SyllabusT.docx - Wikispaces by gegeshandong


									                                          National-Louis University
                                        National College of Education
                                      Reading and Language Department

                    RLS 514: Teaching Research to Children and Adolescents
                              Fall 2010 Tuesday, 4:30 – 7:20pm
                               North Shore Campus Room 469
Toby Rajput                                               
Assistant Professor                                                 phone: 224-233-2515
Children's & Youth Literature Librarian                             Office hours: by appointment
North Shore Campus
5202 Old Orchard Road
Skokie, IL 60007

National-Louis University Mission Statement: National-Louis University provides access to quality higher
education that nurtures opportunity for students through innovative teaching, scholarship, community
engagement, and service excellence.

National College of Education Mission Statement: For over one hundred year, the National College of
Education has had as its mission excellence in teaching, scholarship, service, and professional development.
Recognizing the importance of life-long learning in a diverse, rapidly changing global society, the College is
committed to developing and empowering all learners. (

NCE Faculty and candidates use scholarly habits of mind and methods of inquiry in order to affect
P-12 student learning by:
           o Envisioning, articulating, and modeling democratic and progressive education
           o Designing powerful learning environments that:
                    integrate appropriate technologies
                    utilize multiple meaningful assessments
                    enable self-directed learning
           o Working collaboratively in diverse communities and with diverse learners to achieve
                      learning goals
           o Advocating for democratic values, equity, access and resources to assure educational
                      success for all

NCE Faculty and candidates continuously demonstrate a high standard of professional ethics by:
                  Cultivating curiosity and excitement for learning in themselves and others
                  Respecting and learning from other peoples, cultures and points of view
                  Demonstrating a caring attitude in recognizing the needs of others and acting to promote
                            their growth
                  Acting with confidence and self-knowledge to assume professional leadership roles and
                  Using information from self and others to continuously improve
                             (2009-2010 Undergraduate and Graduate Catalog, p. 237)
Catalog Description: This course is an introduction to instructional strategies for teaching research (and
information literacy) skills for children and young adults. Critical thinking, authentic learning, and inquiry-
based instruction will be explored with a focus on embedding research across the curriculum. Access, selection,
evaluation, and use of print and electronic information resources will be addressed. Teaching acquisition of
information research skills that support the general curriculum for all students will be emphasized. Print and
electronic resources available in school and local public libraries will be accessed as well as university library

Major topics:
   National information literacy standards including: American Association of School Librarians (AASL)
      Standards for 21st Century Learners; International Society for Technology in Education (ISTE) National
      Educational Technology Standards for Students (NETS-S)
   Major information literacy (research process) models
   Illinois State Board of Education Technology Standards for All Teachers
   Illinois Learning Standards in particular Language Arts Goal 5: Research
   Skills including media literacy skills and critical thinking skills
   Collaboration among teachers, reading specialists, literacy coaches, school and public librarians
      including a shared language for information literacy
   Integrating instructional strategies for research including advanced search strategies across the
      curriculum for all students through authentic learning and inquiry-based curricular units
   Print and electronic resource access, selection, evaluation and use including search engines and web
   Exploring online learning environments, effective curriculum and instruction, and developmentally
      appropriate assessments
   Information ethics of intellectual property including ethical use of information including citation and
      appropriate use of published text and images
   Developmentally appropriate research skills and strategies; summative and formative assessments with
      particular attention to all learning styles and ability levels


        a. ISBE Library Information Specialist (LIS)

       b. ISBE Reading Specialist (RS)

       c. International Reading Association Standards for Reading
          Professionals (IRA)

       d. American Association of School Librarians Standards for the 21st Century Learner
Course goals and expected student learning outcomes:
Through class participation, assigned readings, and other experiences, students will be able to:

      Understand current and developmentally appropriate resources and the strategies for guiding the
       intellectual access to information including advanced search strategies.
           o LIS: 1A, 1B, 1E, 1G, 1H
           o RS: 1H, 1J, 3I, 4C, 4F, 4G, 4J, 8C
           o IRA: 2.1, 2.2, 2.3, 4.2, 4.3

