This Key Assessment was created for Georgia Southern University's FRIT 7231 as part of the School Library Media M.Ed. program.

1. Part 1: Identification of Learning Problem
General Audience
The primary audience of this learning problem is comprised of middle school and high
school media specialists who work within the Clarke County School District. The Clarke
County School District is comprised of 14 elementary schools, 4 middle schools, and 3
high schools (two traditional, one non-traditional). Media specialists within the Clarke
County School District possess a wide variety of experience levels and work with
students of varying technological skills and savvy.
Problem Identification
By the time Middle Schoolers rise to High School, they are expected to possess a
uniform manner of searching for primary and secondary sources to complete multiple
different types of assignments and assessments. A group of ninth grade social studies
teachers at Cedar Shoals High School, spearheaded by Mr. Hamilton, has
communicated with the CSHS Media Specialist to inform her that the great majority of
their rising ninth grade students are not able to produce quality results when searching
the Internet for sources for an essay about a given World History topic.
The teachers committee has reported to the Media Specialist that the students are not
able to create effective searching strategies because it is their opinion that the students
do not know how to properly craft effective keyword searches. If the student does have
the ability to craft an effective keyword search, the student cannot effectively learn to
evaluate this material critically.
In a perfect world, rising ninth graders would arrive at either Cedar Shoals High School
or Clarke Central High School would be able to effectively search the internet and be
able to evaluate the quality of materials returned in a search. Ideally, the students would
be able to effectively search the GALILEO databases to find scholarly information about
a given topic as well.
Clarke County School District High School Media Specialists will develop a training unit
for both Elementary and Middle School Media Specialists. This lesson will contain a
guided searching activity for Media Specialists. It will also contain ideas for potential
“scavenger hunts” to craft exciting searches for younger students. The lesson will end
with ways to assess a student’s searching and critical thinking skills.
Instructional Goals
● High School Media Specialists will craft an effective lesson to present to
Elementary and Middle School Media Specialists covering effective keyword
searches and critical evaluation of search materials for their students.
● Elementary and Middle School Media Specialists will be able to teach effective
keyword searches to their students.

2. ● Elementary and Middle School Media Specialists will be able to evaluate their
student’s abilities to search and critically assess returned materials through
observation to include a summation discussion of searching and several
assessments of searching techniques.
Part II: Learner Analysis
Introduction
Learners studied for this analysis consist of true ninth graders at the two traditional
high schools in Athens, Georgia: Cedar Shoals High School and Clarke Central High
School. Ninth graders are present in all three High Schools in the Clark County School
District (Classic City Performance Learning Center is not included in this study), and are
often found because various students have had to repeat a grade or have fallen behind
credit wise for whatever reason. For purposes of this study, these students are
excluded, and the focus is true ninth grade students.
Teachers in multiple content disciplines reported to the Media Specialist that their
true ninth grade students are having several difficulties in searching both the Internet
and GALILEO for quality research materials. Particularly, Mr. Hamilton, a teacher of
ninth grade World History at Cedar Shoals High School reported that his classes regular
education students (three classes of approximately 30 students each) had severe
difficulties understanding adequate searching techniques, and, therefore, did not in his
opinion have the tools to adequately complete a term paper assignment utilizing a
primary source (could be online) and five secondary sources (scholarly journal,
newspaper, website, and 2 GALILEO resources from separate and distinct journals and
databases).
Mr. Hamilton reports that of these three classes of 90 students total, that 55 students
are male and 35 of these students are female. The students’ racial breakdown is 60
percent African American, 35 percent Caucasian, and 5 percent Hispanic. Data
presented by the Georgia Department of Education on March 6, 2015
(https://goo.gl/YhNaDt), the ninth grade class is broken down by gender and ethnicity,
but these statistics include students who are not true ninth graders. Mr. Hamilton’s
students are fairly representative of this population, which indicates that there are 1003
ninth graders broken down in the following manner: 106 Hispanic Females, 1 American
Indian Female, 6 Asian Females, 257 Black Females, 1 Pacific Islander Female, 64

3. White Females, and 14 Females of 2 or more races. The ninth grade male population is
broken down in the following manner: 139 Hispanic Males, 0 American Indian Males, 7
Asian Males, 301 Black Males, 0 Pacific Islander Males, 88 White Males, and 19 Males
of 2 or more races (https://goo.gl/YhNaDt). The Clarke County School District has
outlined that the entire school system population is broken down in the following
manner: 51 percent African American, 2 percent Asian, 23 percent Hispanic, 4
percent Multiracial, and 20 percent White (http://goo.gl/luZtDW).
Entry Characteristics
Students who are entering the ninth grade should be able to complete the
following:
● Operate a Personal Computer to conduct research for specific classes
● Write a common five paragraph essay conveying a specific stance or point of
view about a given topic
● Properly assess information for accuracy and biases
● Conduct an effective discussion about a given topic to include multiple viewpoints
Prior Experience
Students entering the ninth grade have varying levels of experience with regard to
searching and conducting Library Media Center research. Media Specialists from
Elementary School onward are required to teach library information literacy sessions. In
the current school year, Mr. Hamilton and some of his colleagues at Cedar Shoals High
School have discovered that some of the new students are lacking in their research
skills.
Common Errors Made by Novice Students
Students often have troubles with bridging the gap between Middle and High School
not only socially, but also in several academic domains. Teachers and Media
Specialists must be cognizant of the multiple issues which students can face. Some of
these issues being:
● The inability to properly evaluate materials in a critical manner for accuracy
● The inability to properly craft an effective search for online and GALILEO
materials
● The inability to change their theoretical stance or viewpoint about a certain issue.

4. Attitudes Toward Content and Academic Motivation
Mr. Hamilton reported that the great majority of his students are on the apathetic side
about being in his World History class. He did indicate that there were a few students
who were very excited about World History and were very enthusiastic to learn about
world cultures. Mr. Hamilton mentioned that peer pressure can play a large role in his
class with some of his students being reluctant to ask questions or appear too “nerdy.”
Mr. Hamilton reported that the majority of his upper-level students were internally
motivated to make a good grade in World History because they are cognizant of their
grade point average even this early into their High School career. Mr. Hamilton
mentioned that peer pressure played a role in some of his remedial World History
classes. He said that he does have some students with extreme motivational issues, but
that they are frequently skipping class and they are not present to interrupt the learners
who are focused on learning.
Educational Ability Levels
Mr. Hamilton reported that he is teaching some students who will be placed into
Advanced Placement classes next year. He reported that he has an upper-level class,
and two remedial classes. Youth in the upper-level classes were placed into these
classes based on their eighth-grade CRCT social studies exam scores. In fact, all
students Mr. Hamilton teaches were placed into their specific class based on their
CRCT scores. Mr. Hamilton reports that his students are generally knowledgeable about
World History and are prepared to add to the class, regardless of their pre-identified
class level.
General Learning Preferences
Mr. Hamilton reported that his students are generally prepared to learn from his
lessons about World History. He stated that their preference is to engage in a small
daily lecture and then have longer classroom discussions. Mr. Hamilton is in traditional
non-block scheduling so his classes last roughly an hour. The lecture time is generally
thirty to forty-five minutes and then the remainder of the class instructional period is left
to answer questions, discuss, and to address any classroom issues. Mr. Hamilton
establishes that this is the routine of the class and has had very little trouble with
students being obedient or prepared to learn.

