T e a c hing the T e a c he r: Stra te g ie s for Inc orpora - PowerPoint PPT Presentation

T e a c hing the T e a c he r: Stra te g ie s for Inc orpora ting Informa tion L ite ra c y Compe te nc ie s into Da ily L e sson Pla ns Led by Bethany McGowan, MLIS, MS

We lc ome to c lass! In this course K-12, primary and secondary education, teachers learn to incorporate information literacy practices into daily lesson plans. By the end of this course you’ll be able to: 1. Recognize information needs by identifying and clearly defining the problem to be solved, 2. Decide the appropriate amount of information needed to address a problem, 3. Access and critically assess information sources, 4. Access and use information ethically and legally, 5. Understand the economic, legal, and social issues surrounding information use 6. Establish collaborations with your school librarian

Time me C Commi mmitme ment Each week you can expect to spend: ➔ 60 min inutes, in in-class l ss lectures Sessions will be available live and also recorded for future viewing ➔ 60 60-90 90 minutes es, req equired ed r rea eading 2-3 scholarly articles will be assigned as required reading each week ➔ 6 0-90 90 minutes, s, c class ss assi ssignments s Redesign an existing lesson plan and participation in class discussions

Ove r the ne xt five we e ks, we ’ll disc uss: ● Re c o g nizing I nfo rma tio n Ne e ds in We e k 2 ● I nfo rma tio n L ite ra c y Pro fic ie nc y: Asse ssing I nfo rma tio n L ite ra c y Ne e ds in We e k 3 ● E thic a l a nd L e g a l Ra mific a tio ns o f I nfo rma tio n Ac c e ss in We e k 4 ● E c o no mic a nd So c ia l Ra mific a tio ns o f I nfo rma tio n in We e k 5

We lc ome to We e k 1: Cour se Intr oduc tion

We e k 1: Course Introduc tion This week we’ll: • Define course goals and objectives • Complete an entry Behavior Assessment • Learning Activity: Select an existing lesson plan to redesign • Learning Activity: Create a Pinterest account • Learning Activity: Post an introduction and biography in the course forum • Q&A, in class and in the course forum

Cour se Age nda

We e k 2: Re c og nizing Informa tion Ne e ds • Re q uire d Re a ding s: • Asse ssme nt: In-c la ss Quiz • Hsie h, M. L ., Da wso n, P. H., Ho fma nn, M. A., T itus, M. L ., & Ca rlin, M. T . • L e a rning Ac tivity: Gro up 1 will le a d (2014). F o ur pe da g o g ic a l the c la ss in a disc ussio n o n the a ppro a c he s in he lping stude nts le a rn we e k’ s re a ding info rma tio n lite ra c y skills. T he Jo urnal o f Ac ade mic L ib rarianship , 40 (3), 234- • L e a rning Ac tivity: Pin a po st re la te d 246. to info rma tio n ne e ds to the c o urse • T o wnse nd, L ., Brune tti, K ., & Ho fe r, A. Pinte re st b o a rd. Re spo nd to a t R. (2011). T hre sho ld c o nc e pts a nd le a st two o the r pins. info rma tio n lite ra c y. po rtal: L ib rarie s and the Ac ade my , 11(3), 853-869. • Assig nme nt 1: Re de sig n le sso n pla n, Pa rt 1 • Q&A in c la ss a nd/ o r in the c o urse fo rum

We e k 3: Asse ssing Informa tion L ite ra c y Ne e ds • Re q uire d Re a ding : • Asse ssme nt: I n-c la ss q uiz • Smith, J. K ., Give n, L . M., Julie n, H., • L e a rning Ac tivity: Gro up 2 will Oue lle tte , D., & De L o ng , K . (2013). le a d the c la ss in a disc ussio n o n Info rma tio n lite ra c y pro fic ie nc y: Asse ssing the g a p in hig h sc ho o l stud e nts' re a d ine ss the we e k’ s re a ding . fo r und e rg ra d ua te a c a d e mic wo rk. L ib rary • & I nfo rmatio n Sc ie nc e Re se arc h , 35(2), 88- L e a rning Ac tivity: Pin a po st 96. re la te d to info rma tio n ne e ds to • Ne sse t, V. (2013). T wo re pre se nta tio ns o f the c o urse Pinte re st b o a rd. the re se a rc h pro c e ss: T he pre pa ring , se a rc hing , a nd using (PSU) a nd the Re spo nd to a t le a st two o the r b e g inning , a c ting a nd te lling (BAT ) pins. mo d e ls. L ib rary & I nfo rmatio n Sc ie nc e Re se arc h , 35(2), 97-106. • Assig nme nt 2: Re de sig n le sso n • Ma c e d o -Ro ue t, M., Bra a sc h, J. L ., Britt, M. pla n, Pa rt 2 A., & Ro ue t, J. F . (2013). T e a c hing fo urth a nd fifth g ra d e rs to e va lua te info rma tio n • Q&A, in c la ss a nd in the Co urse so urc e s d uring te xt c o mpre he nsio n. F o rum Co g nitio n and I nstruc tio n , 31(2), 204-226.

