Note taking and research skills begin as early as first grade and sometimes even kindergarten- depending on the reading ability of the kindergartener. I am a library media specialist at Betsy Ross Primary School in Prospect Heights, Illinois. I consider my job to be multifaceted. I am a teacher, an information specialist, and an instructional consultant. In my role as a teacher and information specialist, I teach both students and staff information literacy skills and how these skills are essential part of the content and objectives of our curriculum.
As an instructional consultant, I assist both students and staff to identify, locate and interpret the information they find. However, it is not enough to just locate said information; once it is found the user needs to sift through it to determine which information is appropriate for their needs. This is where the note taking portion comes in. Teachers have a resource that is available to them that is often underused. This resource is their trained library media specialist. (LMS) This person can usually be found in the library, under the heading of librarian. But don’t be fooled, this librarian usually has more knowledge and information than most people are aware of. The process is very simple. Walk down to the library. Collaborate with the media specialist. Tell him/her what resources you need. Explain what information you would like your students to focus on this year. Clarify that you would like lessons that teach students how to find, cite, and use information from books, databases, and the Internet, without using Google or Wikipedia.
There are many models of ways to teach Information Literacy. For primary grades, (K-2) it is called the Super 3. The steps of the Super 3 are simple. They are: plan, do, and review. I have different worksheets and rubrics to help guide the students and teachers through the process. Teachers’ need to understand that as soon as children are instructed to find information in an outside source, they need to learn how to properly use that information once found. Our kindergarteners are already on-line; it is up to us to make sure they know how to find, use, and cite the information the proper way.
One of the Information Literacy models that I have used for the upper grades, (3-12) is called the Big 6. As with the Super 3, there are rubrics and worksheets that correlate to the steps in order to best assist the students with their research. The Big 6 Model covers: Task Definition, Information Seeking Strategies, Locating and Accessing Information, Usage of Information, Synthesis and Evaluation.
I believe that all students need to tackle research by using electronic journals, databases, and appropriate internet sites. I believe that Google can be a useful tool in certain circumstances; however, I do not feel that it belongs in a school environment. As a teacher, it is my job to show students different ways to find, use, and cite information, beyond the Google environment.
References
Big 6 Model: www.big6.com
Super 3: http://www.big6.com/kids/K-2.htm
Friday, March 26, 2010
Sunday, July 19, 2009
Web 2.0… and Beyond
TIE 542 has been undoubtedly the most challenging, constructivist, intricate, and demanding course I have ever taken at National-Louis. (I began in April of 2006) Every time I master one area, there is another colossal challenge around the corner with my name on it. These are not words of complaint; they are words of thanks.
When I looked at the blog topic for this week, I thought, here we go again, another issue that I know virtually nothing about. I waited, and my classmates have posted the definition for me, which gave me a starting point. Specifically- http://kherzog.blogspot.com/2009/07/evaluating-intriguing-educational-web.html Thank you Kristen. I will not bore my readers by defining Web 2.0; instead I will take you on a journey of past, present, and future. (Does anyone else see a ghost?)
In the beginning, we had the Internet, or Web 1.0. (This is the World Wide Web) As a society, we are never happy with the status quo. We want larger and enhanced applications. We want to transform our world, in order to superior to our neighbors. So, our technology designers came up with Web 2.0 to try to make us happy. The problem is that most people cannot define what Web 2.0 is! Ask around, do a survey of the people around you. I’ll be waiting right here.
Did you learn what I did? The average person cannot give you a definition. Some may say it's about social networking, (like Facebook or MySpace) blogs, or wikis. The more intelligent person might even have heard Tim O'Reilly definition. However, these above mentioned things are NOT Web 2.0. They are tools utilized within Web 2.0.
In my research, I learned that there are six elements to Web 2.0. (See Sean Carton http://www.clickz.com/3625146) Sean explains that “Web 2.0 is about data abstraction.” All of the tools listed above (blogs, wikis, etc) are possible because people have figured out how to take and use the free information from ‘containers’ within these sites.
