Group 5, p.1
Teaching Effective Computer Literacy Skills to Community Youth
Grades 6 to 8
Ages 11 to 14
1. Rationale for the instruction:
Computer literacy is crucial in today’s academic and professional environments.
Public libraries offer many computer literacy courses and programs for adults, but do
not offer these initiatives to young adults under the age of 18. It is our goal to plan and
execute a computer literacy camp for middle school students (grades 6-8) at the public
library. By utilizing existing resources and staff, we will be able to offer a budget-
friendly and beneficial program to our community’s youth.
2. Goal and objectives:
The overall learning goal for the computer literacy program is simple: The
learner will understand how to utilize information literacy skills such as making
connections between ideas, utilizing various information-seeking strategies, gain
knowledge of various search engines, and effective evaluation of resources.
To achieve this goal, we plan to focus on four literacy objectives and outcomes:
1. Students will gain knowledge of various search engines and e-resources available at
the library and gain information-seeking skills on how to effectively utilize these
2. Students will utilize critical thinking skills to make connections between search terms
and related ideas.
3. Students will effectively evaluate resources.
Group 5, p.2
1. Brief Summary of Unit
The public library will offer a computer literacy camp for children ages 11
through 14. The computer camp will be held July 12 th through July 15th, 2011 on
Tuesday, Wednesday and Thursday morning from 10 a.m. to 12 p.m. in the computer
lab. The program will be taught by the Young Adult librarian, with assistance from two
parent volunteers. There will be no fee for this program. Enrollment will be limited to
the first ten children to register. Registration forms will be available on-line and at the
library front desk, and must be submitted by Friday, May 27 th, 2011. Additional sessions
of computer camp may be scheduled if response warrants it.
The purpose of this program is to help children learn where and how to search
for information online, how to evaluate online resources, and how to use Microsoft
Publisher to create a report. The program will offer hands -on, focused activities that
encourage children to learn keyword search strategies, to evaluate Web sites, and to
use critical thinking skills to find information. The children will select a topic, develop a
search strategy, find information and create a report (Collen, 2008). Multiple
assessment tools (worksheet, checklist, multiple choice test, and performance
assessment, rubric) will be used to evaluate the children's progress throughout the
2. List of Required Resources
In order to make the program as cost-effective as possible, we plan to utilize
many existing resources. Being fortunate enough to have a technology lab suited with
10 computers, several database subscriptions, and a full-time YA librarian makes this
task much simpler. Monetarily, the direct costs for supplies needed include information
packets and fliers, as well as the photocopying costs associated with those materia ls.
The indirect and direct costs for the program are as follows:
Subscriptions and Books
Database Subscription Fees Existing,
Photocopies of pamphlets for 10 kids; 50 pgs @ $5.00
Advertising Fliers, 200 @ $.10/pg $20.00
Computer/Technology Lab Equipment, including Existing,
internet access and software indirect
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YA Librarian, Full-time employee (40 hours preparation, Existing,
9 hours program prep and instruction) indirect
Two Parent Volunteers unpaid
Total Cost of Proposed Program $25.00
3. Modes of Instruction
Audience/learners Middle school students in the community, ages 11-14
Purpose Basic Information Literacy: resource usage and evaluation
Staffing YA Librarian, parent volunteers
Development 9 months (July 2011). Librarian will require 40 hours preparation
Learning 3 days (2 hrs/day), pilot program
Library office w/ computer and internet access
Facilities: Development and word-processing software. Copy machine.
Public library technology lab w/ 10 computers
Facilities: Delivery and internet access.
(Grassian, 140, 2009)
ASSESSING, EVALUATING, AND REVISING INSTRUCTION:
1. Student Achievement
a. Outcome 1 -
Assessment Tool: A rubric will be used to assess the student’s ability to effectively
understand, evaluate and use search engines and e-resources available through the
library. The librarian will evaluate the student’s Microsoft Publisher report on a specific
topic using a scale of one to five, five being the highest level of comprehension and one
being the lowest level of comprehension and give a specific score to each student.
