Information Literacy Lesson Plan Jennifer Joines An Assignment Submitted to: Dr. Stephanie A. Jones Georgia Southern University in partial fulfillment of the requirements for FRIT 7136 Fall, 2009 Pathfinder URL http://joinespathfinder.pbworks.com/FrontPage Information Literacy Lesson Plan Jennifer Joines FRIT 7136 Grade: 8th Grade Language Arts Teachers: Mrs. Jennifer Joines (Media Specialist) Mrs. Julie Joiner (Content Teacher) Content Creating MLA Source Cards Topic: Standards for The 21st Century Learner Goals Standard 1: Inquire, think critically, and gain knowledge Skills Indicator: 1.1.8: Demonstrate mastery of technology tools for accessing information and pursuing inquiry. Benchmarks: Use a variety of websites for researching topic Dispositions Indicator: Work independently to use technology to access information. Responsibilities Indicator: Ethically uses technology to locate information that is credible, supports research questions and is relevant to the research topic. Self-Assessment Strategies Indicator: Students ask themselves, “Have I successfully used the technology at my disposal to gain information?” Skills Indicator: 1.3.1: Respect copyright/intellectual property rights of creators and producers. Benchmarks: Recognize the intellectual property of others by citing sources according to MLA format. Provide reference citations for information to be used in research paper. Transfer information directly from source to source cards. Put information from source into their own words and record the information onto source cards. Dispositions Indicator: Work independently or with little help to create bibliography cards and record information onto source cards. Responsibilities Indicator: Works to respect the copyrighted ideas of others. Understands the importance of citing sources. Self-Assessment: Students ask themselves, “Have I respected the intellectual property of others by correctly citing sources?” Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create knowledge. Skills Indicator: 2.1.2: Organize knowledge so that it is useful. Benchmarks: Organize source information following MLA format Dispositions Indicator: Student is able to organize source information with little or no assistance. Information Literacy Lesson Plan Jennifer Joines FRIT 7136 Responsibilities Indicator: Student understands the importance of organization in the research process. Self-Assessment: Students ask themselves, “Have I organized the source information on my source cards according to MLA format?” They also contemplate whether or not they have included all of the required information on their cards such as topic, source number, card number, and page number. Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. Skills Indicator: 3.1.6: Use information and technology ethically and responsibly. Benchmarks: Uses all programs and websites responsibly and ethically. Abides by the school’s technology use agreement. Understands the importance of avoiding plagiarism. Dispositions: Student understands the importance of the ethical use of technology. Responsibilities Indicator: Demonstrates a sincere effort to avoid plagiarism. Works to uphold rules regarding the use of technology. Self-Assessment: Students as themselves, “Have I demonstrated that I use technology ethically?” They will further ask themselves, “Will citing sources correctly help me avoid plagiarism?” 8th Grade GPS Standards ELA8W2. The student demonstrates competence in a variety of genres. The student produces a piece of writing drawn from research that: e. Records important ideas, concepts, and direct quotations from significant information sources, and paraphrases and summarizes all perspectives on the topic, as appropriate. ELA8W3 The student uses research and technology to support writing. The student a. Plans and conducts multiple-step information searches by using computer networks and modems. b. Achieves an effective balance between researched information and original ideas. c. Avoids plagiarism. Lesson Overview: There are 21 students in Mrs. Joiner’s 8th grade English class. They have just begun working on a unit covering Homer’s Odyssey. To broaden their understanding of Greek mythology, these students are writing a research paper focusing on various characters from the Odyssey and other Greek myths. Mrs. Joiner feels that her students need help with organization as a part of the research and writing processes, so students are required to complete source cards detailing information from three reliable sources. Students must include at least one book source in their research. Additionally, students are required to construct at least 30 total source cards. The cards should follow MLA format. Before coming to the media center, Mrs. Joiner’s class was assigned individual research topics. Mrs. Joiner cautioned her students at length about the dangers of plagiarism. The class Information Literacy Lesson Plan Jennifer Joines FRIT 7136 also learned how to identify and evaluate reliable online and print sources. The media specialist will teach students how to document source information from a variety of sources on source cards following MLA format. Students will be allowed time in the media center to locate a source appropriate for their