5. Attitude Toward Education in General
Mr. Hamilton reports that his students have a generally positive attitude toward
educational in general. He reports that there are certain students who have troubles
with the educational process and that every one of these “problems” has occurred on a
case by case basis. He states that he believes in treating each individual child with
dignity and respect and that this is how he has earned the general goodwill and respect
of his students. He reported that he can be somewhat sarcastic with his students but
that he establishes this from day one. The students that Mr. Hamilton teaches are from
Athens-Clarke County, Georgia, one of the most disadvantaged counties in the country.
This area has a high rate of poverty despite being located in the home community of the
flagship college of the State of Georgia. Mr. Hamilton reports that the high poverty rate
is very challenging, but that he does still have good, motivated students who have a
positive attitude toward their education.
Group Characteristics
For purposes of this study, the characteristics of this group are that they are
comprised of students who attend Cedar Shoals High School, a local public high school
on the Eastside of Athens, Georgia. These students are fourteen to fifteen years old and
live on the Eastside of Athens. There are many different socioeconomic statuses in the
Eastside of Athens, given that there are several housing projects and lower income
apartments, but also mansions and safer neighborhoods located in this zone. Mr.
Hamilton reported that he believes the group of students he currently has, while unable
to effectively craft a library media center search and assess returned information, are
generally smart, prepared to learn, and are focused on their educational achievements.
He reported that his typical ninth grade male and female students are African American,
claim to be motivated to attend college, and come from lower to middle-class families.
He further reports that all students and parents freely contact him if they have problems
with the classroom dynamic or with any assignments. Students in Mr. Hamilton’s class
that have fallen behind have the opportunity to attend the Pathways to Success Tutoring
Program after school on Monday through Thursday afternoons. There is even a bus to
take these students home if transportation would be a roadblock to attending tutoring.
He reports that he has had two students this school year take advantage of tutoring

6. opportunities in the PSP program. Mr. Hamilton reports that he has had some students
involved with the local Juvenile Court and Department of Juvenile Justice. He reports
that he has had to speak with probation officers to ask them to address “problem”
behaviors about a couple of students.
Task Analysis Description
Conducting a task analysis is a crucially important step of the instructional
design process. Morrison, Ross, Kalman, and Kemp (2013) relate “task analysis is
probably the most critical step in the instructional design process. If a designer
has not defined the content to include in the instruction, there is little value in or
need for designing an instructional strategy, producing appropriate media, or
conducting an evaluation” (p. 72). Given the crucial importance of a task analysis,
it is essential to understand the variety of forms a task analysis can take. Three
different task analyses are outlined in Morrison, et.al. (2013), they are: topic
analysis, procedural analysis, and the critical incident method (p. 77-87).
The task analysis utilized for this assignment is to be a procedural analysis
or more specifically an information processing analysis. Morrison, et.al. (2013)
describe an information-processing analysis by stating “...information-
processing analysis focuses on cognitive or unobservable facts, such as
deciding which stock to add to a portfolio for diversification. In recent years, the
distinction between the two methods has decreased due to the influence of
cognitive psychology, which has shown the importance of cognitive steps in
observable processes” (p. 80).
The procedural analysis focusing on an information processing analysis is
best suited for measuring a student’s recall and increase in knowledge of how to
properly conduct a scholarly source search as outlined later in this document.
Students are asked to process a large amount of information and utilize critical
thinking and deductive reasoning during this process.
Subject Matter Expert
Morrison, Ross, Kalman, and Kemp (2013) establish that “designers most
often work with one or more subject matter experts (SMEs), individuals who are
experts in the content area. The SME is our link to the content; we rely on this
individual (or individuals) to provide accurate, detailed information for use in
developing the instructional unit” (p. 75). SMEs are very important individuals to
work in concert with in order to develop the most effective instructional units.

7. The Subject Matter Experts (SME) utilized for this task analysis are:
Michelle Colquitt, who holds a Master of Library and Information Science from
Valdosta State University and Mr. Jason Hamilton, a Social Studies teacher with
twenty years experience in a variety of public and private High Schools within
Georgia and North Carolina. Mr. Hamilton has most recently served as a Social
Studies teacher, teaching World History and Advanced Placement United States
Government at Cedar Shoals High School, one of three high schools located in
Athens, Georgia.
Mrs. Colquitt is most recently serving as the Media Specialist at Cedar
Shoals High School and is in her first year as a practicing Media Specialist. As
mentioned previously, Mrs. Colquitt holds a Master of Library and Information
Science from Valdosta State University and has previously been employed as a
Juvenile Probation Officer in the Athens, Georgia community.
Mr. Hamilton and Mrs. Colquitt have formed a collaborative partnership to
best address the needs of ninth graders specifically in terms of conducting
scholarly research queries. Mr. Hamilton and Mrs. Colquitt collaborate via email
and brief meetings during down times to best effectuate lesson planning and
research activities. Mr. Hamilton and Mrs. Colquitt are creating a curriculum on
best practices in searching skills to deliver to the faculty on multiple occasions
during the school year.
Task Analysis Outline
1. The youth prepares their computer workstation
1.1 The Media Specialist has ensured that each workstation within the Media
Center’s Computer Lab is in proper working order.
1.1.1 Each computer in the Media Center’s Computer Lab is equipped
with state of the art computer software.
1.1.2 Each computer in the Computer Lab has an individual workspace
that contains the computer monitor, tower, mouse, and any other
peripheral components necessary for the given class.
1.1.3 For a History class, there will be no additional peripheral add on
items for the computer workstation.
1.1.4 Students have access to a desktop scanner at the Media Specialist’s
Instructor computer should they need one.
1.2 The youth will ensure that their workstation is properly prepared for research.
1.2.1 The Media Specialist will present each youth with a checklist for
ensuring their workstation is prepared for student research.

8. 1.2.2 The student will walk through this checklist to ensure their computer
workstation is ready to be utilized for research.
1.2.3 If the student finds any issues with their computer, they will report
them immediately to the Media Specialist.
1.2.4 The Media Specialist will troubleshoot any problems reported by
students and either fix the given problem or have the youth use another
workstation if available.
1.2.5 If another workstation is not available, the student can double up
with another student provided that it does not cause too much of a
disruption.
2. The youth will access an online web browser
2.1 The youth will login to the computer by typing their student identification
2.1.1 The student’s identification number is a unique login created by the
District’s Information Technology Office.
2.1.2 The student’s identification number contains no demographic
information (no ties to the student’s Social Security Number or Birthdate).
2.1.3 The student’s identification number is randomly generated and
issued to each student upon entry into the District.
2.2 The Media Specialist will ensure that the student accesses the Internet via
the District’s preferred web browser.
2.2.1 The student will sit at their assigned workstation
2.2.2 The student will enter their student identification number to begin
their internet session. The student cannot begin to use the computer (even
as a guest) without entering their unique identification number.
2.2.3 The student will access the internet via Google Chrome by clicking
on the Google Chrome icon.
2.2.4 Once the student clicks on the Google Chrome icon, the internet will
default to the homepage, which will be set to the Cedar Shoals High
School Media Center Homepage (http://cedarshoalslibrary.weebly.com/).
2.2.5. The Media Specialist will direct the students on how to use Google
Scholar.
2.2.5.1 The Media Specialist will instruct the students to type the
address http://scholar.google.com into the browser’s address bar.
2.2.5.2 The Media Specialist will inform the students that results
found from this site are typically more scholarly in nature and are
generally presented as “peer reviewed”
2.2.5.3 The Media Specialist will explain the vetting process to
students in an easily understandable manner.
3. The youth will be able to understand Boolean operators

9. 3.1 The Media Specialist will explain various methods of searching to the
students.
3.1.1. The Media Specialist will create a simple sample Google Scholar
search to outline the large number of results that can be returned.
3.1.1.1 The Media Specialist has created a PowerPoint slide to
outline the exorbitant number of results returned for a given search.
3.1.1.2 For purposes of this search, the Media Specialist has
undertaken a search about the 1848 revolution in Germany.
3.1.1.3 A simple search of Germany 1848 returns 309,000 results,
Germany and 1848 returns 309,000 results.
3.1.1.4 A narrowed down search for “Germany” AND “1848” AND
“revolution” returns 129,000 results.
3.1.2 The Media Specialist will introduce various forms of media to
reemphasize Boolean operators.
3.1.2.1 The Media Specialist will show the class a YouTube video
about searches conducted using Boolean operators.
3.1.2.2 The Media Specialist will point out potential website
resources for further understanding Boolean operators.
3.1.3 The Media Specialist will facilitate a class discussion to question the
student’s understanding of Boolean operators.
3.2 The Media Specialist will model a live search using Boolean operators within
Google Scholar to this class of students.
4. The youth will understand how to access GALILEO
4.1 The Media Specialist will teach the students how to access GALILEO
4.1.1 The Media Specialist will redesign the Cedar Shoals High School
Media Center’s homepage to place a link for GALILEO front and center on
the page prior to the student’s visit to the Media Center.
4.1.2. The Media Specialist will inform students of the history and purpose
of GALILEO.
4.1.3. The Media Specialist will inform students of how to login to
GALILEO from both the Cedar Shoals High School Media Center and from
home.
4.2. The Media Specialist will model how to access GALILEO by outlining all
required steps and showing these to students via the smartboard in the Media
Center’s Computer Lab.
4.2.1. The Media Specialist will ensure that the Cedar Shoals High School
Media Center’s smartboard is in proper working order.
4.2.2. The Media Specialist will sit at the demonstration computer and
share the screen via the smartboard technology.