“Web 2.0 takes broadband and Moore's Law for granted. Sites like YouTube and Google Docs & Spreadsheets wouldn't be possible in a non-broadband world populated by powerful computers. All Web 2.0's multimedia features, especially video, start with the assumption bandwidth is basically free and readily accessible.”
“Web 2.0 is about connections. It allows connections between people, sites, the Web, mobile worlds, and consumers to exist. (See data abstraction above.)
The Web 2.0 revolution puts people first. All the tagging, social content, social networking, blogging, and virtual communities’ people point to as examples of Web 2.0 come out of this. It's perhaps the most widely recognized aspect of what's changing. But putting people first is more than just connecting them or allowing them to post content. It also understands that people use the Web. The needs of the user (not the programmer, marketing director, or information architect) come first. THIS IS NEW TO MANY!
Finally, Web 2.0 is about allowing people to manipulate data, not just retrieve data. The AJAX revolution isn't that it lets you make interfaces that look like real desktop applications in a browser. It's that it does away with the old Web 1.0 model of request page/get page/view page technology all of us were used to. Contrast the old MapQuest "point and zoom and pan with buttons" interface with the revolutionary interface Google Maps deploys. All of a sudden, we're actually in there with the data, moving it around, playing with it, and interacting with it in real time.”
Web 2.0 allows people to do tasks online that they could not have done any other way. It is that simple.
Now, as lifelong professional learners, we need to take the next step and beginning using the applications afforded us through this medium in our classrooms. Why? There is a simple answer to this; Web 3.0 is just around the corner…Click here
http://www.pbs.org/teachers/learning.now/2006/10/cyberone_the_future_of_educati.html
For more information.
When I looked at the blog topic for this week, I thought, here we go again, another issue that I know virtually nothing about. I waited, and my classmates have posted the definition for me, which gave me a starting point. Specifically- http://kherzog.blogspot.com/2009/07/evaluating-intriguing-educational-web.html Thank you Kristen. I will not bore my readers by defining Web 2.0; instead I will take you on a journey of past, present, and future. (Does anyone else see a ghost?)
In the beginning, we had the Internet, or Web 1.0. (This is the World Wide Web) As a society, we are never happy with the status quo. We want larger and enhanced applications. We want to transform our world, in order to superior to our neighbors. So, our technology designers came up with Web 2.0 to try to make us happy. The problem is that most people cannot define what Web 2.0 is! Ask around, do a survey of the people around you. I’ll be waiting right here.
Did you learn what I did? The average person cannot give you a definition. Some may say it's about social networking, (like Facebook or MySpace) blogs, or wikis. The more intelligent person might even have heard Tim O'Reilly definition. However, these above mentioned things are NOT Web 2.0. They are tools utilized within Web 2.0.
In my research, I learned that there are six elements to Web 2.0. (See Sean Carton http://www.clickz.com/3625146) Sean explains that “Web 2.0 is about data abstraction.” All of the tools listed above (blogs, wikis, etc) are possible because people have figured out how to take and use the free information from ‘containers’ within these sites.
“Web 2.0 takes broadband and Moore's Law for granted. Sites like YouTube and Google Docs & Spreadsheets wouldn't be possible in a non-broadband world populated by powerful computers. All Web 2.0's multimedia features, especially video, start with the assumption bandwidth is basically free and readily accessible.”
“Web 2.0 is about connections. It allows connections between people, sites, the Web, mobile worlds, and consumers to exist. (See data abstraction above.)
The Web 2.0 revolution puts people first. All the tagging, social content, social networking, blogging, and virtual communities’ people point to as examples of Web 2.0 come out of this. It's perhaps the most widely recognized aspect of what's changing. But putting people first is more than just connecting them or allowing them to post content. It also understands that people use the Web. The needs of the user (not the programmer, marketing director, or information architect) come first. THIS IS NEW TO MANY!