Rubric Score Example: 5= the student demonstrates a complete understanding of the
various resources available to him or her. The student displays a clear understanding of
extracting relevant information from appropriate and authentic resources in a well-
written, applicable report. Information is gathered meticulously from multiple authentic
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resources and bibliography is documented clearly. Sources are used ethically and cited
Rationale: Based on the scores for each report, we will analyze what parts of our
program made the most impact on children and what made the least impact. We will
prepare these findings in a report that states the range of score we gave children based
on what they have learned.
b. Outcome 2 –
Assessment Tool: An objective test will be used to assess the students’ ability to utilize
the skills they learned in effectively searching the internet. This test will include multiple
choice questions. The test will be three questions that focus on keywords, search
queries, and search strategies using Boolean operators. Additionally, students will be
able use the internet while completing this test to visually ensure that they are
confident in the answers they select.
Test Question: 1. Boolean Operators: You are researching about the planets. You want
to find out specifically about Mars and Venus and whether they share similar
atmospheres. Which is your BEST search strategy using the planet names?
a. Mars AND Venus
b. Mars Venus
c. Mars OR Venus
Rationale: The examination of the multiple choice tests, based on the grades that the
students receive is dependent on the revision or justification of our program. We will
use this data to provide feedback to our learners and substantiate our instruction to our
c. Outcome 3 –
Assessment Tool: A performance assessment will be used to assess the students’ ability
to effectively evaluate a variety of resources. Students will be given a website and an
article to review. They will be asked to evaluate the website and articles based on what
they have learned.
Sample Rating Question: Please rate this article (insert article) using the evaluation
criteria you have been given. Based on your answers to these questions, would you use
this article as a valuable resource for your research?
1. Is the author an expert?: Yes No Not Sure
2. Is there is a definitive purpose of this work?: Yes No Not Sure
3. Does this article have current information? Yes No Not Sure
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Rationale: We will use a performance assessment to determine whether our students
can differentiate between (1) scholarly journal articles and popular magazine articles,
and (2) between valid websites and websites which are not relevant to their research. In
presenting our data, we will form a report of what types of information students can
recognize and other things with which they struggle.
2. Quality of Instruction
a. Audience and rationale:
The learners, who are in middle school, hope to achieve the skills necessary to navigate
the internet and library resources in order to obtain effective research for school and
research projects. In order to acquire this information, knowing how to use these
resources is necessary. Searching with appropriate keywords in the proper search
engines will undoubtedly give the students skills to obtain superior research and
b. Reasons for audience's interest:
Parents will expect that children who enroll in this program will learn how to do
research properly and improve their learning skills. They expect their children to know
simple and proper strategies on how to write a report and judge accurate resources to
use for school projects, and in turn, the parents expect grades to improve. The library
director expects staff to fulfill all the expected needs of parents and learners in order to
keep supporting this program.
c. Assessment tools:
In order to assess that the program is meeting the needs of our audience, we will be
dispensing a survey for the children to complete before the end of our session.
a) Survey Questions:
1. What was the most important thing you learned this week?
2. Was this program what you expected? Better or worse?
3. Was there anything that was confusing or not clear? Please describe.
4. Was there anything about the program you would change? If so, please describe.
5. Please suggest ideas for future programs.
Rationale: The survey is used to evaluate the students’ personal opinions on the
program that they have completed over the past three days. Through the program, we
will learn what types of activities made the most impact and whether we are missing
some crucial elements that would be important and necessary to middle-school
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b) Additionally, we will be giving out a Likert Scale Evaluation Sheet to the children
to present to their parents to evaluate their child’s progress in information
Likert Scale Evaluation Sheet:
a. How would you rate the quality of this program with evidence of the work
produced by your your child/children?
Very High High Average Low Very Low
5 4 3 2 1
b. This program focused on topics that are relevant to your child’s education and
were taught to your child in a timely matter.