      Understand information literacy standards and models, efficient and effective access to information,
       critical and competent evaluation of information, and accurate and creative use of information.
            o LIS: 3A – 3L, 4D, 4E, 4F, 4G
            o RS: 4A, 4C, 4G, 4J
            o IRA: 2.2, 2.3, 3.1, 3.4, 4.1

      Understand the mission of the library media program (i.e., ensure that students and staff are effective
       users of ideas and information) with particular emphasis on serving all students (students with special
       needs; addressing all aspects of differentiation including abilities, motivation, and readiness)
           o LIS: 11D, 8B, 1F, 1G, 1D, 4A
           o RS: 1H, 1I, 1J, 4E, 4F, 4I, 4J, 7C, 7D
           o IRA: 2.1, 2.2, 2.3, 3.3, 4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 5.4
           o ALA: 1988, p. 1; 1998, p. 6

      Understand the collaborative relationship of librarian and teachers, librarian and parents and other
       "teaching" partnerships
           o LIS: 8D, 8E, 8F, 8G, 8H, 8L
           o RS: 4F, 4G, 4J, 5C, 5E, 5F, 5G, 6A, 6B, 6F, 6G, 7C, 7D
           o IRA: 5.1, 5.2, 5.3, 5.4

      Understand curriculum development including appropriate selection and evaluation of instructional
       technologies and continue to become aware of emerging technologies and their role in student research

               LIS: 5A, 6C, 6D, 6E, 6F, 7A, 7B, 7C, 7D
               RS: 1L, 4C, 4G
               IRA: 2.1, 2.2, 2.3, 4.2, 5.2, 5.4

   o Understand information-seeking behaviors and applies that understanding to differentiate instruction for
     all students learning research and information literacy skills across the curriculum
             LIS: 3A, 3B, 3C, 3D, 3E, 3G, 3H, 3I, 3J, 3K, 3L, 4C, 4E, 4F, 4G, 5I, 6H, 7A, 9A, 9B, 9C, 9D,9E
             RS: 1H, 1I, 1J, 3I, 4G, 4J
             IRA: 2.1, 2.2, 2.3, 4.1, 4.3, 4.4

   o Understand media literacy including primary and secondary sources in both print and electronic
     resources and the appropriate use of resources based on the information need

               LIS: 3A, 3B, 3C, 3D, 3E, 3G, 3H, 3I, 3J, 3K, 3L,4B, 4C, 4E, 4F, 5E, 5F, 5G, 7C
               RS:1H, 1J, 3I, 4J
               IRA: 2.1, 2.2, 2.3, 4.1, 4.2
Special Needs:
        National-Louis University is committed to ensuring that its facilities and programs are accessible to all
persons. Students requiring learning assistance or accommodations in accordance with the Americans with
Disabilities Act and Section 504 of the Rehabilitation Act are to contact the Department of Diversity, Access &
Equity at (847) 947-5275 or via email to If you have previously coordinated services
with the DAE Office, please provide your Letter of Accommodation to the instructor as soon as possible, but no
later than the second class session

Method (s) for evaluating student performance:
Student performance will be evaluated on the degree of thoroughness and quality of work in completing course
Student Performance                            Course Goals Met

Professional Resource Booktalk                  1 – 7 depending on resource chosen

Due Sept. 28 - Oct. 26            (5%)
Interview with a millennial & online            3, 5, 6

Due Sept. 28                       (10%)
Question Sets                                   1, 2, 5

Due Oct. 5 - Oct. 26               (15%)
Information Literacy Model                      1, 2, 3, 4, 5, 6

Due Nov. 2, 9, or 16                (30%)

Toolkit or Pathfinder - Choose 1

Compile a grade level/content area              1, 2, 3, 5, 6, 7
Teaching Research Skills Toolkit for

Due Nov 16                         (30%)
Create a Thematic Pathfinder                    1, 2, 4, 5, 6, 7

Due Nov 16                         (30%)
Post representative project on LiveText         1 – 7 depending on representative project
Portfolio aligned to ISBE Library               posted.
Information Specialist content area standards