topic. This assignment will require additional visits to the media center. For the initial visit, however, students will be asked to locate only one source. The direct instruction, modeling and guided practice, and part of the independent practice portions of the lesson will take place in the media center’s conference room, where each student will have a laptop at their disposal and the media specialist will have the use of a SMART Board. The use of the SMART Board will aid in differentiating the lesson to accommodate different learning modalities. Students will be able to use the laptops to search prescribed web sites for information on their topic and then construct source cards on selected sources. Students will need to bring several index cards along with them to the media center. I will randomly pull one book for each student from the media center collection. Students will use these books to practice writing bibliography cards. This lesson will last for one 90-minute block. Final Product Students will work independently to locate a source and successfully create a bibliography card and note cards for that source. Library Lesson Students will learn that creating source cards is an important part of the research process. They will locate print sources in the media center and use information and technology ethically and responsibly as they look at prescribed websites and consider them as potential sources. Students will learn to organize information so that it is useful and document source information correctly, thus respecting copyright and intellectual property rights of creators and producers. Lesson Understandings Students will understand that: locating resources in the media center is an important part of the writing process. organizing researched information can help you avoid plagiarism. it is important to use technology ethically and responsibly. Essential Questions Overarching Questions: Topical Questions: Why is creating source cards an What are the elements of MLA formatting? important part of the research What is a bibliography card? What is a note card? process? What is plagiarism and how can I avoid it in my writing? How can I use MLA formatting to create source cards for different types of sources? Why is it important to use technology ethically? Information Literacy Lesson Plan Jennifer Joines FRIT 7136 Assessment Product: A rubric designed by the media specialist and the classroom teacher will be used to assess the student’s source cards. One bibliography card and a single note card from each student will be assessed. The students will be given a copy of the rubric to guide them in the development of their cards. The rubric will assess the student’s understanding of MLA format and note taking. Process: The media specialist will examine student source cards for a print source and use the rubric to determine if (1) the cited information on the bibliography card is in the correct order and contains the correct punctuation and (2) if the source number, card number, call number (if applicable), the topic, and page number and notes from the source are evident on the note card. Student Self-Questiong: Students will complete a self-assessment. Have I successfully used the technology at my disposal to gain information? Have I respected the intellectual property of others by correctly citing sources? Have I organized the source information on my source cards according to MLA format? Have I included all of the required information on my cards such as topic, source number, card number, call number and page number? Have I demonstrated that I use technology ethically? Will citing sources correctly help me avoid plagiarism? Online subscription database(s) Nonprint Web sites Instruction/Plan Periodicals/Newspapers Resources students will use: Books Reference Other Instruction/Activities Direct Instruction: 20 minutes STEP 1: I will initiate the lesson and capture the students’ attention by dressing as a harried and unorganized student who has waited until the last minute to start looking for sources for a research paper. After the students have taken their seats in the conference room, Mrs. Joiner, the classroom teacher, will explain to them that they are waiting on a new student to join them. I will then rush into the room fretfully carrying a large stack of research books. I will have several loose papers representing unorganized research notes Information Literacy Lesson Plan Jennifer Joines FRIT 7136 falling out of my hands and spilling all over the floor as I enter the room. I will make a big production about the fact that I’m late for class because I was trying to research for my mythology paper. I’ll ask some of the students to help me pick up my dropped notes and help me organize the sloppy stack of papers. As I make a big deal about not being able to understand my notes and track the sources, students will soon understand the point of my skit: organization is the key to good research. After my point is made, I will ask the students, “How can you avoid becoming this student?” I will show them a neat stack of research cards and explain that creating source cards allows writers to keep track of referenced sources and organize notes. Next, I will explain that our task today is to learn how