S.O.S. for Information Literacy. To help students find books they will enjoy, this lesson allows them to sample books before committing to specific titles. The room should be arranged with large tables that can seat 4-5 students or desks in groups. Each table or group of desks should have 10 modern fiction books spread on them. The students will each receive a Reading Sampler Worksheet. Direct Instruction: TL will explain to students that they will be reading samples from 3 books and writing an impression about each one. Modeling and guided practice: The teacher should read along with the students so he/she can offer his/her impressions of some of the titles.
Independent practice: Students will open a book of choice from their table to any page (preferably near the beginning so that the ending is not spoiled) and read for 10 minutes straight. Sharing and reflecting: After 3 books are sampled and worksheet is completed, the TL will lead a discussion on the process and ask for students’ reactions to the books. S.O.S. for Information Literacy.
As part of the tenth grade curriculum, students are studying the Holocaust. The History teacher is presenting a unit covering the historical aspects of WWII and the Holocaust. During the same time frame, the English Language Arts teacher will present a reading unit on The Diary of a Young Girl, by Anne Frank. The TL will collaborate with the ELA teacher to present a unit exploring primary sources.
The information skills to be focused on during this unit are recognizing primary sources, locating primary resources on the Internet, and evaluating primary sources for authenticity and information value. Students will use the Internet to locate primary sources related to the Holocaust. Computer, Internet, “Primary Source Evaluation Checklist,” “New Understanding and Reflection” Worksheet, Diary of a Young Girl, by Anne Frank Direct Instruction · Students are then given the scope of the Holocaust primary sources project they will be completing (SM1_discoveringtheholocaust).
Independent Practice. S.O.S. for Information Literacy. In this lesson, part of a larger unit on an introduction to blogging for students, we will explore the qualities of effective blog post writing. Students will work in small inquiry circles to develop responses to this question by examining actual blog posts, exploring articles about effective blog post writing, and discussing the topic virtually with one or more blogging experts via Skype.
They will share their findings via a class shared Google Site, and each group will create a page for their findings. In addition, each student will blog the learning/discovery process on his/her individual learning blog. Introduction to Blogging (this lesson is geared for a Language Arts class but could be adapted for any subject area in which the teacher plans to use blogging as a tool for learning, thinking, and sharing ideas). Day 1 Direct Instruction: · TL will introduce the overarching inquiry question, “What are the qualities of a good blog post?” Modeling and Guided Practice: Independent Practice: S.O.S. for Information Literacy. This lesson is designed to engage high school students in the act of selecting reading material for pleasure. Intended for a school with an institutional free, voluntary reading program or any silent sustained reading time, it strives to solve the problem of students aimlessly grabbing for something (anything!)
To read during that time. It incorporates a bit of soul-searching as well as some simple technology integration. In addition to students making more focused reading choices, the end result will also be a library media center decorated with stunning word cloud collages. The lesson is for one 50 minute class period; it includes a buILder. In general, the 9th grade humanities classes schedule this library time in the beginning of the school year, but it can be used anytime with other grades as well. See attached lesson plan in Supporting Files.
See buILder at Rubric [included in the attached lesson plan in Supporting Files] S.O.S. for Information Literacy. This lesson was designed to help teachers, parents, other staff and children to understand the importance of teaching information literacy. It is to highlight the various invaluable lessons that ALL can learn from implementing and effectively incorporating information literacy into the mainstream curriculum. In this session, we will look what information literacy is, and why it is important to teach our students skills that strengthen their information literacy skills. We will look at a framework for information literacy that delineates these skills and examine some online resources that contain tools to help us teach these skills. See > supporting files for complete lesson plan. ? Are students participating and engaging in learning? ? Librarian Media Specialist, Literacy Coach, Teachers, Parent coordinators, and Principals.
S.O.S. for Information Literacy. Students will examine and evaluate a ubiquitous web site (a Kidipede site, a Fact Monster site, or a Wikipedia site) according to the mnemonic RADCAB acronym: for Relevancy, Appropriateness, Detail, Currency, Authority, and Bias. They will work in pairs using a handout to think aloud a systematic evaluation of a web site in order that such critical thinking about web sites used for research becomes routine. Computers w/ Internet access RADCAB Information Evaluation Charts (SM1) with pre-selected websites Copies of self evaluation rubric The RADCAB concept and mnemonic is used in this lesson with the original author’s permission.