Finally, Web 2.0 is about allowing people to manipulate data, not just retrieve data. The AJAX revolution isn't that it lets you make interfaces that look like real desktop applications in a browser. It's that it does away with the old Web 1.0 model of request page/get page/view page technology all of us were used to. Contrast the old MapQuest "point and zoom and pan with buttons" interface with the revolutionary interface Google Maps deploys. All of a sudden, we're actually in there with the data, moving it around, playing with it, and interacting with it in real time.”
Web 2.0 allows people to do tasks online that they could not have done any other way. It is that simple.
Now, as lifelong professional learners, we need to take the next step and beginning using the applications afforded us through this medium in our classrooms. Why? There is a simple answer to this; Web 3.0 is just around the corner…Click here
http://www.pbs.org/teachers/learning.now/2006/10/cyberone_the_future_of_educati.html
For more information.
My Interests- A List of Informative Websites
Hello all~
If any of you have visited my sampler site, or listened to what I have said in class, you would know that one of my greatest interests is aviculture. In other words, I am owned by three large parrots; two umbrella cockatoos and one blue and gold macaw. The cockatoos are between the ages of eighteen and twenty-seven, while the blue and gold macaw is seventeen. (I have had two of them since they were babies. The other cockatoo was adopted from a rescue.)
Here is the link to the Rescue for Saving the WIldlife in Northbrook, Illinois. http://rescuethebirds.org/
I created a unit called, Tropical Dilemma: The Interconnection Between the Vanishing Rainforests and our Feathered Friends. When I first began my avian adventure, I did it on a volunteer basis. I started by bringing my live parrots to one school for “pet club”. The purpose of this was to introduce the students to birds as pets and to discuss how amazing they can be. Once I discovered the wonder the children expressed when they saw my birds, and the questions and the interest that was evident, it made me realize that my birds made a wonderful conduit to other topics. Therefore I reworked the lesson, doing many hours of research and study. I was able to create an entire unit based on how the children responded to the initial presentation. My ‘bird lesson’ became a medium to global understanding that encompasses subject areas of global warming, the destruction of the rainforest, other cultures, and the influence people have on the environment.
Additionally, I was able to include all of the subject areas. For the science portion, we discuss the taxonomy order, and how that applies to the real world. I include math and social studies by having the students study the flight patterns of the birds, as well as the countries and continents that they come from. I discuss the destruction of the rainforest, and how it affects the cultures of people in those regions. I have implemented various writing programs from this lesson as well, from narrative stories, to historical biographies about the people in the regions that the birds come from. I have had the students portray the birds in pictures, from taking photographs to charcoal drawings. Finally, I have been able to incorporate the music the birds make by having students listen to the different sounds that are found naturally in the rainforests. My initial goal was to familiarize the students with parrots and their behavior. However, I came to realize through the feedback I received from parents, teachers and administrators, that I had actually started to shape the next generation of aviculturists!
In order to present this lesson and go into the schools, it was necessary to communicate my intentions to various school districts, teachers, principals, and parents. I did this by drafting a letter, which I followed up with a phone call. Once I was given the green light, I continued by sending a flyer to all the parents of the students who were interested in attending with my phone number and email address. This way, if the parents had any questions, concerns or interest about the topics discussed, they would be able to get in touch with me prior to the lesson. Furthermore, I have invited any and all parents and community members to attend the lesson. By doing this, the parent is aware of what type of lesson their children are attending, and they may come along if they like. What started out as a 15 minute introduction to birds has turned into a ninety minute, hands-on, interactive presentation on the destruction of the rainforest, the cultures of the people who live in the region, and the influence we all have on our planet Earth.
Some of the links that have been helpful to me regarding research for this unit are listed below.
http://www.mytoos.com/
This is a comprehensive website filled with the best information about cockatoos on the web. It clearly states in no uncertain terms what the potential owner may be getting into if they chose to purchase/adopt a parrot.
http://en.wikipedia.org/wiki/Cockatoo
I realize that this link is to Wikipedia, however, there is very detailed specific information that can be found here. It is worthwhile for the novice aviculturalist.
http://www.avianweb.com/cockatooinfo.htm
This is another great site for information about cockatoos. It provides multiple links to all areas of bird ownership including screaming, biting, and the destruction that a pet parrot will do to the novice owner’s home.
http://www.birdsnways.com/cockatoo/
Cockatoo Heaven is a more laid back website that talks of the joys of owning a cockatoo. It has useful information.
http://rescuethebirds.org/
The Refuge for Saving the Wildlife is located in Northbrook, Illinois. I am a senior volunteer at this shelter where people can place their unwanted cockatoos.
