule 4 addresses hw t effectively synthesize and present infrmatin by assigning research tpics t teams f students addressing varius perspectives n each tpic t braden the scpe f the issue intrducing cmmunicatin and cllabratin n an academic level using presentatins t evaluate the cmprehensin f infrmatin gathered Backgrund Knwledge/Prerequisites Fr Mdule Facilitatrs: nne Fr Students: Successful cmpletin f Mdules One, Tw, and Three Materials Needed: Class divided int fur teams A tpic fr the fr teams which can be examined frm fur different perspectives Access t the class shell Student Deliverables (individual even if wrking in a grup): 1. Grup Presentatin 2. Pstings t the curse shell Step 1: Using Infrmatin t Accmplish a Purpse [Apprximately 80 minutes including time in the library t begin research] {Yu may want t have the librarian in the shell as part f the discussin.} Explain: Mdule Fur is, by definitin, prcess and prject riented. The tw-part activity fr this mdule will incrprate the knwledge, skills, and abilities acquired in the previus mdules and tap in the cllective expertise and creativity f each grup t meet the TCOs. In additin, each grup will track their prgress and pst this infrmatin t the class shell. Facilitate:

2 Fr this mdule, each grup will use infrmatin effectively t accmplish a specific purpse and will demnstrate their results in ten minute presentatin t the rest f the class. The class will be lking at the brad tpic f. 1 But, each f the fur teams will be examining this tpic frm a different perspective. The fur perspectives are,,, and. 2 Each team will find infrmatin n this tpical perspective and present the infrmatin t the rest f the class. The purpse f this activity is t: apply new and prir infrmatin t the planning and creatin f a particular prduct r perfrmance revise the develpmental prcess fr the prduct r perfrmance cmmunicate the prduct r perfrmance effectively t thers The frmat fr the presentatins is pen. Sme ideas are ding a panel discussin, launching a website, making a brchure, presenting a PwerPint, etc. Each grup will determine best methds fr presenting infrmatin and psting the research prcess t the shell. Each team will present their findings t the class in a prfessinal manner. In additin t the presentatin, each student will reprt the fllwing t the class shell: Preliminary wrk This will include, amng ther things, a cncept map, reference surces cnsulted, and a general utline f the presentatin The research prcess 1 The chice f a tpic is pen t the instructr and class 2 Depending n yur interests and thse f the class, there are numerus clusters f perspectives fr the tpic yu select fr them. In the first cluster, fr example, a tpic culd be examined frm the pints f view f hw a news agency wuld gather and present the infrmatin cmpared with an advcacy grup, a gvernment agency r department, a crpratin, r a nn-gvernmental agency. Perspective Cluster #1: Public issue: a news agency, an advcacy grup, a US gvernment agency, a crpratin, an NGO, etc, Perspective Cluster #2: Discipline: Ethics/philsphy, ecnmics, scilgy, psychlgy, arts, literary, histrical, anthrplgy, etc, [this wuld be gd prep fr HUMN 432] Perspective Cluster #3: Plitical: libertarian, cnservative, liberal, radical, green, anarchist, etc. Perspective Cluster #4: Business: marketing, accunting, finance, management, HR, entrepreneurial Perspective Cluster #5: Technlgy: GSP, engineering, prgramming IT, medical technlgy Perspective Cluster #6: Prfessin: Health, Law, Educatin, Public Administratin, Librarian, etc.

3 Results This will include, amng ther things, strategies that are wrking, dead-ends, prgress, alternative strategies, frustratins, the changing nature f the presentatin relative t the tpic. In particular, pst abut the library databases used, reprt the search terms used, the search strings cnstructed and the results, bks retrieved in the OPAC, and names and URLs f useful websites. Reprt which surces were rejected and why. This will include what their grup has accmplished, assess hw well they have dne, and discuss what needs t be dne and hw it will be accmplished. The rle f technlgy Were spreadsheets r databases used/created? Hw was technlgy used as a means f cmmunicating amng team members? What sftware was used t prepare the presentatin? Include any technlgy emplyed. Supprt, suggestins, and sympathy t the members f the ther three grups t assist them with their research and presentatin. The final prject will include prperly cited surces accmpanied with anntatins fr the surces used. The surces initially gathered but nt used shuld still be listed, but nt anntated. Sme students find it helpful t create and fllw a research lg. While nt a requirement fr this mdule, there is a sample research lg in Appendix A. (Duncan, & Lckhart, 2000; Burkhardt, MacDnald, & Rathemacher, 2003; Flke Bernadtte Memrial Library, 2008, Nvember 19; Neely, 2006). Step 2: The Presentatins [40 minutes] Facilitate: The student teams will present their infrmatin t the rest f the class. {Scring will be based n the thrughness and cmpleteness f the presentatins as well as the quality f research, as well as the cntributins t discussins} Cnclude: [cnclusin needed!]

4 Appendix A: Research Lg (Rgnas & Pedersen, 2004) QUESTION YOU ARE INVESTIGATING: Library Database (e.g. ERIC, PsychInf, Academic Search Cmplete, etc.) Search terms (* remember t specify if searched in keywrd, authr, abstract, descriptr, etc?) APA Article citatin (als, is it peer reviewed?) Type f surce (pinin, case study, literature review, empirical research)? What seemed mst relevant /imprtant? What new questins d yu have? Written Observatins & Questins: What have yu learned abut yur questin when yu cnsider these surces tgether (e.g. different ways t define the tpic, different ways in which research is applied)? Hw are yu nticing yur questin becming mre specific: (i) Wh are yu interested in fcusing n, e.g. particular age grup r demgraphic grup? (ii) What abut the tpic interests yu? (iii) Fr what purpse? What is significant abut the research yu are pursing? What kinds f infrmatin are yu planning n lking fr next? Hw is it relevant t yur questin?

5 Resurces Used: Duncan, D. & Lckhart, L. (2000). I-search, yu search, we all learn t research: A hw-t-d-it manual fr teaching elementary schl students t slve infrmatin prblems. New Yrk: Neal- Schuman Publishers. Burkhardt, J. M., MacDnald, M. C., Rathemacher, A. J., & (2003). Teaching infrmatin literacy: 35 practical, standards-based exercises fr cllege students. Chicag: American Library Assciatin. Flke Bernadtte Memrial Library (2008, Nvember 19). Creative library assignments frm Our faculty. In Flke Bernadtte Memrial Library. Retrieved frm Neely, T. Y. (2006). Infrmatin literacy assessment: Standards-based tls and assignments. Chicag: American Library Assciatin. Rgnas, L., & Pedersen, S. (2004). Hw t keep and use a research lg. Retrieved frm The Evergreen State Cllege website: curricular/mit2007/fall2005/fall_handuts/assignments/technlgy/ ResearchLg.dc.