to create MLA source cards so that as writers, they will be able to organize their research and avoid plagiarism. Finally, essential questions will be discussed. STEP 2: Students will receive a packet of information containing 1.) A copy of the requirements for the source cards, 2.) a blank copy of the source cards templates that will be seen on the SMART Board, 4.) MLA citation examples for multiple types of sources 5.) A grading rubric, 6.) A self-assessment rubric. Directions for the assignment will be reviewed. Modeling and Guided Practice: 30 minutes STEP 1: Print Sources: Call students’ attention to the SMART Board. Have them locate the blank template of a bibliography card in their packets. Students will fill in the template along with me as I explain MLA format for a book with one author. Next, we will focus on bibliography cards for books with more than one author. Point out to the students how important it is to have the correct punctuation. Also point out hanging indentions. Discuss how to document a book by one or more than one editor. At this point, I will also demonstrate how to create a bibliography card for newspaper sources, printed magazine sources, and a source from an encyclopedia. STEP 2: Using SMART Board, present students with source information from a source. This information is all mixed up and needs to be placed in the correct order. Students will come to the board and drag the information around until it is in the correct order. STEP 3: Issue each student a book from the media center collection. These books will not support their research topics. Ask them to complete a bibliography card based on the source information. Media specialist will use the rubric to check formatting and offer assistance as needed. STEP 4: Electronic Sources: Remind students that as their teacher pointed out earlier, researchers must evaluate online sources carefully. Call students’ attention to the SMART Board. Students should locate the blank template for a bibliography card for an online source. Students will fill in the template along with me as I explain how to cite an online source. Students will consult MLA format example page as I use the SMART Board to demonstrate how to create bibliography cards for online magazine articles and online scholarly journals (Galileo). STEP 5: I will use my pathfinder to access a web site featuring information on Greek mythology. The class and I will examine this site to locate the information needed to complete an MLA bibliography card. We will also discuss how to format a bibliography card when information is missing from the site. STEP 6: Using their laptops, students will access the pathfinder. I will direct them to access the web site entitled “The Greek Gods”. Next, students will create a bibliography Information Literacy Lesson Plan Jennifer Joines FRIT 7136 card based on the source information provided on the site. Finally, I will display a blank bibliography card on the SMART Board. Students will help me fill in the required information as they check their card against what I put on the board. Independent Practice: 30 minutes Now that I have shown students how to create bibliography cards for both printed and electronic sources, they can now locate sources related to their topic. Mrs. Joiner will assist those students searching for information in printed sources. I will assist students searching the Internet or Galileo for information, making sure that they do not visit sites unrelated to their topic. I will address whatever issues arise as the students construct their source cards. Sharing and Reflecting: 10 minutes After students have found at least one source supporting their topic, the class will assemble in the conference room once again. In the form of a whole class discussion, students will be able to share the sources they located and ask any questions about MLA formatting. Next, students will complete a self-assessment as their ticket out of the door. Reflection It was a pleasure working with Mrs. Joiner on the lesson. She was very open to all of my suggestions and so excited that I would be helping her students organize their writing. In our initial meeting, Mrs. Joiner explained how her students in years past had struggled with organizing research, and though she had worked with her students on note taking skills, she had not taught them how to develop source cards. We agreed that her students would benefit from this assignment. She explained to me that of the 21 students in her class, three were reading below grade level. She further commented that several of her students struggled with writing and would find this research assignment difficult because of its length and the detail that the paper requires. I immediately thought that developing source cards would help these students develop an organized first draft. To further assist these students, I developed blank source card templates for the students to complete. This, along with the guided practice portion of my lesson, would provide these students with enough hands-on instruction to help them retain the information. I also thought that it was important that I introduce myself to the students before I actually taught my lesson, so I visited the class twice before my lesson. The