That is all for now! If you are interested in more cockatoo information,or having the birds come to your classroom, you may visit me at: http://cuip.net/~kgreen3/Sampler/index.htm
Friday, July 17, 2009
WEBQUESTS—The Good, The Bad, and the Phenomenal
WEBQUESTS—The Good, The Bad, and the Phenomenal
If you have not yet had the opportunity to peruse the WebQuests for our assignments, I bid you good luck! I found all different types of web-based lessons, and in my opinion, most of them were adequate, per my rubric. However, there were two that need to be discussed. The first WebQuest falls into the exceptional category, while the second, well, you’ll see.
I found a WebQuest entitled: Zero Tolerance . It was created by two men; Rodd Lucier and Mike Taylor. They work in the Canada Catholic School system. The link is: http://www.ldcsb.on.ca/schools/cfe/rpt/RPT_Zero_Tolerance/student.html#
The description is simple. “Bullying is a problem that knows no boundaries. From schoolyards to computer chatrooms, young people deal with a wide variety of bullying situations. What can be done? Your class has been asked to learn about bullying both in the past, and in the present, and to create a one minute public service announcement that can help to reduce the incidence of bullying in your community.” I thought that the idea was excellent, so I went in to look around. I was amazed at the content. NONE of the links were broken, even though it was published six years ago. They included their contact information, the ability for hearing impaired students participate, and an online survey at the end for students for feedback on the project to their teachers. Zero Tolerance allowed for investigation, new discovery, and reflection. It was original, accurate and attractive. The navigation was easy, and promoted further inquiry into other questions. It scored the highest possible score on my rubric.
In contrast, I located a WebQuest entitled State the Facts of Colonial America by Blimie Guttman. http://bhihistory.4t.com/ The purpose of this particular WebQuest, "State" the Facts: Life in Colonial America, is to enrich the student's knowledge of life in the colonies. By researching the different aspects of life in the colonies and how each colony affected the state of today, the students enhance their knowledge and experience it hands-on through the creation of time capsules and performance of presentations that portray life in the colonies. The students are made to feel as if they are traveling back in time to the colonial era. It was submitted November 21, 2004. In order to find this one, you have to look at the side of the page. The navigation to this site was interesting, to say the least.
When I clicked on the link to the WebQuest, the first thing I noticed was the advertising. Advertising? On a WebQuest for students? Yes! There was inappropriate advertising on the introduction page! Not only was it inappropriate, but there was a picture of a girl in a bikini! Additionally, the background chosen was very LOUD and distracting. On the last page, there were so many advertisements that I could barely see the content. It did promote investigation, and led to some questioning on the part of the student, but overall, it gave me a huge headache. If the students can get through the loud advertising they might learn something. But why should anyone have to put up with that?
To sum it up, there are many resources available on-line to help our students become 21st century learners. As with anything, however, it is up to us to preview the material before we tell our students to use it. Remember, just because a WebQuest is published on a teacher site or teacher page, by a teacher, does not make it quality. Use your best judgment, and your student will thank you in the long run.
If you have not yet had the opportunity to peruse the WebQuests for our assignments, I bid you good luck! I found all different types of web-based lessons, and in my opinion, most of them were adequate, per my rubric. However, there were two that need to be discussed. The first WebQuest falls into the exceptional category, while the second, well, you’ll see.