See information below: Christensson, Karen M. Direct Instruction: TL introduces the lesson and the RADCAB mnemonic: Will you be using web sites in your research? Modeling and Guided Practice: Independent Practice: Give pairs of students the chart with the title and URL of a site to evaluate selected by TL based on their research needs and grade level: Is it RAD? S.O.S. for Information Literacy. The 7th grade science teacher and the teacher librarian will work together on this collaborative lesson. The students will work in groups of two and use their research skills to learn about one of seven different human body systems to include the circulatory, digestive, respiratory, excretory, muscular, skeleton, and nervous systems.
While gathering print and Internet resources, students will learn how to evaluate each source. The students will learn how to create an online digital poster of assigned body system using A poster session will be held in the library for students to discuss and share their body system digital posters. (A BuILder tutorial for the students to learn about the human body systems can be accessed at Bag with body system representations Computers/laptops for student use Internet access Projector & screen “Body Systems Research Questions” worksheet (see supplemental materials) RubiStar Home. Day 1. S.O.S. for Information Literacy. Students choose from the various reference sources to find the most appropriate ones to answer their research questions. Lesson: · Discussion opener: When you go to the store, what different kinds of magazines do you see while you’re waiting in line to check out?
· Follow-up questions: Do all these magazines tell the truth? Are there some that you trust more than others? What makes the difference between an article that tells the truth and one that doesn’t? · Say: Today we are going to learn more about how to find good information that is trustworthy. Step Two: Evaluating the different sources and selecting the most useful one at the moment Step Three: Finding the information you need once you decide what source you are going to use · Ask: What are some of the sources that you can use to find information? · Distribute the handout with information on what the various references sources do (attached) . · Distribute the “Library Quest” handout. . · Are there any questions? · (Work time) S.O.S. for Information Literacy. SLMS will spend one lesson each month looking at some of the different literary genres found in teen literature. Each lesson will focus on one area that is of some relevance to middle school students.
The genres will include fantasy, science fiction, ghost stories, fairy tales, and romance, among others, in an effort to encourage out of class reading, and to introduce students to some new and interesting authors they may not be aware of. At the end of each lesson students will be asked to find a book in this genre to read by the end of the month. They will then be asked to share their thoughts on the book and the genre during the last class of each month. Instructional Goals: · Students will learn about the different types of literary genres available to teens and young adults. · Students will learn the value of sharing their thoughts and opinions about literature with others. · Students will learn the importance of listening to the thoughts and opinions of others Learning Objectives:
S.O.S. for Information Literacy. This lesson will familiarize seventh grade students with the Library Media Center in their new school. The students will learn how to access and use tools available to locate resources, materials, and information. The students will have the opportunity to independently and successfully complete an assignment using their literacy information skills and the LMC. Materials: Computer access to LMC website, OPAC, district databases, and search engines Worksheet [see Supporting Files] pencils/pens. S.O.S. for Information Literacy. S.O.S. for Information Literacy. S.O.S. for Information Literacy. S.O.S. for Information Literacy. S.O.S. for Information Literacy. Introductory lesson plans for learning to use the typical school library act as templates adaptable to any subject area. Classes form detective agencies, adopt spy names, and sleuth for clues to where information resides in library resources.
Intended as a fun additional component to insert in traditional lesson plans, the skills required to complete these exercises increase student information vocabularies, and taps into and relies upon student motivation, multiple intelligences and different learning styles, and social cognitive awareness. These Information skills applications are designed to adapt to almost any subject area. Topics are assigned by teachers in any subject area or selected by students, then plugged-in to the template.
Students will be able to: 1. Super-sleuthing for Information Resources in Your School Library.pptPartner's log-book.pptTeacher's guide.docHints and clues.doc I. D.) II. B.) C.) D.) IV. b.) Grading/Assessment a.) B.) S.O.S. for Information Literacy. This is a 40 minute lesson that can take place in the library media center or the classroom. If it takes place in the classroom, the database searching section of the lesson may need to be modified or omitted. Introduction 1. The LMS has a large cardboard box covered with brightly-colored paper and a ribbon at the front of the instruction area. 2.
The Boolean operators AND, OR, and NOT are written on an easel or whiteboard (if available). 3.The LMS explains that these terms are used to narrow or expand the results in online searching. Body 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Conclusion 1. 2. S.O.S. for Information Literacy. Information Literacy. School Librarians and the Common Core Standards: Resources. School Librarians and the Common Core Standards: Resources.