10. 4.2.3. The Media Specialist will conduct a search of GALILEO databases
for the Revolution of 1848 in Germany for Mr. Hamilton’s World History
students.
4.2.4. The Media Specialist will poll the class to determine if there are any
questions or concerns, or any areas of confusion and clear these areas up
accordingly.
4.2.5 The Media Specialist will ask for a volunteer to work on this
demonstration terminal to further show that the topic of searching
GALILEO is clearly understood.
5. The Media Specialist and teacher will engage the students in activities in order to
assess their understanding of boolean operators
5.1 The Media Specialist will collaborate with classroom teachers in order to
develop fun ideas to test the student’s knowledge about Boolean searching.
5.2 The Media Specialist will create fun activities to determine the student’s level
of understanding of Boolean operators.
5.2.1. The Media Specialist will create Boolean Operator Jeopardy to test
the student’s understanding of effective Boolean searching.
5.2.2. The Media Specialist will offer small prizes (candy and similar
prizes) to the highest scoring individuals.
5.2.3. The Media Specialist will provide the students with a pathfinder
handout about Boolean searching and critical evaluation of search results
(this pathfinder will also be available on the Cedar Shoals High School
Media Center’s website).
6. The Media Specialist will teach students how to critically examine search results
6.1. The Media Specialist will gauge the classes understanding of primary and
secondary sources.
6.1.1. The Media Specialist will collaborate with Mr. Hamilton to determine
student level of understanding of primary and secondary sources.
6.1.2. The Media Specialist will present several examples of primary and
secondary sources to the class and poll the class via BYOD (bring your own
device technology).
6.1.2.1 Students will be encouraged to text either A (primary
source) or B (secondary source) to a number reserved for polling
by the Media Specialist.
6.1.2.2. The Media Specialist and Mr. Hamilton hope that this
facilitates a great discussion about primary and secondary sources.
6.2 Once students understand the difference between primary and secondary
sources, the Media Specialist, and Mr. Hamilton hope they can begin to critically
inspect search results.
6.2.1. The Media Specialist will speak with the students about the author

11. of a given search result. Especially regarding accuracy and
trustworthiness.
6.2.2. The Media Specialist will present information about the online host
site of the search result. What bias does this organization exhibit, if any?
6.2.3. The Media Specialist will provide information about the currency of
the article (i.e., is the article extremely dated, or was it published
recently?).
6.2.4. The Media Specialist will present about the accuracy of the
information returned (i.e. are there any obvious errors).
7. The teacher will be able to measure the student’s work to determine whether or
not they learned effective searching techniques and critical thinking about the
search results.
7.1 Mr. Hamilton will follow up with his World History class the next class period
to determine their level of understanding of Boolean Operators, Google Scholar
Searching, and determining the level of accuracy of search results.
7.2. Mr. Hamilton will present any issues his class might have to the Media
Specialist.
7.3. The Media Specialist and Mr. Hamilton will collaborate in order make
corrections to any major and consistent issues that his World History classes
might have with regards to searching using Boolean operators and properly
assessing returned search results.
Procedural Flowchart

12. Key Assessment Part IV
Terminal Objective I: To list the elements of searching Internet resources.

13. Enabling Objectives
1A. Define a scholarly resource
1B. Describe Internet scholarly resources
1C. Successfully employ Boolean operators AND, OR, and NOT when searching
internet scholarly resources.
Terminal Objective II: To employ learned knowledge to search GALILEO
databases.
Enabling Objectives
2A. Describe the various ways to enter GALILEO (either on campus or at home)
2B. Differentiate the databases within GALILEO and then determine the most
appropriate ones to search when.
2C. Utilize the Boolean operators AND, OR, and NOT to conduct an effective GALILEO
search
Terminal Objective III: To assess information received for quality and appropriateness
Enabling Objectives
3A. Classify at least 3 personal biases that can be present in scholarly research.
3B. Choose how to critically evaluate resources for personal biases through a
checklist developed in concert by Teacher and Media Specialist.
3C. Evaluate how and when to present biases in research reports
Classification of Instructional Objectives
Content Performance
Recall Application
Fact 1A 1A, 2A
Concept 1B, 1C, 3C 1C, 3B
Principles 2B, 2C 2B
Procedural 2A, 2C, 3B 2A, 2C
Interpersonal 3A, 3B 3A, 3B, 3C
Attitude 3A 3A, 3B, 3C

14. Relationship between Instructional Objectives and Georgia Performance
Standards
Instructional Objective Georgia Performance Standard
1B ELACC9-10RH1: Cite specific textual
evidence to support analysis of primary
and secondary sources, attending to such
features as the date and the origin of the
information.
3A, 3B, 3C
1A ELACC9-10RH2: Determine the central
ideas or information of a primary or
secondary source; provide an accurate
summary of how key events develop over
the course of the text.
3A, 3B, 3C
3A, 3B, 3C ELACC9-10RH6: Compare the point of
view of two or more authors for how they
treat the same or similar topics, including
which details they include and emphasize
in their respective accounts.
3B ELACC9-10RH7: Integrate quantitative or
technical analysis (e.g., charts, research
data) with qualitative analysis in print or
digital text.
3C ELACC9-10RH8: Assess the extent to
which the reasoning and evidence in a
text support the author’s claims.
3A, 3B, 3C ELACC9-10RH9: Compare and contrast
treatments of the same topic in several
primary and secondary sources.
1C ELACC9-10WHST2(b): Develop the topic
with well-chosen, relevant, and sufficient
facts, extended definitions, concrete
details, quotations, or other information
and examples appropriate to the
audience’s knowledge of the topic.
1A ELACC9-10WHST7: Conduct short as
well as more sustained research projects
to answer a question (including a self-
generated question) or solve a problem;
narrow or broaden the inquiry when
appropriate; synthesize multiple sources
on the subject, demonstrating
understanding of the subject under
investigation.
1B
1C
1A, 1B, 1C ELACC9-10WHST8: Gather relevant
information from multiple authoritative

15. 2A, 2B, 2C print and digital sources, using advanced
searches effectively; assess the
usefulness of each source in answering
the research question; integrate
information into the text selectively to
maintain the flow of ideas, avoiding
plagiarism and following a standard
format for citation.
3A, 3B, 3C
KA Part V
Instructional
Strategies
Goals Objectives UDL Assessments
Lesson 1:
The student
will answer
follow up
questions
using Google
Scholar to
conduct a
search utilizing
Boolean
operators.
List elements
of conducting a
scholarly
internet
search.
Conduct a
Google
Scholar
search.
Become
familiar with
the Boolean
operators,
AND, OR, and
NOT.
Objective 1A:
Define a
scholarly
resource.
Objective 1B:
Describe
Internet
scholarly
resources
Objective 1C:
Successfully
employ Boolean
operators AND,
OR, and NOT
when searching
internet
scholarly
resources.
Media
Specialist will
lead students
in a discussion
of scholarly
Internet
resources.
Media
Specialist and
Teacher will
provide a short
break in the
instruction and
“float” around
the classroom
to determine if
any students
are exhibiting
any difficulties.
Quizworks
Quiz
“Scholarly
Resources and
Boolean
Operators”
Timed Quiz.
Lesson 2:
The student
will become
familiar with
how to utilize
GALILEO.
The student
will become
familiar with
various
GALILEO
databases.
Demonstrate
how to utilize
GALILEO at
school or off
site.
Familiarize
oneself with
the various
journals and
databases
present on
GALILEO.
Objective 2A:
Describe the
various ways to
enter GALILEO
(either on
campus or at
home)
Objective 2B:
Differentiate the
databases within
GALILEO and
then determine
the most
appropriate
Media
Specialist will
lead a
discussion to
determine if
students have
ever heard of
GALILEO
previously.
Media
Specialist will
present facts
about
Open Ended
Untimed Quiz
about
GALILEO.
GALILEO
assignment
“GALILEO For
Your
Research”
will be
assigned.
(Note:
students will