I found a WebQuest entitled: Zero Tolerance . It was created by two men; Rodd Lucier and Mike Taylor. They work in the Canada Catholic School system. The link is: http://www.ldcsb.on.ca/schools/cfe/rpt/RPT_Zero_Tolerance/student.html#
The description is simple. “Bullying is a problem that knows no boundaries. From schoolyards to computer chatrooms, young people deal with a wide variety of bullying situations. What can be done? Your class has been asked to learn about bullying both in the past, and in the present, and to create a one minute public service announcement that can help to reduce the incidence of bullying in your community.” I thought that the idea was excellent, so I went in to look around. I was amazed at the content. NONE of the links were broken, even though it was published six years ago. They included their contact information, the ability for hearing impaired students participate, and an online survey at the end for students for feedback on the project to their teachers. Zero Tolerance allowed for investigation, new discovery, and reflection. It was original, accurate and attractive. The navigation was easy, and promoted further inquiry into other questions. It scored the highest possible score on my rubric.
In contrast, I located a WebQuest entitled State the Facts of Colonial America by Blimie Guttman. http://bhihistory.4t.com/ The purpose of this particular WebQuest, "State" the Facts: Life in Colonial America, is to enrich the student's knowledge of life in the colonies. By researching the different aspects of life in the colonies and how each colony affected the state of today, the students enhance their knowledge and experience it hands-on through the creation of time capsules and performance of presentations that portray life in the colonies. The students are made to feel as if they are traveling back in time to the colonial era. It was submitted November 21, 2004. In order to find this one, you have to look at the side of the page. The navigation to this site was interesting, to say the least.
When I clicked on the link to the WebQuest, the first thing I noticed was the advertising. Advertising? On a WebQuest for students? Yes! There was inappropriate advertising on the introduction page! Not only was it inappropriate, but there was a picture of a girl in a bikini! Additionally, the background chosen was very LOUD and distracting. On the last page, there were so many advertisements that I could barely see the content. It did promote investigation, and led to some questioning on the part of the student, but overall, it gave me a huge headache. If the students can get through the loud advertising they might learn something. But why should anyone have to put up with that?
To sum it up, there are many resources available on-line to help our students become 21st century learners. As with anything, however, it is up to us to preview the material before we tell our students to use it. Remember, just because a WebQuest is published on a teacher site or teacher page, by a teacher, does not make it quality. Use your best judgment, and your student will thank you in the long run.
Friday, July 10, 2009
Description and Evaluation of Web-Based Materials
When I looked at the topic of this week’s blog, I thought I knew exactly what a WebQuest was. After reading two of my colleague’s blogs, however, I learned that I was misinformed. Therefore, I had to start at the beginning, with the history and definition of a WebQuest. (My proclamation as ignorant to the definition may help others who find themselves in this situation.)
“Bernie Dodge, a Professor of Education at San Diego State University, coined the term “WebQuest” in 1995 to describe an inquiry-based activity that involves students in using web-based resources and tools to transform their learning into meaningful understandings and real-world projects. Rather than spending substantial time using search tools, most or all of the information used by learners is found on pre-selected websites. Students can then focus on using web-based information to analyze, synthesis, and evaluate information to address high-level questions.” (1) Well, the definition is certainly easy to explain. I agree with the idea behind the WebQuest. But, I learned that the while the definition is easy, the actual product does require much more work.
Basically, WebQuests are used to connect a student’s understanding of information, and allow them to analyze, synthesize, and evaluate information and alternative perspectives. “Dodge distinguishes between the two types of WebQuests; the short-term and long-term. The goal of a short-term WebQuest is knowledge acquisition and integration, while in a long-term WebQuest the learner analyzes and transforms knowledge into something that is understandable by others. Furthermore, WebQuests should have these attributes: an introduction, an interesting task, a set of resources, a clear process, guidance and organizational frameworks, and a conclusion that provides for reflection and closure.” (2)
What this information brought to light for me is that many resources that I had been told were WebQuests were by definition, not WebQuests. Therefore, I had to do a bit more research in order to find a true WebQuest. The one I found, and played with for probably too long, :) was one on Ancient Egypt. (3)
This WebQuest is designed for users in sixth to eighth grade, and I was happy to see that the projects designed consisted of activities for students of all intelligences. (Howard Gartner, 1984) This WebQuest included all of Dodge’s attributes, which are described above. At the beginning, I liked how the author instructed the user exactly what they would need to complete their mission. The user was able to pick from different missions, which when clicked upon, brought up numerous links and tasks. These permit choice within the assignment. (Research has proven that students who have a choice in their learning make better learners.) The student had the ability to ‘dig deeper’ (ha-ha) into the lives of the people from ancient Egypt, in this section alone. It allowed students to research more information about a certain subject area if they found this to be an area of interest. It looked difficult to make, but in retrospect, this it seems to me to be a very organized and concise way to keep all the information I have on ancient Egypt in one spot. Once set up, the teacher can continue to add the latest pieces she/he has found to the site.
