The entire year’s out-of school reading for the child at the 10th percentile amounts to just two days reading for the child at the 90th percentile (Cunningham and Stanovich, American Educator , Spring/Summer 1998).
Provide content in a variety of formats: audio, video, print, electronic Redesign lessons to take advantage of outside resources. Sometimes students cannot read and understand content because it’s written above their reading level. Sometimes all students can read something different (often with a choice) and still achieve the objective. Use library web pages as a resource: content area links and online databases Use an lcd projector to display images, audio, etc. to introduce, clarify, enrich content. Make friends with the library media teacher.
Reading online Search strategies Evaluating resources Citing sources Taking notes from electronic sources Learning to use academic sources for research
A freshly published document. Mock ups from CDE Press to play with color. Rigorous editing process. A “prepublication draft “ is posted on the CDE School Library Webpage. It does not show recent edits. If all goes as planned, the current prepub version should be posted next week.
Under each concept is a sentence that gives more detail on what is meant. For example, to access information students will apply their knowledge of libraries, print materials, digital media and other sources. Then the detailed standards are listed--on concept 1… Recognizing the need for information. Formulating appropriate questions. Identifying and locating a variety of resources, and Retrieving information in a timely, safe and responsible manner. These are not stand‑alone standards taught in isolation but are meant to be taught collaboratively by the classroom teacher and the teacher librarian within the context of the curriculum.
The second overarching concept is evaluating information to determine the appropriateness of the information in addressing the scope of the inquiry. Relevance of information means that the information addresses the need. Students must also learn determine if the information is comprehensive, current, credible and accurate. Is there authority behind the information? Is from a source you can trust? Is more information needed?
Students need to learn to organize, synthesize, create and communicate the information they find. And they need to to do this in ethical, legal and safe ways. Students use the information they retrieve to draw conclusions and make informed decisions. Then students learn to use this information creatively and for a purpose.
Information literacy is not just something students learn in school, they are expected to integrate these skills into all areas of learning to become life-long learners.
Teaching and Learning in an Information-Rich Environment Doug Achterman Teacher Librarian San Benito High School