Strongly Agree Agree Undecided Disagree Strongly Disagree
5 4 3 2 1
c. How valuable was the program in helping your child/children become more
Very Valuable Somewhat Valuable Not Very Valuable Not at all Valuable
4 3 2 1
Rationale: The Likert Scale is used in order to obtain general opinions from the parents
of the children who attended Computer camp. Their general opinions about the camp
and the work that the child completed as evidenced by the parents are able to be voiced
through this assessment. Their responses are usually obtained by observing their child’s
work done inside the computer camp that they take home.
d. Logistics of the assessment
The survey will be handed out at the end of Day Three. Students will have approximately
ten minutes to fill out the open-ended questions. Surveys will be collected and analyzed
prior to the following session. In order to make sure the students answered the survey
questions honestly and accurately, we will do a quick individual discussion with each of
the students to review their answers as they are receiving their certificates for
completing the camp. This will help us to make sure the students answered the survey
questions to the best of their ability and to obtain any additional thoughts the students
may have about the class. The Likert Scale Evaluation form will be given to the parents
of the participants as they come to pick their children up. We will ask the parents to
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return the form within a week in person or through mail in order to evaluate and
analyze their responses to improve our program for the next session.
e. Analyzing and Reporting:
The survey will be compiled into data that will list both the exemplary and disappointing
attributes of the program that the students enjoyed or did not gain benefit. We will
include in our data the instructional objectives, trends, accomplishments, and fa ilures.
Our Likert Scale Evaluation Form will help determine the success or failure of our
program depending on the actuality that the skills taught by us have resided with our
a. Objective Test: The objective tests demonstrated poor understanding in searching for
terms or phrases in specific ways. More time needs to be spent on Boolean Operators
and less time will be spent on picking a valuable search engine. Time will be devoted to
letting children search for different topics on their own with little instruction from the
teacher/librarian, other than a supporting force. Less time will be spent on the games
used to teach the different strategies used in searching; instead, children will learn
through their own familiarity and experience.
b. Survey: Students demonstrated a need for take-home paperwork that explains the
overall program’s initiatives and ideas learned in the class. Many children feared they
would forget the information they learned without a handout or guide. This was
supported by the Likert Scale Evaluation Form that confirmed some children were not
able to meet all the goals of their intended purpose for attending the program.
3. Rubric: The data found from ranking the Publisher reports that the children
completed provided evidence that our objective concerning effectively utilizing
resources may need to be revised. Many children lacked an ability to organize their
information in Microsoft Publisher and felt apprehensive in using a program unfamiliar
to them to write a report that is supposed to demonstrate their research abilities. The
objective has to include utilizing basic computer resources as well as library resources.
1. Introductory Activity-
A. Audience: Our learners will be students 11-14 years old, or grades 6-8. Our program
does not target a specific group within this age range, but will seek to reach a cross -
section of youth in the community. We will direct our marketing efforts to public,
Group 5, p.8
private and parochial schools, as well as a local homeschooling group, prior to the end
of the school year.
B. Overview of logistical issues: There are two areas with possible issues: computer
access and noise levels. Computer Access: The camp will be held in the 10-computer
technology lab of the library. The lab will be closed to other library patrons for two
hours each morning for the three days the camp is in session. Appropriate signage will
be posted for a week before the camp to prepare patrons for this inconvenience. Noi se
Level: When the teens are not in the program room, they will be reminded to be
considerate of other library patrons by keeping their voices low.
C. Detailed Description of Introductory Activity: Upon arrival, the participants will be
asked questions about information literacy in order to ascertain what knowledge and
experiences they possess prior to the program. (Questions will include: What do you
think information literacy is? How do you use information literacy in your everyday life?)
Next, the participants will watch “e-Literate – the movie” for a brief introduction of the
topic. The video provides a thought-provoking look at the global deluge of information.