Due after course is completed

Learning Community Participation: September 14, 2010 – November 16, 2010
This course is taught with the understanding that for adult learners “learning is an active process that occurs
over time; learning is driven by the learner around meaningful issues; learning is experiential by nature; and
learning is fueled by rich, diverse, accessible sources of information.” (Educators as Learners, ASCD, 2000).
Active participation in the learning process during class time is required of all students. Enrich your colleagues
with additional materials, relevant prior knowledge, and professional experiences. Share questions and concerns
that you identify in small group and class discussions. In addition, you will be expected to participate in class
utilizing online tools. We all learn and we all teach in this class. (10%)
                                            Course Calendar

Session 1: September 14, 2010
                Course Overview, Content, Assignments, and Expectations
                21st Century Learners
                        Lowe, Carrie. Information Literacy and Big6 - Defining Information Literacy
                        McKenzie, Jamie. The Medium is NOT the Literacy
                        Murray, Janet. Looking at ICT Literacy Standards Through the Big6 Lens
                        NCTE Policy Brief. 21st Century Literacies
                        Plotnik, Eric. Information Literacy
                        Palfrey, J. & Gasser, U. Born Digital (Excerpt)
                        Small, Ruth V. Surviving the Information Age
                        Vaidhyanathan, Siva. Youth & Technology: Generational Myth
Schedule:       Professional Booktalks
Assign:         Interview with a Millennial (b. 1982-2001)
Review for next week: Information Literacy - The Whole Enchilada, available online at
Save these links in your email to access in the computer lab next week: for a Big6 overview & lesson ideas for teaching tools at each level of the Big6 to look at the practice lesson "What's In A Name" for researching your own name

Session 2: September 21, 2010
               Big 6 model Lesson: What's in a Name?
Computer lab #628
               Did you know? Goodreads       AASL Top 25 A Vision of K-12 Students Today
               Overview of NLU Library Resources
Schedule:      Information Literacy Model discussion and sign up for presentation dates
Read for next week:
       Byerly, Greg & Brodie, Carolyn. Search Engines - One More Time with Feeling
       Schiff, Stacy. Annals of Information Know It All: Can Wikipedia Conquer Expertise?
       Watkins, K. & Elder, K. The Google Game

Session 3: September 28, 2010
                      Searching skills - 21st Century Information Fluency Project - Top Ten list
                      Search terms, Search Engines, Google, Wikipedia
Assign:       Question Set 1
Due:          Interview with a millennial due on Wikispaces
Present:      Booktalks
Read for next week:
       Learning to Question, To Wonder, to Learn by Jamie McKenzie, Introduction, Ch. 1 & Ch. 2.
       One of the following: The Mother of All Search Functions by David Pogue
                             Is Google Making Us Stupid? by Nicholas Carr
Also for next week:
       Take the Internet Search Challenge (Kermit) at and
       bring your search strategy & time to class.

Session 4: October 5, 2010
              Introductions (What's in a name?)
              Question Set 1 sharing - (TMLMTBGB)
                      Jamie McKenzie, Sept/Oct 09 Knowledge Quest
              Internet Search Challenge results
              Toolkit or Pathfinder assignment - review examples & rubric
Present:      Booktalks
Assign:       Question Set 2
For next week: Come prepared to work on Information Literacy Model and/or Toolkit/Pathfinder at the library

Session 5: October 12, 2010
              Field Trip:     Skokie Public Library
                              5215 Oakton
                              Skokie, IL 60077
              Guest Speakers: Jan Watkins, Youth Services and Ruth Sinker, Technology
              Question Set 2 sharing - (Best of the Best)
Work on: Toolkit/Pathfinder OR Information Literacy Model presentation
Assign:       Question Set 3
Read for next week:
       Teaching Zack to Think by Alan November
       Getting the 'Indian' Out of the Cupboard: Using Information Literacy to
       Promote Critical Thinking by Rhonda Harris Taylor and Lotsee Patterson