16. The student
will conduct a
Boolean
search on
GALILEO
Activate prior
knowledge to
conduct a
GALILEO
search using
Boolean
operators.
ones to search
when.
Objective 2C:
Utilize the
Boolean
operators AND,
OR, and NOT to
conduct an
effective
GALILEO
search
GALILEO in an
alternative
manner other
than just
discussion (ex.
Prezi, Smore
Infographic,
other Web 2.0
tool).
have an
extended
amount of
time to finish
this
assignment).
Adapted from:
http://goo.gl/7
ljUE2
Lesson Three:
The student
will activate
prior
knowledge and
provide the
definition of a
primary source
versus a
secondary
source.
Differentiate
between a
primary and
secondary
source.
To assess
information
received for
quality and
appropriateness.
Objective 3A:
Classify at least
3 personal
biases that can
be present in
scholarly
research.
Objective 3B:
Choose how to
critically
evaluate
resources for
personal biases
through
checklist
developed in
concert by
Teacher and
Media
Specialist.
Objective 3C:
Evaluate how
and when to
present biases
in research
reports.
Media
Specialist will
conduct an
evaluation via
BYOD
technology to
determine if
students can
differentiate
between
primary and
secondary
sources.
Media
Specialist and
Teacher will
collaborate to
create a Smore
Infographic
and other Web
2.0 technology
for differently
able learners.
Media
Specialist will
model
searching
various outlets
for articles that
contain biases
to students that
might be
experiencing
Poll about
topics covered
in this section
administered
by
polleverywhere
.com.
Out of class
assessment
about Biases
present within
scholarly
writing.
Please see
Appendix 1
for the
assessment.

17. difficulties
grasping this
abstract
concept.
Lesson 1: The Elements of an Internet Search
Terminal Objective I: To list the elements of searching Internet resources.
Enabling Objectives
Objective 1A. Define a scholarly resource
Objective 1B. Describe Internet scholarly resources
Objective 1C. Successfully employ Boolean operators AND, OR, and NOT when
searching internet scholarly resources.
Assessment
Learners will complete a timed online assessment using the Quizworks platform.
This quiz contains five questions generated by Mrs. Colquitt’s lesson over scholarly
resources and Boolean operators. This quiz can be located online at
(https://www.onlinequizcreator.com/scholarly-resources-and-boolean-operators/quiz-
105971). Mrs. Colquitt has created a Smore infographic (https://www.smore.com/ragz2)
to be utilized during this portion of the lesson. The questions on the quiz are generated
from information shared on this infographic. Within the dashboard of the quiz, there is a
listing of statistical information for each question (i.e. how many users answered the
question correctly).
UDL Principles
As the creator of this quiz, there is an option to allow each user to have extra
time. Extra time would be helpful for those users who have extreme testing anxiety. This
might also be useful for students who have Individualized Education Plans (IEPs) that
allow for untimed or extra time during testing.
This quiz could possibly be tailored or elongated for more advanced users. Mrs.
Colquitt and Mr. Hamilton will collaborate with each other to determine if there are any
users that either need extra time or to have their quizzes elongated. Given this list of
students, Mrs. Colquitt will discretely add extra time or elongate each quiz prior to the
beginning of this lesson.

18. Lesson II: GALILEO, what (rather than who) is it? Why do we use it?
Terminal Objective II: To employ learned knowledge to search GALILEO databases.
Enabling Objectives
Objective 2A. Describe the various ways to enter GALILEO (either on campus or
at home)
Objective 2B. Differentiate the databases within GALILEO and then determine
the most appropriate ones to search when.
Objective 2C. Utilize the Boolean operators AND, OR, and NOT to conduct an
effective GALILEO search
Assessment
Mrs. Colquitt has created a prezi to impart this aspect of the instructional literacy
session. The prezi can be viewed at (https://prezi.com/imdi7yrugd7n/galileo-for-
scholarly-reports/). After imparting this lesson via the prezi and presenting some
practical applications, Mrs. Colquitt will administer an assessment that is comprised of
open ended questions. This assessment is at the end of this document in Appendix 1.
Mrs. Colquitt and Mr. Hamilton have reviewed resources available for students
who are learning about GALILEO. Mrs. Colquitt found the following exercise
http://goo.gl/7ljUE2 (GALILEO for Your Research) and has collaborated with Mr.
Hamilton to create an assignment that students can begin in the library, but will
have extended time to complete. Students will have a few class periods to
complete this assignment and turn in to Mrs. Colquitt and Mr. Hamilton via their
student email accounts. Mr. Hamilton and Mrs. Colquitt will create a Google Drive
folder for this class and assignment and return each document with constructive
feedback. This assessment is available in Appendix 1 as well.
UDL Principles
Mr. Hamilton and Mrs. Colquitt will collaborate to determine any students who
might need to have the lessons tailored to their experience levels (either intellectually
gifted or intellectually challenged). In order to keep students who might be intellectually
gifted engaged with the lesson, Mrs. Colquitt will ask for these students to find an
additional article to review and provide a brief written summary over this article. In a

19. virtual lesson, Mrs. Colquitt will have a chat box open and will encourage every
student to chat and ask questions. If at all possible, questions will be addressed
immediately, if they are pertinent to the material being covered. Mrs. Colquitt will
repeatedly encourage students who might be having comprehension issues to
either chat or email her with any follow up questions. Mrs. Colquitt will gently
encourage students by being supportive of and helpful during the research
process.
For a lesson in person, both Mr. Hamilton and Mrs. Colquitt will canvass the
room in order to offer guidance to any students who might have intellectual challenges.
Mr. Hamilton and Mrs. Colquitt will offer non-judgemental assistance and guidance to
any students who might be struggling with completion of this assignment. For a lesson
conducted via a Google Hangout or other type environment, Mr. Hamilton will float
around the room offering assistance to students who might be struggling. Further, Mrs.
Colquitt will create an anonymous chatbox for questions. Mrs. Colquitt will review this
chatbox and incorporate any questions into the lesson without providing identifying
details about either the user or the question.
Lesson III: Verity in Scholarly Resources
Terminal Objective III: To assess information received for quality and appropriateness
Enabling Objectives
Objective 3A. Classify at least 3 personal biases that can be present in scholarly
research.
Objective 3B. Choose how to critically evaluate resources for personal biases
through checklist developed in concert by Teacher and Media Specialist.
Objective 3C. Evaluate how and when to present biases in research reports
Assessment
Mrs. Colquitt has created a prezi (https://goo.gl/Q7v9oP) presentation over the
many biases that can be present within academic research. Mrs. Colquitt has also
created an interactive poll that the students can complete via sms texting. If the youth
does not have a device available, they can answer these questions via the computer in

