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Inma leonard become a library detective
Inma leonard become a library detective
Inma leonard become a library detective
Inma leonard become a library detective
Inma leonard become a library detective
Inma leonard become a library detective
Inma leonard become a library detective
Inma leonard become a library detective
Inma leonard become a library detective
Inma leonard become a library detective
Inma leonard become a library detective
Inma leonard become a library detective
Inma leonard become a library detective
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Inma leonard become a library detective

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Information Literacy Program

Information Literacy Program

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  • 1. LIBRARY DETECTIVES@ THE HOMEWOOD PUBLICLIBRARYYouth Department_ Information Literacy ProposalInma Leonard
  • 2. Program Goals This is an Information & Digital Literacy programfor 3rd- 5th grade students Exploring topics such as finding information bothphysically and digitally at the library, evaluatingsources, and creating effective searches After this program students will be effective usersof information This program will support instructional goals ofdistrict 153 by following Illinois LibraryMedia, Common Core, and 21st Century LearnerStandards http://www.islma.org/ISAIL.htm
  • 3. Illinois Library, Common Core &21st Century Learner StandardsStandard 1Access information efficiently and effectively toinquire, think critically, and gain knowledgeRecognize the need for informationFormulate questions based on information needsIdentify various potential sources of informationDevelop and use successful strategies for locatinginformationSeek information from diverse sourcesIntegration of Knowledge and IdeasCC.4.RI.7 Interpret information presentedvisually, orally, or quantitatively (e.g., incharts, graphs, diagrams, time lines, animations, orinteractive elements on Web pages) and explain howthe information contributes to an understanding of thetext in which it appears.1.1.2 Use prior and background knowledge as contextfor new learning.1.1.7 Make sense of information gathered from diversesources by identifying misconceptions, main andsupporting ideas, conflicting information, and point ofview or bias.1.2.7 Display persistence by continuing to pursueinformation to gain a broad perspective.1.4.1 Monitor own information-seeking processes foreffectiveness and progress, and adapt as necessary.1.4.4 Seek appropriate help when it is needed.Standard 2Evaluate information critically and competently.Determine accuracy, relevance, andcomprehensiveness of informationDistinguish among fact, point of view, and opinionIdentify inaccurate and misleading informationSelect information appropriate to the problem orquestionReading Informational Text Key Ideas and DetailsCC.4.RI.2 Determine the main idea of a text and explainhow it is supported by key details; summarize the text.CC.4.W.9.b Apply grade 4 Reading standards toinformational texts (e.g., “Explain how an author usesreasons and evidence to support particular points in atext”).1.1.4 Find, evaluate, and select appropriate sources toanswer questions.1.1.6 Read, view, and listen for information presented inany format (e.g., textual, visual, media, digital) in orderto make inferences and gather meaning.1.2.2 Demonstrate confidence and self-direction bymaking independent choices in the selection ofresources and information.1.2.1 Display initiative and engagement by posingquestions and investigating the answers beyond thecollection of superficial facts.Standard 3Use information accurately, creatively, and ethically toshare knowledge and to participate collaboratively andproductively as a member of a democratic societyOrganize information for practical applicationIntegrate new information into own schemaProduce and communicate information and ideas inappropriate formatsUse problem-solving techniques to devise strategies forrevising and improving process and productPractice ethical behavior when using print and digitalresources (including freedom of speech, intellectualfreedom, copyright, and plagiarism)Research to Build and Present KnowledgeCC.4.W.9 Draw evidence from literary or informationaltexts to support analysis, reflection, and research.CC.4.W.8 Recall relevant information from experiencesor gather relevant information from print and digitalsources; take notes and categorize information, andprovide a list of sources.CC.4.W.7 Conduct short research projects that buildknowledge through investigation of different aspects of atopic.CC.4.RI.3 Explain events, procedures, ideas, orconcepts in a historical, scientific, or technicaltext, including what happened and why, based on1.1.1 Follow an inquiry-based process in seekingknowledge in curricular subjects and make the realworld connection for using this process in own life.1.1.3 Develop and refine a range of questions to framethe search for new understanding.1.1.8 Demonstrate mastery of technology tools foraccessing information and pursuing inquiry.2.1.1 Continue an inquiry-based research process byapplying critical thinking skills (analysis, synthesis,evaluation, organization) to information and knowledgein order to construct new understandings, drawconclusions, and create new knowledge.1.2.3 Demonstrate creativity by using multiple resources
  • 4. Why an Information LiteracyProgram? Increased need for students to be literateusing multiple literacies (digital, visual, print,audio) Increased demand for critical thinking skills todevelop new learning and create new content Computer literacy doesn’t equal informationliteracy
  • 5. Audience & Requirements Intended for 3rd - 5th grade students ( 8- 11 yrsold) Or homeschoolers Registration required Limited to 12 students Students must have a valid Library card Class duration 1 hour from 6:30-7:30 PM
  • 6. Logistics & Materials Meeting room space 12 Laptops Books, atlases, reference materials Wireless access to library website &databases Internet access Printed handouts
  • 7. Weekly Program Schedule Week 1- Explore the library Week 2- Informational Texts & Dewey Week 3- Searching like a Pro Week 4- Databases & Beyond Week 5- Library Detective Certification
  • 8. Week 1- Exploring the LibraryExploring the Physical Library Layout Fiction/ Informational texts Reference materials Magazines, Graphic Novels Audiobooks & PlayawaysExploring the Digital Library Library’s website Kids & Young Adult websites E-Resources Recommended Websites Apps
  • 9. Week 2- What Do We Know?Let’s figure what we knowInformational Texts & DeweyWhat do those numbers mean?Facts, Facts, and FactsDatabases- another source forfacts
  • 10. Week 3- Searching 101Searching like a Pro Basic research process Topic selection, finding resources Creating effective keyword searches
  • 11. Week 4- Databases & BeyondDigital Resources Library Databases Evaluating websites Recommended websites
  • 12. Week 5- Get Your DetectiveBadge Review Certification-Jeopardy game Pizza Dinner and Graduation Ceremony.
  • 13. Bibliography Heiligman, Deborah. The New York Public Library Kids Guide to Research.New York: Scholastic Reference, 1998. Print. Lee, Carol K, and Janet Langford. Learning About Books & Libraries: AGoldmine of Games. Fort Atkinson, Wis: Alleyside Press, 2000. Print. Sarka, Patricia R, and Marcia Shank. How to Use the Library. SantaMonica, CA: Lee Canter & Associates, 1989. Print. Steward, Amy. "Orientation Rx: The Cure For Your Common Media CenterOrientation." Library Media Connection 26.7 (2008): 34. MasterFILEPremier. Web. 12 May 2013. Swaine, Cynthia Wright. "Helping Librarians To Encourage Critical ThinkingThrough Active Learning Techniques In Library Instruction." (1997): ERIC.Web. 12 May 2013. Swanson, Jennifer, and Glen Mullaly. How the Internet Works. Mankato,MN: Childs World, 2012. Print. Whelan, Debra Lau. "Why Isnt Information Literacy Catching On?." SchoolLibrary Journal 49.9 (2003): 50. MasterFILE Premier. Web. 12 May 2013.

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