It explains the necessity for students to evaluate sources for validity, currency and
applicability to their needs (AT&T Intellectual Property, 2010). This movie will
successfully fulfill the third learning objective, how to effectively evaluate res ources, by
providing information to the students as initial tips to start the proper evaluation of
resources. Finally, the presenters will explain the objectives of the camp and show an
example of the Microsoft Publisher report the participants will create on Day 3. [30
Next, the presenters will distribute a one-page worksheet that the participants
will use to match everyday situations where information is needed (a school report, for
example) to sources where information can be found. Some information sources might
include: books, magazines, newspapers, primary sources, and websites. Included is a link
to the full worksheet that will be handed out to the students: http://www.teach-
nology.com/worksheets/research/choose/ver1/. A sampling of a question on this sheet
is as follows: “Joleesa needs to know what the weather is like in Los Angeles, California
today. What resource should she use?______________”
Next, presenters will explain the difference between an information source and a
finding aid. Finally, the presenters will lead the students on a short tour to identify the
locations of both sources and finding aids at the library. [30 minutes]
Computer Literacy Camp Timeline
Introductory Activity: eLiterate Movie 30 mins
Choosing Resources Worksheet 30 mins
Collen's Computer Camp Games (5) 45 mins
1. The What-Do-You-Know Game
2. Who Is This Guy?
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3. Nyms You Already Know and Love
4. Mad Lib – The “Operator” Version
5. Search Engine Showdown
Closing Game: M&Ms 15 mins
5 W's Hat Activity w/ worksheet 30 mins
Nerf Quiz and Search Log 70 mins
Intro to Publisher 20 mins
Publisher Basics 10 mins
Microsoft Publisher Report (1pg) 60 mins
MLA citation worksheet 10 mins
Discussion of Reports 30 mins
Program Evaluation 10 mins
2. First information literacy objective and activities:
A. Objective- The students will use critical thinking skills to make connections between
search terms and related ideas, by selecting keywords, performing search queries and
developing a search strategy using the Boolean operators AND, OR and NOT.
B. Activities: When the students return from their library tour, they will sit at computers
and access the Google search engine. Next, they’ll type in a keyword of their choice
and see how many hits they get. The presenters will lead a conversation about the
overwhelming amount of information available online and lead naturally into the
next exercise: how to narrow your results by improving your search terms. The
librarian will show her how her word of choice, cat, initially yielded over 570,000,000
results, and how narrowing the search to "tabby cat" produced about 417,000
results. The librarian will keep narrowing her search to her final product, "tabby cat"
AND "chronic renal failure," which limited the search to about 1,760 results. The
librarian will explain that tomorrow’s lesson at the computer camp will help them
evaluate which of those resources would actually be reputable for a report on feline
renal problems. The rest of the first day will be spent using games to learn search
techniques. Since our program is modeled after Lauren Collen’s Computer Camp, we
plan to use the games she recommends in her 2008 article. Full descriptions of the
games can be found at http://tinyurl.com/2g5duet. An explanation of how each game
helps achieve the learning objective is provided below:
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The What-Do-You-Know Game: Different information resources, such as a newspaper,
encyclopedia, dictionary, atlas or almanac are passed out to each pair of children. The
students find a person, place or thing in their resource and write it down on an index
card. One student rolls the die and the rest are challenged to come up with that
number of facts about the item recorded on the first index card. Some topics will be
easier than others. There will be some topics that the children cannot think of enough
facts, but begin to share opinions, e.g. "Texas is a nice place to live" (Collen, 2008). This
exercise supports Learning Objective 1. It uses information resources and encourages
information-seeking skills. It provides a basis for a discussion about facts versus
opinions and leads into the next game.
Who Is This Guy? After showing the group a photo of a famous person, place or thing,
the presenters ask the group what the students know or would want to know about the
subject. The responses are recorded on a white board in front of the class. Next, the
students find an online encyclopedia entry about the subject and answer as many
questions as they can. For the questions which remain, the presenters will suggest
searching other resources, as well as inventing new search terms. This game supports
Learning Objective 1 and 2, by encouraging information-seeking skills and using critical
thinking skills to make connections. This game leads into the next.