We e k 4: E thic a l a nd L e g a l Ra mific a tions of Informa tion Ac c e ss • • I n-c la ss q uiz Re q uire d Re a ding s: • Ritzha upt, A. D., L iu, F ., Da wso n, K ., & • L e a rning Ac tivity: Gro up 3 will le a d the Ba rro n, A. E . (2013). Diffe re nc e s in stud e nt c la ss in a disc ussio n o n the we e k’ s info rma tio n a nd c o mmunic a tio n te c hno lo g y lite ra c y b a se d o n so c io - re a ding . e c o no mic sta tus, e thnic ity, a nd g e nd e r: E vid e nc e o f a d ig ita l d ivid e in F lo rid a • L e a rning Ac tivity: Pin a po st re la te d to sc ho o ls. Jo urnal o f Re se arc h o n T e c hno lo g y in E duc atio n , 45(4), 291-307. info rma tio n a c c e ss to the c o urse Pinte re st • Sid d iq , F ., Sc he re r, R., & T o nd e ur, J. (2016). b o a rd. Re spo nd to a t le a st two o the r pins. T e a c he rs' e mpha sis o n d e ve lo ping stud e nts' d ig ita l info rma tio n a nd • Assig nme nt 3: Re de sig n le sso n pla n, Pa rt 3 c o mmunic a tio n skills (T E DDICS): A ne w c o nstruc t in 21st c e ntury e d uc a tio n. • Optio n to jo in L inke dI n Alumni g ro up Co mpute rs & E duc atio n , 92, 1-14. • Q&A, in c la ss a nd in the Co urse F o rum

We e k 5: E c onomic a nd Soc ia l Ra mific a tions of Informa tion Ac c e ss • • Re q uire d Re a ding I n-c la ss Quiz • Hirshle ife r, J. (1971). T he priva te a nd so c ia l • L e a rning Ac tivity: Gro up 4 will le a d the va lue o f info rma tio n a nd the re wa rd to inve ntive a c tivity. T he Ame ric an E c o no mic c la ss in a disc ussio n o n the we e k’ s re a ding . Re vie w , 61(4), 561-574. • E lmbo rg , J. (2016). T e nd ing the Ga rd e n o f • L e a rning Ac tivity: Pin a po st re la te d to L e a rning : L ife lo ng L e a rning a s Co re L ib ra ry info rma tio n a c c e ss to the c o urse Pinte re st Va lue . lib rary tre nds , 64(3), 533-555. b o a rd. Re spo nd to a t le a st two o the r pins. • Assig nme nt 4: Re de sig n le sso n pla n, fina l pa rt • Co mple te Be ha vio r Asse ssme nt • Co mple te Co urse Asse ssme nt

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Gr ading Sc he me Assig nme nt 1: 10 pts Sc o re d Gro up Disc ussio n: 20 pts Assig nme nt 2: 10 pts I n-Cla ss Quizze s: 5 pts/ we e k fo r 20 pts Assig nme nt 3: 10 pts So c ia l Me dia I nte ra c tio n: 5pts/ we e k fo r 20 pts Assig nme nt 4: 10 pts

Cour se Par tic ipation Rubr ic

Gr ading Sc ale Point Sc a le L e tte r Gr a de Pe r c e nt Conve r sion 4 A 96-100 3.5 A- 90-95 3 B 86-89 2.5 B- 80-85 2 C 76-79 1.5 C- 70-75 1 D 66-69 0 F 0-65

F o r this we e k, yo u sho uld ha ve a lre a dy se le c te d a le sson plan , whic h we ’ ll wo rk to re de sig n T ip: thro ug ho ut the c o urse . If po ssib le , yo ur se le c te d le sso n pla n sho uld b e o ne yo u ha ve ta ug ht b e fo re .

Soc ial Me dia Use T ip Yo u will se t up a Pinte re st a c c o unt a nd b e a d d e d a s a c o lla b o ra to r o n the c o urse ’ s priva te Pinte re st b o a rd . We ’ ll b e using Pinte re st to c o lla b o ra te a nd E a c h we e k yo u’ ll b e re spo nsib le fo r find ing a re so urc e re la te d sha re re so urc e s. A to the we e k’ s to pic a nd sha ring it with the c la ss b y pinning g uid e fo r using it to the c o urse ’ s b o a rd . Pins c a n link to re la te d a rtic le s, Pinte re st is a va ila b le to o ls, o r re so urc e s. T he c o urse b o a rd will se rve a s a n he re . a rc hive o f re so urc e s tha t c a n b e re visite d , e ve n a fte r the c o urse e nd s Use the c o urse fo rum to sha re yo ur Pinte re st Yo u will a lso use the Co mme nts se c tio n to re spo nd to a t le a st use rna me with the two o the r pins pinne d b y c la ssma te s. c la ss.

2-minute I ntro to Pinte re st Vide o :

Sc or e d Gr oup Disc ussion E a c h we e k a g ro up will b e re spo nsib le fo r summa rizing , a sse ssing , a nd le a ding the c la ss in a c o nve rsa tio n b a se d o n the we e k’ s re q uire d re a ding . E a c h g ro up me mb e r is e xpe c te d to c o ntrib ute to the c o nve rsa tio n, a nd will b e a sse sse d b a se d o n the rub ric fo r sc o re d g ro up disc ussio n.