The link that I found (below as number one and two) helps guide the teacher or designer in adding new functions. It allows for collaboration between other educators, and provides recommendations for differentiation. Overall, I find the idea of making a WebQuest intriguing, and would like to try my hand at designing one myself one day.
This is just a side-Kathryn note… I learned that the correct spelling of WebQuest is this. Capital ‘W’, lower-case ‘e’, lower- case ‘b’, capital ‘Q’, and the rest in lower case. Great! Now I have to change the spelling within my Microsoft dictionary. Just one more thing to fix around here…:)
References:
1. http://eduscapes.com/sessions/travel/define.htm
2. http://eduscapes.com/sessions/travel/define.htm
3. http://www.iwebquest.com/egypt/ancientegypt.htm
“Bernie Dodge, a Professor of Education at San Diego State University, coined the term “WebQuest” in 1995 to describe an inquiry-based activity that involves students in using web-based resources and tools to transform their learning into meaningful understandings and real-world projects. Rather than spending substantial time using search tools, most or all of the information used by learners is found on pre-selected websites. Students can then focus on using web-based information to analyze, synthesis, and evaluate information to address high-level questions.” (1) Well, the definition is certainly easy to explain. I agree with the idea behind the WebQuest. But, I learned that the while the definition is easy, the actual product does require much more work.
Basically, WebQuests are used to connect a student’s understanding of information, and allow them to analyze, synthesize, and evaluate information and alternative perspectives. “Dodge distinguishes between the two types of WebQuests; the short-term and long-term. The goal of a short-term WebQuest is knowledge acquisition and integration, while in a long-term WebQuest the learner analyzes and transforms knowledge into something that is understandable by others. Furthermore, WebQuests should have these attributes: an introduction, an interesting task, a set of resources, a clear process, guidance and organizational frameworks, and a conclusion that provides for reflection and closure.” (2)
What this information brought to light for me is that many resources that I had been told were WebQuests were by definition, not WebQuests. Therefore, I had to do a bit more research in order to find a true WebQuest. The one I found, and played with for probably too long, :) was one on Ancient Egypt. (3)
This WebQuest is designed for users in sixth to eighth grade, and I was happy to see that the projects designed consisted of activities for students of all intelligences. (Howard Gartner, 1984) This WebQuest included all of Dodge’s attributes, which are described above. At the beginning, I liked how the author instructed the user exactly what they would need to complete their mission. The user was able to pick from different missions, which when clicked upon, brought up numerous links and tasks. These permit choice within the assignment. (Research has proven that students who have a choice in their learning make better learners.) The student had the ability to ‘dig deeper’ (ha-ha) into the lives of the people from ancient Egypt, in this section alone. It allowed students to research more information about a certain subject area if they found this to be an area of interest. It looked difficult to make, but in retrospect, this it seems to me to be a very organized and concise way to keep all the information I have on ancient Egypt in one spot. Once set up, the teacher can continue to add the latest pieces she/he has found to the site.
The link that I found (below as number one and two) helps guide the teacher or designer in adding new functions. It allows for collaboration between other educators, and provides recommendations for differentiation. Overall, I find the idea of making a WebQuest intriguing, and would like to try my hand at designing one myself one day.