Nyms You Already Know and Love: This game supports Learning Objective 2 regarding
connections between search terms and related ideas. The presenter will review
synonyms and introduce hypernyms and hyponyms. Hypernym is a word that is more
generic than a given word, e.g., Dog is the hypernym of Chihuahua. Hyponym is a word
whose meaning is included in that of another word, e.g., Daffodil is a kind of Flower.
The presenter will suggest the students can remember the difference between the two
words by saying hyper is super, that is, the hypernym is the "larger" (superordinate)
word. The presenter will explain the importance of manipulating language to broaden or
narrow a search. The students will be sent on a "word quest” to explore
http://www.visualthesaurus.com (Thinkmap, Inc., 2010). Each pair of students will be
given a word to explore. They will be asked to write down as many related words as
possible within 1 minute. The visualthesaurus website provides a different approach to
a thesaurus word search. By typing in a word in the search box the student can produce
a "word map" of related words. This visual approach to word searching is very effective
Mad Lib – The “Operator” Version: This game will support Learning Objective 1.
Presenters introduce Boolean operators AND, OR, and NOT, as well as using quotation
marks with search terms. Students will apply this information to their “Who Is This
Guy?” results to learn how to create search strings . As an example, in Ms. Collen's initial
computer camp, the children questioned whether Neil Armstrong was related to Lance
Armstrong. Collen wrote the sentence "Is Neil Armstrong a cousin to Lance Armstrong?"
on the whiteboard, and then crossed out the articles, conjunctions, etc, and added
quotation marks to make the search string "Neil Armstrong" cousin "Lance Armstrong".
The children are encouraged to try this search string on their own computers, with and
without quotation marks (to see the number of hits increase dramatically). "The kids
Group 5, p.11
will see that putting the words together differently or using different combinations of
words and operators actually produces different search results" (Collen, 2008).
Search Engine Showdown: This game supports Learning Objective 1, as students will
gain knowledge of various search engines. Students will experiment with search
engines. Some of these activities include entering the same search terms into different
search engines, such as Yahoo, Google, Ask, Kids Click, and Clusty, to see how the results
differ and taking a broad search to a narrow one and seeing how the results are
affected. The children are encouraged to compare (and perhaps compete with each
other to reduce) the number of hits they get from each search engine. [45 minutes]
Finally, presenters will conclude the session by asking the participants to name one
thing they learned about information literacy that day. Presenters/volunteers will pass
out M&Ms and ask the students to turn them upside down to reveal a W. This is not
only a treat at the end of a full first day, but presenters will briefly explain how also the
letter foreshadows the opening activity of Day 2 of the camp – the 5 W’s of website
evaluation. These games coincide with the third objective, evaluating resources. [15
C. Informal checks for understanding: Presenters and/or volunteers will ask questions of
participants and lead discussion throughout the computer games. Some questions
include what types of problems the children are facing and try to address these
problems. Such questions may be “do you understand why you need to put quotation
marks around your search string?” or “do you know the difference between the Boolean
words, AND or OR?” Other questions could be centered on things such as “do you know
the difference between an atlas and an encyclopedia?” It is important that students
repeat back information they are learning during these games and ask questions about
information they do not understand. By giving them an opening to ask for help, we must
ask them questions that is refreshing the information they are being taught. During the
wrap-up discussion, presenters will answer questions and provide clarification on
concepts as necessary.
3. Second information literacy objective and activities:
A. Objective- The student will evaluate information using the criteria of authority,
applicability, currency, authenticity, and usability.
B. Activities: At the beginning of Day 2, presenters will pass out hats labeled “Who,”
“What,” “When,” “Where,” and “Why.” Presenters will explain the aforementioned five
criteria of web evaluation and pass out Kathy Schrock’s handout
(http://kathyschrock.net/abceval/5ws.pdf) to introduce the lesson that the information
contained on websites cannot always be accepted at face value (Schrock, 2010).