20. their work station. Please note, this poll is only active for a limited amount of time, so I
have not included a link in this portion of the KA.
Once Mrs. Colquitt has administered the poll about biases within scholarly
writing, she will present students with a short assignment to test student
understanding of biases that can be present within scholarly writing. Mr.
Hamilton and Mrs. Colquitt have collaborated in order to create a concise
assessment that will determine student comprehension of biases present within
scholarly communications. Mrs. Colquitt will again present this to the students
and they will have ample time to complete this assignment outside of the Media
Center instruction time. Mrs. Colquitt will again ask for this assessment to be
completed and uploaded to the class Google Drive site for grading purposes.
Mrs. Colquitt will return feedback and will plan a follow up virtual session (or in
person instruction session) with Mr. Hamilton’s class.
UDL Principles
This assessment is not timed, so all users should feel comfortable taking this
assessment. Mrs. Colquitt will provide an ample amount of time to determine that all
users have chosen an option. Mrs. Colquitt will ask for class feedback to engage
participants who might be more advanced. Mrs. Colquitt will ask for the feedback in a
respectful manner in order to engage all users without making them feel as if they are
being singled out or picked upon.
For users who might have intellectual disabilities or might need a bit more
assistance, Mrs. Colquitt will not time the assessment. Further, Mrs. Colquitt will offer a
chat window to chat with students who might have questions they do not want to ask in
front of their classmates. Further, Mrs. Colquitt and Mr. Hamilton will collaborate with
each other to determine students who might have questions about this aspect of the
lesson. Mr. Hamilton will float around the room to provide individualized support during
the classroom lesson conducted on Google Hangout.
Appendix 1: Assessments
Quiz 1: Scholarly Resources and Boolean Operators
1. What is a scholarly resource?
Correct answer:

21. A resource that proves or disproves your paper's stance. Peer reviewed and presented
toward a scholarly audience.
Incorrect Answers:
Websites only. The only type of resource your teacher wants you to use.
A resource that only proves your points.
Knowledge learned from a scholar.
2. Where can you find online scholarly resources?
Correct Answer:
Google Scholar, GALILEO, and through Library Websites.
Incorrect Answers:
Yahoo, Bing, and Dogpile
OnlineAthens.com
Facebook, Twitter, Instagram
3. Which of the following are common Boolean Operators?
Correct Answer:
AND, OR, NOT
Incorrect Answers:
THIS, THAT, THOSE
THESE, OTHER, AM
ONE, TWO, FOUR
4. Who can help me find online scholarly resources?
Correct Answer:
Librarian and subject teacher.
Incorrect Answers:
Mother and Father.
Friend and Classmate.
Jonathan Strange and Mr. Norell.
5. Please choose the correctly worded Boolean Operator search.
Correct Answer:
Georgia State NOT Country
Incorrect Answers:

22. Toccoa BUT Georgia
Athens IS Georgia
Cedar Shoals NOR school

23. Assessment 2: GALILEO Quiz (Open Ended and Untimed)
1. What does GALILEO stand for?
GeorgiA LIbrary LEarning Online
2. Please list 5 unique databases from GALILEO relating to history.
There are multiple. Here is a listing of 5:
1. American Memory
2. American Memory Images
3. Athens Historic Newspapers Archive
4. Civil Unrest in Camilla, Georgia 1868 Collection
5. Georgia Historic Newspapers
3. Please List at least 5 historical journals.
There are a multitude. Here is a listing of 5:
1. The Journal of American History
2. American Nineteenth CenturyHistory
3. Reviews in American History
4. The Journal of African American History
5. America, History and Life
4. Please write how to access GALILEO on-campus and off-campus.
On-campus, you can log in to the Media Center’s computers and find GALILEO through
the Chrome Browser. Off-campus, you can enter your student identification number once
you login via the Cedar Shoals High School Media Center’s website.
5. Please list the three Boolean Operators we’ve discussed.
AND, OR, NOT

24. Assessment 2A: Handout (PDF or Physical Copy in Person)
GALILEO for Your Research
(adapted from: http://www.usg.edu/galileo/skills/unit05/galileo05_16.phtml)
Name:-------------___________________________
Date:-----------____________________________
Learning Objective: Report back to classroom teacher and Media Specialist about
your GALILEO search.
PART 1:
Record the following information:
1. What is your research question?
Subjective. Potential World History topics include but are not limited to: Roman
Empire, Constantinople, Joan of Arc, and many more.
1. What search option will you select to locate an appropriate database?
Subjective. Either by Subject—History, Databases—you can look for History
related databases, or by Journals (most cumbersome—wade through multiple
resources).
1. What database(s) did you select, and why did you select it/them?
Subjective. Mr. Hamilton and Mrs. Colquitt will want to see something related to
World History.
1. What keywords will you use to search for articles on your topic?
Subjective. Depends upon the answer to question 1.
1. Write down your search statement as you would enter it to search the database.

25. Sample search: Renaissance and Michelangelo.
1. Run the search you entered. How many results did you get?
88 Results in Academic Search Complete History search.
1. Select an article that looks relevant and record the following information.
1. Author
Blum, Gerd
1. Title
Vasari on the Jews: Christian Canon, Conversion, and the Moses of Michelangelo
1. Journal name
The Art Bulletin
1. Volume, Issue, and Date
Vol. XCV, No. 4, December 2013
1. Publisher (Potential Biases?—Answer After Bias Lesson)
College Art Association. No known biases, might need more research.
1. Are there terms in the Subjects or Descriptors for the article (recorded above)
that you could use to refine your search?
No keywords included. To refine search, you could search for Jews, Renaissance
and Michelangelo OR Christians, Renaissance and Michelangelo.
1. Where can you find this article? How do you know?
There is a PDF Full Text of this available, if not, you could search for it in the GIL
Catalog to determine if it could be obtained via interlibrary loan.
PART 2:
Select another database that seems appropriate for your topic.
Record the following information:

26. 1. What search option did you select, and why did you select it?
Subjective. I searched for a World History database and searched within History
Reference Center.
1. Write down your search statement as you would enter it in the database.
I searched for Renaissance AND Michelangelo.
1. How many results did you get?
59
1. Select an article that looks relevant and record the following information.
1. Author
Patricia Rubin
1. Title
Signposts of Invention: Artists’ Signatures In Italian Renaissance Art
1. Journal name
Art History
1. Volume, Issue, and Date
Vol. 29, No. 4, September 1, 2006
1. Are there terms in the Subjects or Descriptors that you could use to refine your
search? Are these subjects the same as or different from the subjects used in the
first database you searched?
Subjective. For this search, results were geared more toward artwork.
Submit the results of your two searches to both Mr. Hamilton and Mrs. Colquitt
either via email or by uploading this document to the Google Drive class folder.

27. Assessment 3: Bias, etc. from Polleverywhere.com
1. Which of the following is an example of a fact?
a. Georgia is a state in the United States of America
b. Georgia is the best state in the USA
c. I don’t know
d. Look! A squirrel!
2. Which of the following is an example of an opinion?
a. Mrs. Colquitt is the best librarian ever.
b. Mrs. Colquitt is a librarian.
c. Mrs. Colquitt lives in Georgia.
d. Mrs. Colquitt works at our Media Center.
3. What are different types of biases?
a. Writer’s Experiences, Writer’s Influences, Persuasion
b. Writer’s affect
c. Writer’s friends
d. Writer’s home state
4. Which of these are Boolean operators?
a. AND, OR, NOT
b. THIS, THAT, THOSE
c. THESE, THEM, US
d. CAT, DOG, BOY
Biases Present in Scholarly Communications
Name:________________________
Date:_________________________
1. Please list the name, author, journal (volume, number, date).
This can be one of the articles picked from GALILEO, so insert that information
here.

28. 2. Why was this article written? Was any research conducted?
Media Specialist will inform students about the Abstract and how that audience
information can be found in this section.
3. Who is the intended audience for this article?
Depends upon the article.
4. Are there any illustrations? If so what do they convey to the audience?
Depends upon the article.
5. After reading the article, were you able to find any instances of bias?
Requires critical thinking and assessment. Media Specialist will encourage
students to copy down any instances they believe might present bias.