This is just a side-Kathryn note… I learned that the correct spelling of WebQuest is this. Capital ‘W’, lower-case ‘e’, lower- case ‘b’, capital ‘Q’, and the rest in lower case. Great! Now I have to change the spelling within my Microsoft dictionary. Just one more thing to fix around here…:)
References:
1. http://eduscapes.com/sessions/travel/define.htm
2. http://eduscapes.com/sessions/travel/define.htm
3. http://www.iwebquest.com/egypt/ancientegypt.htm
Thursday, July 2, 2009
The value of Internet resources for education
The Internet in education; should we use it, should we not? The controversy surrounding this statement is discussed throughout pedagogy. I feel that the incorporation of the Internet in education is extremely important. Our students need to be able to leave the security of the classroom, and enter the world. It is necessary for our children’s survival that they emerge from school knowing how to use available technology. As with any new curriculum tool, proper usage of the Internet needs to be taught to both teachers and students. If only one group is familiar with the Internets protocol, then this group has the upper hand. In other words, in my experience, the students entering school have additional information, more knowledge, and extra experience with the ins and outs of the Internet than the teachers. This is a problem. However, most of this knowledge and experience has not taught them the two basic things they need to know; Internet safety and how to research information.
Internet safety needs to be taught in schools as early as kindergarten. Our students are online. We all know that. If they are there, they need to know what they are doing. There are many ways for parents to help keep their children safe at home. Unfortunately, society today has children at home alone, without the parent’s supervision. We all know this is where the trouble begins. Therefore, the school needs to help students understand that they are not anonymous. Surfing the web and breaking Internet rules can be as dangerous as crossing the street without looking both ways. The Internet can allow strangers into the home through cyberspace. This message must be drilled into our children’s heads, the same way we teach them not to talk to strangers. How do we do this? By taking one step at a time.
Teachers have a resource available to them that is often underused. This resource is their trained library media specialist. (LMS) This person can usually be found in the library, under the heading of librarian. But don’t be fooled, this librarian usually has more knowledge and information than most people are aware of. The process is very simple. Walk down to the library. Collaborate with the media specialist. Tell him/her what resources you need. Explain what information you would like your students to focus on this year. Clarify that you would like lessons that teach students how to find information on the Internet, without using Google or Wikipedia.
Resources such as books are fast becoming a thing of the past, and most school districts subscribe to excellent database systems that are not being used. However, it is my experience that most teachers do not know how to use a database and their idea of research is to tell the students to Google the subject matter. (Important side note: Through my library media program, I learned that up to 33% of the library budget may be spent on database upkeep. This seems like an enormous sum for a resource that is not being used. ) Therefore, I feel that it would be necessary to start with staff development. Teachers need to learn to use the databases first; after this has been accomplished, students can be taught proper research skills.
There are many models of ways to teach Information Literacy. For primary grades, (K-2) it is called the Super 3. The steps of the Super 3 are simple. They are: plan, do, and review. The LMS will have different worksheets and rubrics to help guide the students through the process. Basically, once the teacher assigns what topic ideas he/she would like researched, the entire class goes to the media center, and the fun begins! In order to properly go through the entire process of research from beginning to end, the teacher needs to plan for about 10 to 15 sessions with the LMS for approximately 35 to 45 minutes. This would allow the teacher her/his planning time, and allow the students to begin working on proper research techniques. This whole process needs to commence as soon as the lesson of researching begins. If there is a unit on research in kindergarten, it starts there. Again, our kindergarteners are already on-line; it is up to us to make sure they know how to find information the proper way.
One of the Information Literacy models that I have used for the upper grades, (3-12) is called the Big 6. First, the teacher needs to assign a project for students to research. After the project is assigned, the LMS will define the steps of the Big 6 Literacy Model. As with the Super 3, there are rubrics and worksheets that correlate to the steps in order to best assist the students with their research. (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.) I have found that using the Big 6 Model is very helpful. The Big 6 Model covers: Task Definition, Information Seeking Strategies, Locating and Accessing Information, Usage of Information, Synthesis and Evaluation.