Students use Shrocks’s 5 W’s of Website Evaluation to learn what constitutes a
reputable website by questioning Who wrote it, When it was written and updated,
Where it comes from (such as sponsor), Why that particular site is better than
another. We plan to utilize Shrock’s Critical Evaluation of a Website grid to help
Group 5, p.12
students learn what questions they should ask themselves when evaluating a
Schrock's checklist will be used as a performance assessment to assess the
students’ ability to effectively evaluate a variety of resources. In order to use this
resource as a performance assessment, the librarian will discuss and evaluate the
reasoning students provided on their grids and discuss why that criterion is correct or
Next, the group will collectively visit a number of websites – some with false
information, some with genuine expertise. The students with the “Who” hat will look for
the website’s author, the students with the “When” hat will look for information about
the website’s creation date and most recent update, and so on. They will use the
handout as a guide in looking at the websites. After the group exercise, students will
evaluate websites individually and complete Schrock’s Critical Evaluation of a Website
handout for a more in-depth analysis of web evaluation (Schrock, 2009) Students will
complete Schrock’s Critical Evaluation of a Website grid-worksheet to learn which
questions they need to consider when evaluating a website. This worksheet asks
questions such as “Is each section of the page labeled with a heading?” and “Did the
author sign his or her real name?”—these questions will also be discussed with the
librarian upon completion to answer why such criteria is important to evaluation. [30
C. Informal checks for understanding: The hat exercise is in itself an informal check for
understanding. Schrock's checklist will be used as a performance assessment to assess
the students’ ability to effectively evaluate a variety of resources. Along with her five
W’s checklist that the teacher will be following along with the students, the teacher and
parent volunteers will use their own in-depth criteria that will be asked to the students
during the exercises. Some of the questions include “is the information reliable?” or
“Does the site contain original information or simply links?” All of the questions can be
found here: http://library.usm.maine.edu/research/researchguides/webeval.php?ID=0.
These questions are only for the teachers to ask to see if the kids are using the five W’s
to search the internet. We will also use this teacher’s checklist to evaluate the
worksheets the students filled out to see if they are properly evaluating websites.
4. Third information literacy objective and activities:
A. Objective- The student will select a topic of interest and use search strategies to narrow
the focus of the topic and find information.
B. Objective 2- The student will successfully create a Microsoft Publisher report using
newly acquired publishing skills
C. Objective 3- The student will be able to effectively cite materials found on the internet
in the proper MLA format
B. Activities: In order to review the material covered in Day 1, the presenters will toss a
Nerf or Koosh ball to each participant and informally quiz them on information sources
and finding aids available in the library. This activity will ensure that students have an
Group 5, p.13
understanding of how each activity meets the coinciding learning objective. Next, the
presenters will ask each participant to choose a topic they are interested in and begin
independently researching it using the finding aids available in the library and the search
strategies learned during Day 1. During the search process, students will keep a log of
their search terms, the finding aids they use, and the resources they find with them. As
they search, students will informally evaluate their sources by using the 5 W’s. This log
will help them create a report as a final project. [70 minutes]
Day 3 will begin with presenters teaching participants the basics of Microsoft
Publisher, including how to make a text box, how to insert an image, and how to
enlarge, shrink, move and delete objects. [10 minutes]
Presenters will then teach children how to properly cite the sources they are
using for their report. Presenters will show where the information for MLA citations is
located and how to write the citations in the correct format. The presenters are trying
to convey to the students that once they have evaluated and selected their resources,
they need to know how to properly cite them to avoid plagiarism. Presenters will
hand out an example sheet of MLA citations. Such an example of an MLA citation is as
follows: A website’s format is written like this- Last name, First name of author. Title of
Site. Date of last revision. Name of sponsoring organization. Day Month Year of access
<URL>. The full worksheet can be found here:
After a quick introduction to MLA format, the students will complete a
worksheet that tests their ability to understand MLA citations. An example of a question
that can be found on the worksheet is as follows: Please put this in correct MLA format-
1.) "He spoke to us in German and then left us behind"--from Donaldson's Bantering on
Watergate, page 45. The full worksheet can be found here:
_Worksheet.pdf. These worksheets will be looked over by the presenters as the
students are creating their Publisher reports. [10 minutes].