Session 6: October 19, 2010
               Question Set 3 sharing - (When the Book? When the Net?)
               Lesson Planning
                      Critical Thinking, Motivation, Primary Sources
Present:       Booktalks
Assign:        Question Set 4
Read for next week:
       Hunt, Jonathan. (July/August 2008). Worth a Thousand Words. The Horn Book.
       Tallim, Jane. Photographic Truth in the Digital Era. Media Awareness Network.
Also for next week:
       Take the Media Literacy Quiz at
       Review Reading Photographs by Debbie Abilock at

Session 7: October 26, 2010
Computer Lab
             Question Sets - Reflections
             Visual Literacy: Visual Literacy ppt, Molly Bang: Picture This: How Pictures Work
             Digital Literacy: Photographic Truth in the Digital Era
                               Tips on Photo Ethics at
                               Is it Fake or Foto?, Peter Sis The Wall YouTube video
                 Media Literacy: Quiz at
                        Advertising - what are the messages in magazines?
                        Read/Write/Think lesson
                        Cigarette ads at:
Present:         Booktalks
Turn In:         Question sets search process and reflection
For next week:
                 Visit, test your Urban Legends IQ;
                 and share your favorite bogus website, Internet hoax or rumor with the class next week.

Session 8: November 2, 2010
             Website Evaluation
             Ethics - Doug Johnson - small group scenarios
Present:     Booktalks: Nicoll
             Information Literacy Model presentations (#1 & #2)

Session 9: November 9, 2009
              Emerging Technologies
                     Guest Speaker: Francis Feeley, NBCT, Inter-American Magnet School, CPS
Present:      Information Literacy Model presentations (#3 & #4)

Session 10: November 16, 2009
Present:       Information Literacy Model presentations (#5 & #6)
Turn in and distribute: Toolkit/Pathfinder


Since this is a graduate class, candidates are expected to attend each class, be punctual, and produce work of
professional quality (including citations whenever appropriate); all work submitted must be word processed.
According to university policy, students are expected to conduct themselves in accordance with the highest
standards of academic honesty and integrity. Plagiarism, cheating, and academic dishonesty will not be
tolerated. Please refer to NLU Policy on Academic Honesty in the 2009-2010 Undergraduate and Graduate
Catalog, pages 49 - 51. It might be helpful to remember the phrase, if you didn't write it, you must cite it.

The analysis and synthesis of ideas from a variety of sources is anticipated in class discussions, and all written
and oral contributions. Creativity and an understanding of the body of knowledge covered in this course are
encouraged in applying a problem-solving approach.

Six facets of understanding provide learners with direction for their self-assessment:
     Explanation: build, test, verify theories, or explanations
     Interpretation: build interpretations, translations, and narratives from sources, texts, and experiences
     Application: apply what is learned in classroom to real situations
     Perspective: critically consider multiple points of view on the same issue
     Empathy: broaden horizons by creating openness to other worldviews
     Self-Knowledge: develop self-understanding; continue in ongoing self-assessment and self-reflection.
Assessment for understanding framework is based on the work of Grant Wiggins, Jay McTighe, and the
researchers at Project Zero, Harvard Graduate School of Education.

Grades will be based on the following scale*:
          A           =      100 to 95                   B-                 =    79 to 75
          A-          =      94 to 90                    C+                 =    74 to 70
          B+          =      89 to 85                    C                  =    69 to 65
          B           =      84 to 80                    C-                 =    64 and below

Grade          Definition
A              Outstanding achievement. Student performance demonstrates full command of the course
               materials and evinces a high level of originality and/or creativity that far surpasses course
               expectations; nearly flawless work.

A-             Excellent achievement. Student performance demonstrates thorough knowledge of the course
               materials and exceeds course expectations by completing all requirements in a superior manner.

B+             Good solid work. Student performance demonstrates strong comprehension of the course
               materials and exceeds course expectations on all tasks as defined in the course syllabus.

B              Satisfactory acceptable work. Student performance meets
               designated course expectations, demonstrates understanding of the course materials and
               performs at an acceptable level.

B-            Marginal work. Student performance demonstrates incomplete, substandard understanding of
              course materials, or absence of required work indicates danger of falling below acceptable
              grading standard.

C+             Unsatisfactory work. Student performance demonstrates unsatisfactory understanding of
               course materials and inability to meet course requirements.

