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The billions spent to connect and equip
schools is wasted unless students
know how to retrieve useful information.
Students show up at college “beyond hope…
they have an ingrained coping behavior
called getting by with Google”
- University College of London
“Literacy skills overlap
with safety skills”
- Harvard Berkman Center
“Leaving information literacy to
librarians alone suggests a failure to
understand the scope of the problem”
Geoffrey Nunberg
Professor, UC Berkeley
Many teachers - and parents - lack research
skills, so they don’t know how to model these
skills or set high expectations of students.
Information literacy cannot be learned
in a week, a semester or a year
It must be taught throughout the primary
school years to break the culture of use
Teach broad concepts and strategies,
not how to use specific tools
Demonstrate measurable payoff to
students
Step 1: Develop Essential
Habits and Attitudes
Step 2: Think Critically
2.1 Find an array of authoritative,
relevant sources; “interrogate” each for
authority, objectivity and relevance

2.2 Decide how much credibility
to accord to each

	2.3 Draw from each to synthesize
your own cohesive work

Step 3: Understand the Internet
3.1 -  How the Internet Works
3.2 - How Search Engines Work
3.3 - Understanding a Web address
Step 4: Plan Your Research
4.1 -  Planning Your Research
4.2 - Writing Questions
4.3 - Creating Keyword Sets
Step 5: Ask Who, Why & When
5.1. Who Wrote This?
5.2. Why Did the Author Write This?
5.3. When Was This Written?
Step 6: Dig Deep
Step 7: Use Primary Sources
7.1. Primary Sources
7.2 Are You Looking at
the Original Source?
Step 8: Use All Resources
8.1 Other Tools to Consider
8.2 Advanced Search Tips
8.3 Connecting With Others
Step 9: Keep Track
Step 10: Put It All Together
10.1 Synthesis
10.2 Paraphrasing and quoting
Step 1: Develop Essential
Habits and Attitudes
Curiosity
Curious
Create a Road Map
Curious
Bottoms Up
Adaptability
Adaptability
Use the Full Toolkit
Items in Batman’s utility belt
i n c l u d e : B a t a r a n g s , a
grappling hook, a gas mask,
night vision goggles, sonar,
tracers, lock picks, bolas,
plastique and a tactical knife.
Would Batman use Google
only?
Adaptability
Power & Limitations
“Some articles are of the
h i g h e s t q u a l i t y o f
scholarship, others are
complete rubbish. Use it with
an informed understanding
of what it is and what it
isn’t.”
Imagination
Imagination
Precise Keywords Choices
Perseverance
Perseverance
Iterate and Track
Perseverance
Dig Deep
Perseverance
Dig Deep
Perseverance
Original/Primary Sources
Perseverance
Skeptical
“Interrogate” every source.
Do not accept the first thing
that “sounds good” or
“answers” your question or
confirms your presumption.
ALWAYS verify
critical information with
multiple sources.
Perseverance
Self-aware
Self Aware
Avoid Confirmation Bias
Self Aware
Keyword Bias
Self Aware
Leverage Keyword Bias
Step 4: Plan Your Research
Most students use Google
the way a 5yo plays
“20 questions”
The fire wild guesses
into Google, hoping for
a magical answer
When they don’t find the
“answers” they wanted, they
change their topic to match the
information they do find
Write a set of questions
Parts of your topic
Topic as part of a whole
Pros and Cons
What Ifs
Brain Write
Cover the whole field
Change topic to match
your questions!
Select certain “key words”
from your questions and
then create keyword sets
that cover the whole field
of questions
Conduct “pre-research” and
then ask more questions
Add to your questions
and adjust your
keywords as you learn.
This leads to more
targeted questions and
more precise keywords

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