Participants will then compile their research from Day 2 into a one-page report
in Publisher, including two paragraphs of text, at least one image, a Word Art title, and a
list of their sources in MLA style. Students will work together to create this report from
the log they kept and can look back on the websites they have chosen to use. Students
will use skills taught by presenters to create their report and summarize their
information appropriately. The librarian and volunteers will informally scan each
presentation once the students have finished, making sure all of the required materials
are present in the report. [60 minutes]
C. Informal checks for understanding: As students work on their research and report,
presenters and/or volunteers will circulate amongst the participants to provide one-on-
one support where it is needed, both with search strategies and Publisher.
Presenters/volunteers will also check that the information found on the search logs are
being used in the Microsoft Publisher report.
Group 5, p.14
5. Summary activity:
A. Objective- The information literacy lessons learned by the students will be reviewed
and reinforced by sharing them with others.
B. Activities: Participants who are interested will present their reports to the entire
group and share the following information: What was their topic? What was the best
resource they found, and how did they find it? Did they experience any roadblocks?
We will also become involved in the discussion and have a question and answer session
with the entire class. We will address these specific roadblocks that many of the
students will hopefully point out, including the trouble with trusting themselves in the
process of finding accurate information, in which we reinforce with tips we have
provided them on how to determine if the information they are looking at is accurate
and also the power of knowledge that is crucial in evaluating information. Other
roadblocks we foresee addressing is the confusion with the MLA styles and citations and
will provide them tips to understand how to use MLA in their education. The roadblocks
we plan to address will be reinforced by confidence builders from the teacher and
volunteers. The last 15 minutes of the program will be used for program evaluation by
C. Informal checks for understanding: Again, this exercise is in itself an informal check
Academic Honesty Statement
We certify that:
This paper/project/exam is entirely our own work. We have not quoted the words of
any other person from a printed source or a website without indicating what has been
quoted and providing an appropriate citation. We have not submitted this paper /
project to satisfy the requirements of any other course.
Signature Doneanne Soult, Kaitlin Sagaas, Ruth Villaverde, Angela Newman
Date December 2, 2010
Group 5, p.15
AT&T Intellectual Property. (2010). E-Literate Video. AT&T Knowledge Network
Explorer. Retrieved 27 October 2010 from http://www.kn.pacbell.com/
Collen, L. (2008, September/October). Teaching Information Literacy in the Public
Library, or Why a Public Librarian Would Take on the Role of a School Librarian.
Knowledge Quest Web Edition , 37 (1).
Grassian, E. S., & Kaplowitz, J. R. (2009). Information Literacy Instruction: Theory and
Practice (2nd ed.). New York: Neal-Schuman Publishers Inc.
Schrock, K. (2009). Critical Evaluation of a Web Site Middle School Level. Kathy
Schrock's Guide for Educators. Retrieved 29 October 2010 from Discovery School
Web site URL: http://www.discoveryschool.com/schrockguide/evalmidd.html
Schrock, K. (2010). The 5 Ws of Web Site Evaluation. Kathy Schrock's Guide for
Educators. Retrieved 29 October 2010 from Discovery School Web site, URL:
Thinkmap, Inc. (2010). What is the visual thesaurus? VisualThesaurus.com Retrieved 12
November 2010 from http://www.visualthesaurus.com/howitworks/
Tips for Program Evaluation Forms. (2006, August 29). Retrieved November 4, 2010,
from Association of College and Research Libraries and American Library
Vandervelde, J. (2010, July 29). Research Process Rubric - Middle School. Retrieved
November 4, 2010, from Kathy Shrock's Guide for Educators:
Group 5, p.16