29. KA Part VI: Instructional Sequence
Sequence Description Objective
1 Subject teacher explains the importance of finding
scholarly sources to students.
1
2 Media Specialist activates prior student knowledge to
teach about searching with Boolean operators.
1
3 Media Specialist utilizes an activity to gauge learner’s
knowledge of Boolean operators.
1
4 Media Specialist teaches students how to access
GALILEO databases.
2
5 Media Specialist activates prior knowledge of Boolean
operators by teaching students how to utilize GALILEO
databases using Boolean search terms.
1, 2
6 Media Specialist utilizes an activity to gauge learner’s
knowledge of using Boolean operators while searching
GALILEO.
1, 2
7 Media Specialist and Subject teacher will inform students
about biases present in research, how to determine they
are present, and when to include them in research reports.
3
The Subject discipline Teacher and Media Specialist have worked in concert to
tailor this instruction to the group of 9th grade World History students. This unit has been
developed according to a concept-sequencing scheme based on the sophistication of
the materials (Morrison, Ross, Kalman, and Kemp, 2013, p. 129). As a matter of pre-
teaching, Mr. Hamilton has worked to explain the importance of primary and secondary
sources within historical research. He has also explained the importance of having
resources in research papers that support statements and are well researched. Mr.
Hamilton will explain this concrete topic, and Mrs. Colquitt will proceed to the more
abstract topics of using Boolean operators, searching within GALILEO, and also
determining when biases might be present in scholarly research.

30. This sequence alternates between initial lectures by a classroom teacher, lecture
by a Media Specialist, activities within Google Scholar and GALILEO that can be
conducted either individually or in groups of two (depending upon the noise level and
mood of each class). The Media Specialist will have ample opportunities to model
correct searching behaviors to the students and also to follow up and ensure that each
student understands this abstract topic. This sequence will empower users to
understand search operators, types of sources, and source biases.
Please Note: These activities and lessons do not have to be conducted in person face
to face. These lessons and activities can be completed utilizing a course management
system (such as BlackBoard, Wimba, or other products), via Google Hangout, or even
via Skype or other VoIP product.
It is critically important that Instructional Designers be fluent with and comfortable
with delivering designing instruction that will be delivered in non-traditional manners.
Sugar (2014) stated “for instance, 80% (n=487) of recent Instructional Design and
Technology job postings required a combination of both instructional design and
multimedia production skills for one job posting (Sugar, Hoard, Brown & Daniels, 2012).
An instructional designer must balance these demands and apply appropriate
multimedia production skills in order to complete an effective project” (p.37). The
emergence of many forms of technology within the classroom leads instructional
designers to create lessons that today’s web savvy students are excited to learn.
Lesson 1: The Elements of an Internet Search
Terminal Objective I: To list the elements of searching Internet resources.
Enabling Objectives
Objective 1A. Define a scholarly resource
Objective 1B. Describe Internet scholarly resources
Objective 1C. Successfully employ Boolean operators AND, OR, and NOT when
searching internet scholarly resources.
Motivating Strategy: The Media Specialist will ask students to speculate about
possible ways in which they could narrow searches down to receive more precise and
relevant search results. Media Specialist Mrs. Colquitt will utilize the white board within
the Media Center’s computer lab to write down student generated results. In an online

31. environment such as Skype or Google Hangouts, the Media Specialist will still employ a
strategy of writing students’ answers on a white board. In a prerecorded video, such as
those presented over YouTube or Vimeo, the Media Specialist will pause instruction for
roughly 30 to 45 seconds, asking for the teacher to pause the video and complete this
section on the classroom white board or smartboard. The Media Specialist will then
resume instruction on the video and list at least 3 to 5 reasons why searches should be
narrowed down. These will be listed via graphics within the video lesson.
The Media Specialist or Classroom Teacher will allow for a short break where
students can work collaboratively (either in groups of 2 or 3 or as a class if this is more
appropriate). The Media Specialist and Teacher will “float” around the classroom
determining if any students look puzzled or like they need extra attention.
Collaboration is encouraged within this context in order to build a culture and
environment of learning. Bremner, Pierson-Smith, Jones, and Bhatia (2014) state
“recent research has investigated the kinds of competencies needed for successful
collaboration: A range of skills has been suggested, some related to teamwork in
general and others more specifically connected to collaborative writing” (p. 151).
Teamwork in discussion is a skill set that today’s learners must possess. We as
educators must emphasize successful collaboration and teamwork among our students.
Initial Presentation: Mr. Hamilton will have taught a couple of lessons about the
importance of scholarly resources within historical research. He will also have taught the
students a bit about biases that could be present in research. Media Specialist Mrs.
Colquitt will activate the student’s prior knowledge by briefly questioning students at the
beginning of the information literacy session. For example, Mrs. Colquitt will ask the
students “Can anyone define scholarly resources?” “Can you provide an example of a
scholarly resource?” In a lesson conducted via Google Hangout or Skype, the Media
Specialist will begin the discussion of Boolean operators by providing a brief history of
Boolean logic and the how/why of utilizing Boolean operators within a search. For
purposes of this lesson, students will be informed of the Boolean operators AND, OR,
and NOT. Mrs. Colquitt will provide the students with a brief Google Scholar search
using Boolean operators.

32. Mrs. Colquitt will utilize scaffolding to “build” off what these students already
know in order to activate prior knowledge. According to Graves and Braaten (1996),
“scaffolding, as Wood and his colleagues have aptly put it, is "a process that enables a
child or novice to solve a problem, carry out a task, or achieve a goal which would be
beyond his [or her] unassisted efforts" (p. 90). Or, to use Linda Anderson's (1989)
words, a scaffold "is a temporary and adjustable structure that allows accomplishment
of a task that would be impossible without the scaffold's support" (p. 106)” (Scaffolding
para. 2). Mrs. Colquitt will attempt to scaffold upon information that Mr. Hamilton has
recently taught this class of World History Students.
Generative Strategy: Students will be asked to answer the previous questions as part
of a generative strategy. The Media Specialist will also ask the students “Why is using
scholarly resources when writing historical research papers important?” Further, why
are Boolean operators necessary in a search of scholarly resources? Students will be
provided an ample opportunity to answer each question with the assistance of the
Media Specialist and Subject teacher. Students will also be asked to utilize a Google
Scholar search to find scholarly resources, finding at least one article on a topic covered
in this unit’s overarching theme of Women’s Rights.
This generative strategy was chosen in order to assist with student elaboration.
According to Moore and Knowlton (2006) “an elaboration generative strategy involves
learners adding new ideas to information. If a learner were to create and explain an
original example of a concept, that learner could be said to have elaborated on content”
(p. 61). In order to learn new pieces of information, learners must activate prior
knowledge and also build upon what they were previously taught.
Lesson II: GALILEO, what (rather than who) is it? Why do we use it?
Terminal Objective II: To employ learned knowledge to search GALILEO databases.
Enabling Objectives
Objective 2A. Describe the various ways to enter GALILEO (either on campus or
at home)
Objective 2B. Differentiate the databases within GALILEO and then determine
the most appropriate ones to search when.

33. Objective 2C. Utilize the Boolean operators AND, OR, and NOT to conduct an
effective GALILEO search
Motivating Strategy: The Media Specialist will ask students if they have ever heard of
GALILEO before. The Media Specialist will await student responses to this topic briefly.
This could be conducted either in person or via internet technologies such as Skype,
Google Hangout, YouTube video, or Vimeo video. The Media Specialist will explain the
meaning behind the acronym GALILEO (GeorgiA Library Learning Online).
The Media Specialist will present information about GALILEO in a fun and
engaging manner. The Media Specialist will incorporate various Web 2.0 tools into this
discussion (such as Prezi, Smore Infographic, or another tool). This strategy will be
inclusive to students who might have learning disabilities, or might need extra help
understanding this complex topic.
Rasmussen, Nichols, and Ferguson (2006) relate the following about
motivational strategies “motivation strategies are used to engage and retain individuals
in the learning environment. Motivation strategies are directed toward the participant
and integrated throughout the instructional strategies. Motivation strategies are
especially important in the area of affect…” (p. 268). Yes, ninth grade World History
students will probably not be extremely interested in this topic, minus those who are
intrinsically motivated to learn about this topic. So, the Teacher and Media Specialist
must be aware of motivational strategies for engaging all learners, not just those who
are “typical” learners.
Initial Presentation: In a lesson conducted via Google Hangout or Skype, the Media
Specialist will begin the discussion of Boolean operators by providing a brief history of
Boolean logic and the how/why of utilizing Boolean operators within a search. For
purposes of this lesson, students will be informed of the Boolean operators AND, OR,
and NOT. Students will also be informed of the various databases and journals within
GALILEO.
Morrison, Ross, Kalman, and Kemp (2013) relate that “the initial presentation is a
means of structuring the information from your task analysis for the learner in a form
that facilitates learning. Design of the initial presentation must consider what information
is needed to achieve the objective and how best to present it” (p. 142). In this initial