first visit occurred on the day that the students were given the initial directions for the research assignment along with their research topics and second visit occurred the day before they came to the media center. I think these visits not only allowed me to visualize the students I would be teaching, but it also allowed the kids a chance to get to know me and view me as another teacher working along side their classroom teacher. Mrs. Joiner and I were able to communicate easily with each other through face-to- face meetings and school email. After I developed a draft of the unit, it became clear that I needed a way to share these plans with Mrs. Joiner so that she could comment on or change the lesson plan as needed. We used NotePub to establish this communication. This software is free on the Internet and very easy to use. Once Mrs. Joiner and I created an account with NotePub, we were able to collaborate effectively. I think the lesson was a great success. According to some of the students, the best part of the lesson was when I rushed into the conference room as a stressed out student. They loved that I was late for class and dropped papers all over the floor. I was encouraged by Information Literacy Lesson Plan Jennifer Joines FRIT 7136 their laughter at my crazy skit, and I could tell that my “act” really got their attention and supported the importance of organized research. I feel that the effective use of technology such as the SMART Board and the laptops were the strongest aspect of the lesson. Students were able to follow my instructions by looking at the SMART Board and filling in the blank source card templates in their packets. Then, because I had the use of a SMART Board, I was able to call up the Internet and show the entire class how to locate the required information for an Internet article. Each of my students had a laptop at their desk, so they could easily search for information supporting their topics. Another great element of the lesson was giving the students a packet of information, including a copy of the rubric used to grade their cards and templates illustrating the sections of both bibliography cards and note cards. Once students located a source, they were able to use these templates to compose source cards. The rubric that Mrs. Joiner and I created worked well and was easy to use. I was a little worried that I would not have time to assess a note card and a bibliography card from each student, but with the help of the rubric, evaluation was quick and easy. The rubric was also effective because students were able to get instant feedback on their performance and make any adjustments needed. I used my pathfinder during the lesson to access a website that would allow the students the opportunity to practice creating a bibliography card for an Internet article. The students noticed the two movies on the pathfinder and wanted to watch those. Sadly, I explained that we didn’t have time to watch them that day, but that the URLs for both movies had been cleared by our system technology person, so they could watch the movies later at home or from any computer at the school. If I could change anything about the lesson, I would add more Internet sources to my pathfinder to be used during the lesson. As I worked with those students who were accessing the Internet to find information, I became concerned that some of them would explore sites unrelated to their research. Although I could see all of the computer monitors, some students can be tricky and quickly locate an online game to play. While I am sure this did not happen during my lesson, I would have been more comfortable giving students access to prescribed sites rather that allowing them to conduct a random search. I didn’t include more sources because I thought it was important that the students were able to conduct a detailed search. Initially, I felt that providing students with a list of sites would make the research process too easy. Overall, I think the lesson was successful. The students worked very hard for me. Mrs. Joiner even commented that some of her more “lively” students were well behaved. From reading the student’s self-assessments, most of the students understood the link between creating source cards and producing an organized paper. I included a short writing component on the self-assessment. I was pleased to find that each of the students was able to articulate the relationship between creating source cards and avoiding plagiarism in his or her paper. The final drafts of the research paper are not due until after Thanksgiving, but Mrs. Joiner had her students turn in a formal outline of the paper. She commented that she could tell that because of my lesson on source card development, organization has improved. Information Literacy Lesson Plan Jennifer Joines FRIT 7136 Source Card Rubric Name: _______________________ MASTERY APPRENTICE NOVICE All information on Most of the information Citation does not Bibliography card is arranged on card is arranged follow MLA format. Card according to MLA according to MLA There are more than format. All format. There no more two errors in punctuation is than two errors in punctuation. More correct. All punctuation. One piece than one piece of information is of information is information is evident. missing from citation. missing from citation. 