C              Unacceptable work. Student performance demonstrates incomplete and inadequate
               understanding of course materials

        *Please be aware that your official NLU grade will not show + or - letter grades but we hope that by
        giving you this information, you will better understand your performance within the grading continuum.
                         RLS 514: Teaching Research to Children and Adolescents
                                               Fall 2010

                                         Interview with a Millennial
                                          Due September 28, 2010

Millennials are people born from about 1982-2001. Please identify a millennial and ask several questions to
understand how information is found and interpreted by this person. You may “interview” a family member. If
you do not know any millennials, please contact us for interviewee candidates.

Example questions include:
    What is their age/grade?
    What do they do in their free time?
    What do they read? In school? On their own?
    Where do they shop?
    What do they worry about?
    How do they get their information? Online? Off line?
    What do they do to relax?
    What games do they play?
    What is the most significant event that has happened in their life?

Prepare an outline of what you learn from your interview. This outline should describe the millennial you spoke

The outline will be posted online using Wikispaces. You‟ll have more information on the posting process on
September 21.
                          RLS 514: Teaching Research to Children and Adolescents
                                                Fall 2010

                                       Professional Resource ‘Booktalk’
                                  Due: September 28, 2010 – October 26, 2010

You are attending a faculty meeting that is just about ready to adjourn and your administrator says that you have
five minutes to show the faculty something special – to send them on their way thinking about a new resource.
You want to use your time wisely, so you are prepared to navigate elegantly through the resource, directing
your actions toward uncovering valuable information. You discuss the authority of the resource and the
justification for recommending this format for this type of information. Needless to say, you consider the
students‟ learning needs, abilities, and motivation and share your thoughts with your colleagues. Perhaps you
compare the resource to another one that you could show them privately at another time…

Learners will schedule one professional resource „booktalk‟ session of five to ten minutes on one print or
electronic resource (not an instructional strategy). The resource booktalks will be demonstrated within the
context of a unit of study; topics, grade level. Resources will be self-selected; learners will sign up to eliminate
duplication. The purpose of a booktalk is to share your enthusiasm for the value of this resource to your
audience. In this instance, consider the audience to be comprised of classroom teachers. For a print resource,
start with the title, author, sponsoring agency if relevant, and year of publication. For an electronic resource,
start with the web address (URL), the title, and the sponsoring agency.

At some point during the resource booktalk:

Read a representative passage
Demonstrate a search of a typical research topic, if appropriate
Highlight literary or informational text features
Show illustrations, graphics, and/or text
Make cultural, curricular and/or literary connections
Be succinct

Be sure to review the rubric and consider ways to make your booktalk engaging, creative and/or fun.
                          RLS 514: Teaching Research to Children and Adolescents
                                                Fall 2010

                                                Question Sets
                                    Due: October 5, 2010 – October 26, 2010

Research requires the use of essential questions. Once questions are developed, it is important to locate answers
in a variety of formats (print and electronic) and in a variety of sources (print, databases, and Internet sites).
This activity will allow you to access information in a variety of formats and sources. It is important to think
about your research process as you answer the questions. The level of search difficulty will be 1-5, with 1 (Easy
to Find) and 5 (Hard to Find). It is also important to realize how long it took you to find your answer, depending
on the type of source you are using.

Students will be given a research question or will select a research question weeks 3-6:
Week 3 Question 1:           Print Search Only                                  Due 10/05/09
Week 4 Question 2:           Print Search and Database Search                   Due 10/12/09
Week 5 Question 3:           Print Search, Database Search, and Internet Search Due 10/19/09
Week 6 Question 4:           Print Search, Database Search, and Internet Search Due 10/26/09

For clarification, 'print' is a physical resource, 'database' means an online subscription resource, 'Internet' means
a free online resource, accessed through a search engine or subject directory. DO NOT spend more than one
hour on this search each week.

Because we want to track your searching experience, please follow this format:
State the question
List the print sources checked
List the print source where information was found
List the level of search difficulty on a scale of 1-5.
Note how long it took to find the answer (i.e. 10 minutes)
Reflect on your search process - what would you do differently next time?

