Ilp ms seale_van_hooijdonk-1

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Ilp ms seale_van_hooijdonk-1

  1. 1. Information Literacy Process Models Stephanie Seale Stephanie VanHooijdonk
  2. 2. Rationale • I-LEARN – Discovered through research as being an emerging model • Big 6 – Prince George’s County model
  3. 3. I-LEARN
  4. 4. The Big 6
  5. 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. 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. 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. 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. 9. I-LEARN and Big 6 Similarities
  10. 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. 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. 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. 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. 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. 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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