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Ilp ms seale_van_hooijdonk-1
Ilp ms seale_van_hooijdonk-1
Ilp ms seale_van_hooijdonk-1
Ilp ms seale_van_hooijdonk-1
Ilp ms seale_van_hooijdonk-1
Ilp ms seale_van_hooijdonk-1
Ilp ms seale_van_hooijdonk-1
Ilp ms seale_van_hooijdonk-1
Ilp ms seale_van_hooijdonk-1
Ilp ms seale_van_hooijdonk-1
Ilp ms seale_van_hooijdonk-1
Ilp ms seale_van_hooijdonk-1
Ilp ms seale_van_hooijdonk-1
Ilp ms seale_van_hooijdonk-1
Ilp ms seale_van_hooijdonk-1
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Ilp ms seale_van_hooijdonk-1

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  • 1. Information Literacy Process Models Stephanie Seale Stephanie VanHooijdonk
  • 2. Rationale • I-LEARN – Discovered through research as being an emerging model • Big 6 – Prince George’s County model
  • 3. I-LEARN
  • 4. The Big 6
  • 5. Common Core Connection• I-LEARN – Reading • 1 Read closely to determine what the text says explicitly: LocateFocus, Extract • 1 Cite specific textual evidence: ApplyOrganize • 2 Summarize key supporting details and ideas: ApplyGenerate • 8 Evaluate specific claims and validity of reasoning: EvaluateAuthority, Relevance • 10 Read literary and informational texts independently and proficiently: KnowInternalize
  • 6. Common Core Connection• I-LEARN – Writing • 1 Write arguments to support claims in an analysis of substantive topics: ApplyGenerate, Communicate • 2 Effective selection, organization, and analysis of content: LocateFocus, Extract; EvaluateAuthority, Relevance • 4 Produce clear writing appropriate to task, purpose, and audience: ApplyCommunicate; ReflectAnalyze • 5 Strengthen writing by editing, rewriting, or trying a new approach: ReflectRevise, Refine • 8 Gather relevant information from multiple print and digital sources: LocateFind; Evaluate
  • 7. Common Core Connection• Big 6 – Reading • 1 Cite textual evidence to support analysis: 5. Synthesis • 2 Determine central idea: 4. Use of Information • 4 Determine meaning of words and phrases: 4. Use of Information • 6 Determine author’s point of view: 2. Information Seeking • 7 Integrate information: 5. Synthesis • 8 Evaluate claims supported by text: 2. Information Seeking
  • 8. Common Core Connection• Big 6 – Writing • 1 Write arguments to support claims: 5. Synthesis • 2 Write informative/explanatory text: 3. Location and Access, 4. Use of Information, 5. Synthesis • 4 Produce clear and coherent writing: 5. Synthesis • 5 Develop and strengthen writing with writing process: 6. Evaluation • 8 Gather relevant information from multiple sources: 4. Use of Information • 9 Evidence to support analysis: 5. Synthesis • 10 Write routinely for a variety of tasks: 6. Evaluation
  • 9. I-LEARN and Big 6 Similarities
  • 10. I-LEARN and Big 6 Differences I-LEARN Big 6• Movement between stages • Linear process• Activating curiosity • A given task• Quality of information • Judging product and• Personal meaning process • Meeting requirements
  • 11. Guided Inquiry Comparison• Stimulates motivation, attention, curiosity, discovery, and personal connection– Open, Immerse, and Explore before identifying problem or question• Information-seeking occurs before (Explore) and after (Gather) focus question• Encourages collaborative learning and sense of community (Share)• Types of learning include learning how to learn and social skills
  • 12. Content Critical Thinking Model• Scientific Method • I-LEARN and Big 6 1. Ask a Question – Step 1 of Big 6 and Identify stage relate to task 2. Make Observations definition and Conduct Background Research – Steps 2 and 3 of Big 6 relate to background 3. Propose a Hypothesis research, Locate and 4. Design an Experiment Evaluate from I-LEARN to Test the Hypothesis – Apply from I-LEARN relates 5. Test the Hypothesis to designing an experiment 6. Accept or Reject – Step 6 is Reflecting (I- Hypothesis/Draw LEARN and Conclusions drawing/writing conclusions
  • 13. Slam Dunk Evidence• A Tale to Be Told – Step 1: Begins with videos and a question, How are folktales different from other stories? – Step 2: Teacher provided resources for sources – Step 3: Students use teacher provided resources to gather necessary information – Step 4: Students will watch and read to retrieve information to complete activities – Step 5: Students will become an expert on a particular type of folktale, write folktales – Step 6: Produce voicethread and share with other students, is the question, How are folktales different from other stories answered?
  • 14. Slam Dunk Evidence• Cinderella: A Cultural Adventure• IdentifyActivate: Begins with video and question, “How are cultural values reflected in literature?”• LocateFocus, Find, Extract: Provides guiding databases and texts• Evaluate: Choose relevant cultural elements• ApplyGenerate: Take notes on Cultural Elements chart to construct new understanding• ApplyCommunicate: Compose own version of Cinderella story incorporating cultural elements from research• KnowInternalize, Personalize: Enrichment activity of creating movie trailer for story
  • 15. References • Kuhlthau, C.C., Maniotes, L.K., & Caspari, A.K. (2012). Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA: Libraries Unlimited. • Neuman, D. (2011). Constructing knowledge in the twenty-first century: I-LEARN and using information as a tool for learning.  School Library Media Research, 14. Retrieved from ERIC • http://www.corestandards.org/assets/CCSSI_ELA %20Standards.pdf • http://janetsinfo.com/Big6_CCSSIStds.htm • http://www.bcps.org/offices/lis/models/aboutmodels.html • http://big6.com/

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