34. presentation, Mrs. Colquitt will provide students with the definitions of Boolean
operators and will also be aware of how to access GALILEO and the various databases
and journals within this site.
Generative Strategy: The Media Specialist will inform students how to access
GALILEO from the physical school building and also offsite from home/or any other
location. The Media Specialist will have each student find a database or journal article
relating to a historical topic of their choosing. The Media Specialist and Subject area
Teacher will assist those students who seem to be having a difficult time to conduct this
assessment one-on-one. The Media Specialist and Teacher will be nurturing and will
not target any student because they appear to be having difficulties. Mr. Hamilton will
also inform the Media Specialist of any differently abled learners and provide strategies
for assisting with these learners. For example, Mr. Hamilton will inform Mrs. Colquitt that
Tatianna W. struggles with auditory processing and Mrs. Colquitt will present materials
that are more visual in nature for Tatianna.
Instructional Design must account for nontraditional learners. They should never
feel left out, especially in this day and age of inclusion within “traditional” classrooms. It
has been stated that “LD research indicates that these students have problem with
recall, retrieval of verbal information, and updating— signaling an even greater need for
attention to instructional designs that enhance germane cognitive loads. Therefore, as
teachers currently support students with LD, they should select online learning
environments and curriculum that are well structured, provide overviews, outline making
connections between concepts-ideas, and provide or prime background knowledge”
(Greer, Crutchfield, and Woods, 2013 p. 46). Mr. Hamilton and Mrs. Colquitt will work
together to collaborate and effectuate powerful lessons for students who are subject to
Individualized Educational Plans.
Lesson III: Verity in Scholarly Resources
Terminal Objective III: To assess information received for quality and appropriateness
Enabling Objectives
Objective 3A. Classify at least 3 personal biases that can be present in scholarly
research.

35. Objective 3B. Choose how to critically evaluate resources for personal biases
through checklist developed in concert by Teacher and Media Specialist.
Objective 3C. Evaluate how and when to present biases in research reports
Motivational Strategy: Building off what the students have learned with Mr. Hamilton
and earlier in this lesson, Mrs. Colquitt will ask the students a broad question about how
biases within research resources. Mr. Hamilton and Mrs. Colquitt will have collaborated
prior to this lesson to gauge student understanding of primary and secondary sources
and also about what Mr. Hamilton has related about research biases. Mrs. Colquitt will
encourage the youth to participate in a brief activity using their cellphones or devices
that can send SMSs to determine the students’ understanding of primary and secondary
sources. The Cedar Shoals High School Media Center is a BYOD friendly zone and as
long as students are utilizing their devices for school related purposes this falls within
the Media Center and School’s policies.
Luhtala (2012) suggests that Media Specialists and Teachers utilize “…polling
software like Poll Everywhere…” (p. 18). This is couched in terms of providing advocacy
for learning and even for our jobs. Luhtala (2012) states “measuring learning is
essential. But publishing the impact of instruction on student learning is what saves
jobs. Documenting our work and progress has never been easier. Social media
facilitates transparency and advocacy beyond our 20th century imaginings” (p. 18). In
our present day and age, Media Specialist positions are being cut, and we have to
advocate for our job and for students to be able to have instruction experiences. One
instruction experience that today’s learners should experience is an ability to bring their
own device. Learners should see their devices as more than vehicles just to view
Facebook posts, Tweets, and pictures on Instagram.
Initial Presentation: In a live lesson offered over Google Hangout, Mrs. Colquitt will
conduct the primary source exercise mentioned above. Once the results are tallied, Mr.
Hamilton and Mrs. Colquitt will lead a discussion to clarify any questions students might
have about primary and secondary sources. Once the students have a firm grasp on
primary and secondary sources, Mrs. Colquitt will transition to more information about
biases present in research. Mrs. Colquitt will present the students with a Smore
Infographic created prior to this lesson about biases present in research. Once this

36. infographic has been presented, Mrs. Colquitt will ask the students to search the
internet for instances of bias within scholarly research. Mrs. Colquitt will activate
students’ prior knowledge and emphasize that this might be a good time to conduct a
Boolean operator Google Scholar Search.
For differently abled learners, the Media Specialist will model an Internet search
to find sources that contain biases. The Media Specialist and Teacher have
collaborated together to determine students that might have difficulties learning this
abstract topic, and, therefore, the Media Specialist will be attuned to their potential
struggles. The Media Specialist will allow for some free time and will “float” around the
room offering assistance to those who might be struggling.
This lesson type supports independent instruction. Technological activities, such
as the BYOD activity are encouraged, as the Media Specialist could possibly be
producing this instruction via video and not in real time. Jones and Green outlined an
independent lesson by stating “in this approach, the school librarian designs and
delivers a fully online, standalone short course. This type of unit can be developed to
address information-literacy skills typically taught in the media center. It may also be
developed in collaboration with a grade level or department to teach a topic that needs
to be consistently addressed across multiple classrooms. This unit differs from the
skills-based approach because it is completed independent of any classroom work or
schedule. It might be used for: • Training students on specific twenty first century skills •
Guiding students through a large project (e.g., portfolio, college and career
development) • Exploring an academic topic in depth” (p. 29).
Generative Strategy: Students will complete the activities of this lesson via BYOD.
They will also be encouraged to find other sources online. Further, the Media Specialist
will lead a summative discussion to determine that students understood the topics
discussed today—specifically in this section, primary and secondary sources as well as
biases present in scholarly research.
For this section, Mrs. Colquitt will provide elaboration over topics learned earlier.
Further, elaborative interrogation could possibly be employed during this setting.
Morrison, Ross, Kalman, and Kemp (2013) relate “another useful approach is
elaborative interrogation…in which the learner is asked to explain why a fact is true” (p.

37. 143). Certainly biases lend themselves to being discussed, and even though they can
be somewhat subjective, the Media Specialist will be able to question why that they can
be harmful to scholarly research.

38. References
Bremner, S., Peirson-Smith, A., Jones, R., & Bhatia, V. (2014). Task Design and
Interaction in Collaborative Writing: The Students’ Story. Business
Communication Quarterly, 77(2), 150. doi:10.1177/2329490613514598
Graves, M. F., & Braaten, S. (1996). Scaffolded reading experiences: Bridges to
success. Preventing School Failure, 40(4), 169.
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KA Part VII: Design of Instruction

