Quotable People We are drowning in information but starving for knowledge. John Naisbitt.

We are drowning in information but starving for knowledge.

John Naisbitt.

Information Literacy Standards for Student Learning ALA and AECT Information Power

Information Literacy Standard 1: access information efficiently and effectively. Standard 2: evaluates information critically and competently. Standard 3: uses information accurately and creatively. The student who is information literate...

Standard 1: access information efficiently and effectively.

Standard 2: evaluates information critically and competently.

Standard 3: uses information accurately and creatively.

Independent Learning Standard 4: pursues information related to personal interests. Standard 5: appreciates literature and other creative expressions of information. Standard 6: strives for excellence in information seeking and knowledge generation. The student who is an independent learner is information literate and...

Standard 4: pursues information related to personal interests.

Standard 5: appreciates literature and other creative expressions of information.

Standard 6: strives for excellence in information seeking and knowledge generation.

Social Responsibility Standard 7: recognizes the importance of information to a democratic society. The student who contributes positively to the learning community and to society is information literate and...

Standard 7: recognizes the importance of information to a democratic society.

Social Responsibility Standard 8: practices ethical behavior in regard to information and information technology. Standard 9: participates effectively in groups to pursue and generate information. The student who contributes positively to the learning community and to society is information literate and...

Standard 8: practices ethical behavior in regard to information and information technology.

Standard 9: participates effectively in groups to pursue and generate information.

Information Literacy Strategies Your key to successful information seeking is just ahead! The Big6

Your key to successful information seeking is just ahead!

Big6 #1 Task Definition The student demonstrates the ability to: Determine the information problem to be solved Reformulate a complete statement of the task Pick out keywords embedded in a question Ask a good question Understand and follow printed and/or oral directions

Determine the information problem to be solved

Reformulate a complete statement of the task

Pick out keywords embedded in a question

Ask a good question

Understand and follow printed and/or oral directions

Big6 #2 Information Seeking Strategies The student demonstrates the ability to: Develop alternatives and to seek a variety of materials Determine which information is most/ least important Recognize that information can be gathered from many sources, including investigation, observation, and human resources Use appropriate criteria for selecting sources

Develop alternatives and to seek a variety of materials

Determine which information is most/ least important

Recognize that information can be gathered from many sources, including investigation, observation, and human resources

Use appropriate criteria for selecting sources

Big6 #3 Location and Access The student demonstrates the ability to: Determine what sources are available Independently gather resources Determine if the source is usable Access appropriate information systems, including: online databases, OPAC, electronic multimedia

Determine what sources are available

Independently gather resources

Determine if the source is usable

Access appropriate information systems, including: online databases, OPAC, electronic multimedia

Big6 #4 Use of Information The student demonstrates the ability to: Distinguish facts from opinion Accurately and completely summarize/ paraphrase the main idea from written and oral sources Accurately cite sources Read, listen, view and touch carefully to acquire information

Distinguish facts from opinion

Accurately and completely summarize/ paraphrase the main idea from written and oral sources

Accurately cite sources

Read, listen, view and touch carefully to acquire information

Big6 #5 Synthesis The student demonstrates the ability to: Organize information in clear, coherent presentations Present information in ways appropriate to the task Participate effectively in discussions and debates Produce personally designed products to communicate content

Organize information in clear, coherent presentations

Present information in ways appropriate to the task

Participate effectively in discussions and debates

Produce personally designed products to communicate content

Big6 #6 Evaluation The student demonstrates the ability to: Demonstrate a high degree of confidence in the quality of the product Assess the product for completeness, strengths and weaknesses Provide recommendations to improve results Determine the need for further information.

Demonstrate a high degree of confidence in the quality of the product

Assess the product for completeness, strengths and weaknesses

Provide recommendations to improve results

Determine the need for further information.

Where can I use Big6? What movie? Any decision that calls for information! Science Labs English writing Health Reports Civics - Historical Geography - Themes Building a model Any Research Project!

What movie?

Any decision that calls for information!

Science Labs

English writing

Health Reports

Civics - Historical

Geography - Themes

Building a model

Any Research Project!

Curriculum Mapping When do you teach your favorite units? Marking Period 1 Marking Period 2 Marking Period 3 Marking Period 4

When do you teach your favorite units?

Marking Period 1

Marking Period 2

Marking Period 3

Marking Period 4

Number Game Circle Number 1 Draw a line connecting the numbers in order Do not SKIP over numbers Lines can cross When you are done, there will not be a picture of anything When finished with side one - turn the paper over and begin side two. You have about 3 minutes. .

Circle Number 1

Draw a line connecting the numbers in order

Do not SKIP over numbers

Lines can cross

When you are done, there will not be a picture of anything

When finished with side one - turn the paper over and begin side two.

You have about 3 minutes.

.

Quotable People When I get a little money, I buy books: and, if any is left, I buy food and clothes. Erasmus.

When I get a little money, I buy books: and, if any is left, I buy food and clothes.

Erasmus.

Who moved the cheese? Compatibility compatible with current instructional practice Complexity easy to understand and explain to others Observability Observable as change Try-ablity Easy to try without taking a big risk .

Compatibility

compatible with current instructional practice

Complexity

easy to understand and explain to others

Observability

Observable as change

Try-ablity

Easy to try without taking a big risk

.

Unit and Lesson Implementation Choose one lesson a research project Instructional Unit Design Format Lesson Plan Format

Choose one lesson

a research project

Instructional Unit Design Format

Lesson Plan Format

Big6 Lesson Ideas! Colonial History Elements Child Development Immigration Middle Ages Invertebrates Fractions

Colonial History

Elements

Child Development

Immigration

Middle Ages

Invertebrates

Fractions

Citations ALA and AECT. Information Power , 1998. Eisenberg, Mike and Berkowitz, Bob. The New Improved Big6 Workshop Handbook . Worthington, Ohio : Linworth Publishing, 1999.

ALA and AECT. Information Power , 1998.

Eisenberg, Mike and Berkowitz, Bob. The New Improved Big6 Workshop Handbook . Worthington, Ohio : Linworth Publishing, 1999.

Citations Schrock, Kathy. The Technology Connection . Worthington, Ohio: Linworth Publishing, 2000. Valenza, Joyce. Power Tools . Chicago: ALA, 1998.

Schrock, Kathy. The Technology Connection . Worthington, Ohio: Linworth Publishing, 2000.

Valenza, Joyce. Power Tools . Chicago: ALA, 1998.

Citations Logan, Debra Kay. Information Skills Toolkit . Worthington, Ohio: Linworth Publishing, 2000. Toolkit for Implementing Information Literacy in Schools . Office of Commonwealth Libraries. Harrisburg, PA:PDE, 2000. ACRL. “Information Literacy.” Teacher Librarian . February 2001. 16-19.

Logan, Debra Kay. Information Skills Toolkit . Worthington, Ohio: Linworth Publishing, 2000.

Toolkit for Implementing Information Literacy in Schools . Office of Commonwealth Libraries. Harrisburg, PA:PDE, 2000.

ACRL. “Information Literacy.” Teacher Librarian . February 2001. 16-19.