I believe that all students need to tackle research by using electronic journals, databases, and appropriate internet sites. I believe that Google can be a useful tool in certain circumstances; however, I do not feel that it belongs in a school environment. As a teacher, and a future LMS, it is my job to show students different ways to find information, beyond the Google environment. I feel that providing tangible evidence about the power of the Internet in education is an enormous challenge that I cannot ignore. Research states that children who use technology and the Internet in school develop positive attitudes toward technology as a tool for research and learning. I feel that it is imperative for our children’s survival that they emerge from school knowing not only how to use technology and the Internet, but also understanding the potential dangers of it as well.
References
Big 6 Model: www.big6.com
Super 3: http://www.big6.com/kids/K-2.htm
Internet safety needs to be taught in schools as early as kindergarten. Our students are online. We all know that. If they are there, they need to know what they are doing. There are many ways for parents to help keep their children safe at home. Unfortunately, society today has children at home alone, without the parent’s supervision. We all know this is where the trouble begins. Therefore, the school needs to help students understand that they are not anonymous. Surfing the web and breaking Internet rules can be as dangerous as crossing the street without looking both ways. The Internet can allow strangers into the home through cyberspace. This message must be drilled into our children’s heads, the same way we teach them not to talk to strangers. How do we do this? By taking one step at a time.
Teachers have a resource available to them that is often underused. This resource is their trained library media specialist. (LMS) This person can usually be found in the library, under the heading of librarian. But don’t be fooled, this librarian usually has more knowledge and information than most people are aware of. The process is very simple. Walk down to the library. Collaborate with the media specialist. Tell him/her what resources you need. Explain what information you would like your students to focus on this year. Clarify that you would like lessons that teach students how to find information on the Internet, without using Google or Wikipedia.
Resources such as books are fast becoming a thing of the past, and most school districts subscribe to excellent database systems that are not being used. However, it is my experience that most teachers do not know how to use a database and their idea of research is to tell the students to Google the subject matter. (Important side note: Through my library media program, I learned that up to 33% of the library budget may be spent on database upkeep. This seems like an enormous sum for a resource that is not being used. ) Therefore, I feel that it would be necessary to start with staff development. Teachers need to learn to use the databases first; after this has been accomplished, students can be taught proper research skills.
There are many models of ways to teach Information Literacy. For primary grades, (K-2) it is called the Super 3. The steps of the Super 3 are simple. They are: plan, do, and review. The LMS will have different worksheets and rubrics to help guide the students through the process. Basically, once the teacher assigns what topic ideas he/she would like researched, the entire class goes to the media center, and the fun begins! In order to properly go through the entire process of research from beginning to end, the teacher needs to plan for about 10 to 15 sessions with the LMS for approximately 35 to 45 minutes. This would allow the teacher her/his planning time, and allow the students to begin working on proper research techniques. This whole process needs to commence as soon as the lesson of researching begins. If there is a unit on research in kindergarten, it starts there. Again, our kindergarteners are already on-line; it is up to us to make sure they know how to find information the proper way.
One of the Information Literacy models that I have used for the upper grades, (3-12) is called the Big 6. First, the teacher needs to assign a project for students to research. After the project is assigned, the LMS will define the steps of the Big 6 Literacy Model. As with the Super 3, there are rubrics and worksheets that correlate to the steps in order to best assist the students with their research. (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.) I have found that using the Big 6 Model is very helpful. The Big 6 Model covers: Task Definition, Information Seeking Strategies, Locating and Accessing Information, Usage of Information, Synthesis and Evaluation.
I believe that all students need to tackle research by using electronic journals, databases, and appropriate internet sites. I believe that Google can be a useful tool in certain circumstances; however, I do not feel that it belongs in a school environment. As a teacher, and a future LMS, it is my job to show students different ways to find information, beyond the Google environment. I feel that providing tangible evidence about the power of the Internet in education is an enormous challenge that I cannot ignore. Research states that children who use technology and the Internet in school develop positive attitudes toward technology as a tool for research and learning. I feel that it is imperative for our children’s survival that they emerge from school knowing not only how to use technology and the Internet, but also understanding the potential dangers of it as well.
References
Big 6 Model: www.big6.com
Super 3: http://www.big6.com/kids/K-2.htm
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