5 pts. 3 pts. 1 pt. Required elements The notes from the Notes are incomplete Note Card such as source source completely fill or more than one number, card number, the card, but one required element is call number, topic, required element is not present. and page number are missing. all evident and in the correct place. Notes from the source completely fill the card. 5 pts. 3 pts. 1 pt. Information Literacy Lesson Plan Jennifer Joines FRIT 7136 Student Self-Assessment Name: ____________________ Directions: Please complete the following assessment. Circle the number that reflects your agreement with the following learning goals. Key: 0= Strongly Disagree 1= Disagree 2= Agree 3= Strongly Agree 1. Have I successfully used the technology at my disposal to gain information? 0 1 2 3 2. Have I respected the intellectual property of others by correctly citing sources? 0 1 2 3 3. Have I organized the source information on my source cards according to MLA format? 0 1 2 3 4. Have I included all of the required information on my cards such as topic, source number, card number, call number and page number? 0 1 2 3 5. Have I demonstrated that I use technology ethically? 0 1 2 3 Writing Component: Please write a short response to the following question. - How will citing sources correctly help you avoid plagiarism? Information Literacy Lesson Plan Jennifer Joines FRIT 7136 Information Literacy Lesson Plan Jennifer Joines FRIT 7136 Research Assignment Research Paper: Assignment Description: Your assignment is to choose a topic from the list below and write a 2-3 page research paper following MLA format. Your final submission will include a formal outline and a final draft along with a works cited page. Research Cards: Source cards must follow MLA format. You must use three sources in your paper. One of these sources must be a book source. You are required to have 30 total note cards. Assignment Due Dates: Final Paper: December 7th, 2009 (Test grade) Thesis Statement: Oct. 23rd, 2009 Source Cards: November 6th, 2009 Draft of Outline: November 11th, 2009 Assignment List: The Ancient Greeks: (f)= female -Jason, Hercules, Theseus, Perseus, Achilles, Ajax, Antigone (f), Atalanta (f), Cassandra (f), Clytemnestra & Iphigenia (f), Hector, Hippolyta (Amazon Queen) (f), Helen (f), Medea (f), Oedipus, Orpheus, Pandora (f) Greek Couples: Alcemene & Hercules, Andromeda & Perseus, Orpheus & Eurydice, Hero & Leander, Pyramus & Thisbe, Pygmalion & Galatea The Gods: Zeus, Poseidon, Hades, Hestia, Hera, Ares, Athena, Apollo, Aphrodite, Hermes, Artemis, Hephaestus Creatures: Cyclopes Griffin Gorgons: Stheno, Euryale, Medusa Hydra Sirens, Scylla, Charybdis Echidna: ½ nymph, ½ snake Hecatoncheires: “hundred handed” Giants Pegasus Centaur: ½ human, ½ horse Sphinx *You can research one in this area or group two or three together to research. Information Literacy Lesson Plan Jennifer Joines FRIT 7136 MLA Citation Style Examples: Book Okuda, Michael, and Denise Okuda. Star Trek Chronology: The History of the Future. New York: Pocket, 1993. Journal Article Wilcox, Rhonda V. "Shifting Roles and Synthetic Women in Star Trek: The Next Generation." Studies in Popular Culture 13.2 (1991): 53-65. Newspaper or Magazine Article Di Rado, Alicia. "Trekking through College: Classes Explore Modern Society Using the World of Star Trek." Los Angeles Times 15 Mar. 1995: A3. Book Article or Chapter James, Nancy E. "Two Sides of Paradise: The Eden Myth According to Kirk and Spock." Spectrum of the Fantastic. Ed. Donald Palumbo. Westport: Greenwood, 1988. 219-223. Encyclopedia Article (well known reference books) Sturgeon, Theodore. "Science Fiction." The Encyclopedia Americana. International ed. 1995. Encyclopedia Article (less familiar reference books) Horn, Maurice. "Flash Gordon." The World Encyclopedia of Comics. Ed. Maurice Horn. 2 vols. New York: Chelsea, 1976. Reference Book (and other books featuring reprinted articles) Shayon, Robert Lewis. "The Interplanetary Spock." Saturday Review 17 June 1967: 46. Rpt. in Contemporary Literary Criticism. Ed. Sharon R. Gunton. Vol. 17. Detroit: Gale Research, 1981. 403. ERIC Document Fuss-Reineck, Marilyn. Sibling Communication in Star Trek: The Next Generation: Conflicts between Brothers. Miami: Speech Information Literacy Lesson Plan Jennifer Joines FRIT 7136 Communication Assn., 1993. ERIC Document Reproduction Service ED364932. Website Lynch, Tim. "DSN Trials and Tribble-ations Review." Psi Phi: Bradley's Science Fiction Club. 1996. Bradley University. 8 Oct. 1997 <http:// www.bradley.edu/campusorg/psiphi/DS9/ep/503r.html>. Newspaper or Magazine Article on the Internet Andreadis, Athena. "The Enterprise Finds Twin Earths Everywhere It Goes, But Future Colonizers of Distant Planets Won't Be So Lucky." Astronomy Jan. 1999: 64- . Academic Universe. Lexis-Nexis. B. Davis Schwartz Memorial Lib., Brookville, NY. 7 Feb. 1999 <http:// web.lexis-nexis.com/universe>. Examples acquired from: http://www.liu.edu/CWIS/CWP/library/workshop/citmla.htm Information Literacy Lesson Plan Jennifer Joines FRIT 7136 This is a picture of the media center conference room where I taught my lesson.
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