State the question
List the database sources Checked
List the database source where information was found
List the level of search difficulty on a scale of 1-5.
Note how long it took to find the answer (i.e. 10 minutes)
Reflect on your search process - what would you do differently next time?

State the question
List the search engine(s) checked (if you're going to talk about them)
List the Internet source(s) checked
List the Internet source where information was found
List the level of search difficulty from a scale of 1-5.
Make a note to find how long it took to find the answer (i.e. 10 minutes)
Reflect on your search process - what would you do differently next time?

A typed record of your 4 searches & 4 reflections is to be turned in on October 26.
                         RLS 514: Teaching Research to Children and Adolescents
                                               Fall 2010

                                 Information Literacy Model Demonstrations
                                        Due November 2, 9, 16, 2010

There are a variety of Information Literacy Models available for a school district to use. One of the benefits of
adopting an Information Literacy Model is the common language that will be used by all educators. This pattern
of research is reinforced for students from year to year and subject to subject. We have chosen to demonstrate
and model the Big 6 Model (

There are six components to the model we have chosen:

                                              #1 Task Definition
                                       #2 Information Seeking Strategies
                                       #3 Locate and Access Information
                                             #4 Use of Information
                                                  #5 Synthesis
                                                 #6 Evaluation

Students will design a curricular unit made up of six lesson plans. There will be one lesson plan for each of the
six steps. Please limit yourself to one teaching strategy for each of the steps.

Students will work individually or in pairs on this assignment. You or your team will choose a curricular area or
topic. Class nights have been designated to present each of the components:

                                      #1 & #2 November 2
                                      #3 & #4 November 9
                                      #5 & #6 November 16

Handouts of the lesson demonstrated should be distributed, using the template provided. At the end of the
quarter, each student will have a variety of teaching strategies to use when working with an Information
Literacy Model.
                         RLS 514: Teaching Research to Children and Adolescents
                                               Fall 2010

                                           Curriculum Pathfinder
                                           Due: November 16, 2010

Staff and students are always looking for ways to improve the research process. One way to do this, is to
prepare a curriculum pathfinder. A pathfinder is an annotated bibliography pertaining to a specific topic or
curriculum area. For this assignment, you are going to prepare a pathfinder on a curricular topic of your choice.
Be sure to use both the public and school library. You will need to include the following on your pathfinder:

      Title
      Audience
      A minimum of 5 print sources
      A minimum of 5 sources accessed through a subscription database
      A minimum of 5 Internet sources accessed through a search engine or subject directory
      All sources must contain correct bibliographic information
      All sources must contain an annotation
              You are expected to write the annotations yourself. Anything you don't write yourself must be
       enclosed in quotation marks and the source cited.
      All sources must contain a justification for selection.
              Answer the questions:
                     Why did you include this source?
                     What does this source offer that is unique and/or valuable?

Your pathfinder format is of your choosing. A copy will need to be given to all students and to the instructor at
the last class.
                          RLS 514: Teaching Research to Children and Adolescents
                                                Fall 2010

                                             Professional Toolkit
                                            Due: November 16, 2010

How many times have you been working on an assignment and said to yourself, “ I know that I have that
information somewhere or I know that I have seen that information somewhere, but I can‟t remember where?”
A professional toolkit will help you in this type of situation.

As you go through this research class, you will be finding professional resources that you will want to reference
at a later date:

      Articles (print and electronic)
      Professional magazines and Journals
      Information accessed through subscription databases
      Internet websites

The professional toolkit will include

      Title
      A minimum of 5 print sources
      A minimum of 5 sources, accessed through subscription databases
      A minimum of 5 Internet sources, accessed through a search engine or subject directory
      All sources must contain correct bibliographic information
      All sources must contain an annotation
              You are expected to write the annotations yourself. Anything you don't write yourself must be
       enclosed in quotation marks and the source cited.
      All sources must contain a justification for selection
              Answer the questions:
              Why did you include this source?
              What does this source offer that is unique and/or valuable?

Your toolkit format is of your choosing. A copy will need to be given to all students and to the instructor at the
last class.

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