39. Instructional
Strategies
Goals Objectives UDL Assessments
Lesson 1:
The student
will answer
follow up
questions
using Google
Scholar to
conduct a
search utilizing
Boolean
operators.
List elements
of conducting a
scholarly
internet
search.
Conduct a
Google
Scholar
search.
Become
familiar with
the Boolean
operators,
AND, OR, and
NOT.
Objective 1A:
Define a
scholarly
resource.
Objective 1B:
Describe
Internet
scholarly
resources
Objective 1C:
Successfully
employ Boolean
operators AND,
OR, and NOT
when searching
internet
scholarly
resources.
Media
Specialist will
lead students
in a discussion
of scholarly
Internet
resources.
Media
Specialist and
Teacher will
provide a short
break in the
instruction and
“float” around
the classroom
to determine if
any students
are exhibiting
any difficulties.
Quizworks
Quiz
“Scholarly
Resources and
Boolean
Operators”
Timed Quiz.
Lesson 2:
The student
will become
familiar with
how to utilize
GALILEO.
The student
will become
familiar with
various
GALILEO
databases.
The student
will conduct a
Boolean
search on
GALILEO
Demonstrate
how to utilize
GALILEO at
school or off
site.
Familiarize
oneself with
the various
journals and
databases
present on
GALILEO.
Activate prior
knowledge to
conduct a
GALILEO
search using
Boolean
operators.
Objective 2A:
Describe the
various ways to
enter GALILEO
(either on
campus or at
home)
Objective 2B:
Differentiate the
databases within
GALILEO and
then determine
the most
appropriate
ones to search
when.
Objective 2C:
Utilize the
Boolean
operators AND,
OR, and NOT to
conduct an
effective
Media
Specialist will
lead a
discussion to
determine if
students have
ever heard of
GALILEO
previously.
Media
Specialist will
present facts
about
GALILEO in an
alternative
manner other
than just
discussion (ex.
Prezi, Smore
Infographic,
other Web 2.0
tool).
Open Ended
Untimed Quiz
about
GALILEO.
GALILEO
assignment
“GALILEO For
Your
Research”
will be
assigned.
(Note:
students will
have an
extended
amount of
time to finish
this
assignment).
Adapted from:
http://goo.gl/7
ljUE2

40. GALILEO
search
Lesson Three:
The student
will activate
prior
knowledge and
provide the
definition of a
primary source
versus a
secondary
source.
Differentiate
between a
primary and
secondary
source.
To assess
information
received for
quality and
appropriateness.
Objective 3A:
Classify at least
3 personal
biases that can
be present in
scholarly
research.
Objective 3B:
Choose how to
critically
evaluate
resources for
personal biases
through
checklist
developed in
concert by
Teacher and
Media
Specialist.
Objective 3C:
Evaluate how
and when to
present biases
in research
reports.
Media
Specialist will
conduct an
evaluation via
BYOD
technology to
determine if
students can
differentiate
between
primary and
secondary
sources.
Media
Specialist and
Teacher will
collaborate to
create a Smore
Infographic
and other Web
2.0 technology
for differently
able learners.
Media
Specialist will
model
searching
various outlets
for articles that
contain biases
to students that
might be
experiencing
difficulties
grasping this
abstract
concept.
Poll about
topics covered
in this section
administered
by
polleverywhere
.com.
Out of class
assessment
about Biases
present within
scholarly
writing.
KA VII: Assessment
Learner Evaluation
At the conclusion of this lesson, I will provide each student group with a link for a
survey that will be administered via a surveying platform (such as SurveyMonkey). Mr.

41. Hamilton has promised his class 5 points on their final grade if they provide him with
proof of survey completion. Mr. Hamilton and Mrs. Colquitt will conduct collaborative
discussions about the success/failure of any topics covered in this information literacy
session. Mrs. Colquitt will discuss and accept feedback, both positive and constructive
criticism from Mr. Hamilton.
Once Mrs. Colquitt receives feedback, she will contact a contemporary Media
Specialist (either another high school Media Specialist or another out of county Media
Specialist) to conduct a peer review of this lesson. Upon receiving feedback from the
students, Mr. Hamilton, and other potential users (any viewers who might watch
this instructional literacy session if it were uploaded to YouTube), Mrs. Colquitt
will speak with the committee she developed to determine that these lessons met
instructional goals. Mrs. Colquitt and this committee will determine the
appropriateness of content presented in the lesson, UDL strategies, and any
other helpful hints. Each student’s individual GALILEO Assessment and Bias
Assessment will be reviewed. Any concepts that were consistently missed (for
example, how to Boolean search) will be reviewed and broken down into more
manageable bits of information. The peer review process is one that Mrs. Colquitt
believes is critically important to further developing her skills as a Media
Specialist. The Peer Review Committee will be asked questions about the ethical
implications of this lesson, whether this lesson was presented in a manner in
which all members of the audience would equally be able to learn (UDL
principles), and about the actual assessment of student learning through recall
and critical thinking activities. Mrs. Colquitt will ask the committee as well as Mr.
Hamilton if there are any other topics which need to be covered within this lesson
set. The committee will debate whether or not the Media Specialist should provide
information about critical thinking skills to the ninth grade World History
students. Mrs. Colquitt believes that information about critical thinking should be
incorporated into the section about biases.
Further, Mrs. Colquitt will also staff her supervisor, the District’s Technology
Coordinator, to determine the appropriateness and cultural competence of this lesson.
Mrs. Colquitt will remain in contact with her supervisor prior to, during, and after the
implementation of this lesson. Mrs. Colquitt will accept all feedback and attempt to
correct any and all deficiencies within this informational literacy session. Mrs. Colquitt
will present the findings of the peer review committee to her supervisor and ask if
this is an acceptable evaluation of the lesson. Further, Mrs. Colquitt will ask for
her supervisor to review a recording of this class session. Mrs. Colquitt expects
to either post a recording of this lesson to YouTube or to create a screencast of
this instructional literacy session, therefore, enabling this session to be easily
shared with multiple different parties.

42. This collaborative process can occur via a Skype session or can occur in
person. Mrs. Colquitt is open to all forms of collaboration between the multiple
different parties. It can be very difficult to schedule specific meeting dates and
times so virtual collaborative efforts would be embraced. Mrs. Colquitt is very
open to any and all forms of feedback and constructive criticism. Enabling the
students of Cedar Shoals High School to be empowered library users and future
college students is the ultimate goal of Mrs. Colquitt’s instruction.
Survey Protocol
Mrs. Colquitt has created a survey to conduct via SurveyMonkey. Each student
will be asked to complete the survey online via the following link after completion
of the lesson. (https://www.surveymonkey.com/s/G3YRPCM). Once each student has
completed the survey, they will be able to print the confirmation page in the Media
Center’s computer lab. They will provide this confirmation to Mr. Hamilton and he will
provide them with 5 additional points on their research paper grades. Mrs. Colquitt and
Mr. Hamilton will confer in person and also correspond via email to tweak the
information literacy sessions. Mrs. Colquitt will also utilize an outside Media Specialists
to provide feedback and further assistance with tailoring the information literacy session.
Mrs. Colquitt will also seek the input of her supervisor, the District’s Technology
Coordinator. Once everyone has provided feedback, Mrs. Colquitt will tweak the lesson
and create a final, more polished, information literacy session. The follow up sessions
will be conducted either in person or virtually on a Skype session. Once Mrs.
Colquitt receives all user feedback from the SurveyMonkey survey and also has
graded the assessments for Lessons II and III, the committee will glean where
instructional design changes should be made. Mrs. Colquitt will present all
materials with non-identifying information to the committee.
Data Review and Analysis
Upon completion of the student surveys, Mrs. Colquitt will be more
knowledgeable about areas of weakness. Data returned from the student analyses will
be able to provide Mrs. Colquitt with more information about how to tweak each section.
For example, if the results returned indicated that Mrs. Colquitt needed to spend more
time on biases, the lesson could be increased and tweaked in other areas, for example,
less time spent reviewing GALILEO. This returned data is anonymous and will be
shared only between Mrs. Colquitt, Mr. Hamilton, the outside Media Specialist who is
assisting with reviewing the program, and the District’s Technology Coordinator.
Confidentiality of assessment results and survey information is crucially
important to Mrs. Colquitt and the peer review committee. Further, data integrity

43. is also of crucial importance to Mrs. Colquitt and the committee. Mrs. Colquitt will
also seek committee input to determine if the SurveyMonkey survey might need
further tweaking or redesign as well.
Appendix 1: SurveyMonkey Student Assessment
1. What was your favorite topic today? (Multiple Choice)
a. Boolean Operators
b. GALILEO
c. Learning about Biases
2. What letter grade do you expect to receive in this class? (Multiple Choice)
a. A
b. B
c. C or below
3. How prepared do you feel after this lesson to write a research paper? (Drop Down)
More Prepared
About the same level
Less prepared
4. Please provide any feedback for Mrs. Colquitt (text box).
5. Please inform Mrs. Colquitt if you believe anything should be changed within
this lesson.