Lesson 6: Putting together a product: a website. Evaluating the website.
Standards
Note: To address college readiness, several state and national standards have been selected, emphasizing related skills and concepts. However, while this lesson touches on several of these, not all of these will be assessed here.
Association for College and Research Libraries (ACRL). Information Literacy Competency Standards for Higher Education. http://www.ala.org/acrl/standards/ilframework
Frame(s): Authority Is Constructed and Contextual; Information Creation as a Process;
Information Has Value; Research as Inquiry; Scholarship as Conversation; Searching as Strategic Exploration
Knowledge Practices: acknowledge they are developing their own authoritative voices in a particular area and recognize the responsibilities this entails, including seeking accuracy and reliability, respecting intellectual property, and participating in communities of practice; give credit to the original ideas of others through proper attribution and citation; organize information in meaningful ways; synthesize ideas gathered from multiple sources; cite the contributing work of others in their own information production; contribute to scholarly conversation at an appropriate level, such as local online community, guided discussion; manage searching processes and results effectively
Dispositions: use frequent self-evaluation/develop awareness of the importance of assessing content with a skeptical stance and with a self-awareness of their own biases and worldview; see themselves as contributors to the information marketplace rather than only consumers of it; maintain an open mind and a critical stance;
value persistence, adaptability, and flexibility and recognize that ambiguity can benefit the research process; seek multiple perspectives during information gathering and assessment; seek appropriate help when needed; follow ethical and legal guidelines in gathering and using information; recognize they are often entering into an ongoing scholarly conversation and not a finished conversation; suspend judgment on the value of a particular piece of scholarship until the larger context for the scholarly conversation is better understood; understand the responsibility that comes with entering the conversation through participatory channels; value user-generated content and evaluate contributions made by others; persist in the face of search challenges, and know when they have enough information to complete the information task
American Association for School Librarians (AASL). National School Library Standards for Learners, School Librarians, and School Libraries (AASL Standards) https://standards.aasl.org/wp-content/uploads/2018/08/180206-AASL-framework-for-learners-2.pdf
Domain(s): Think, Create, Share, and Grow
Shared Foundation(s): Inquire, Include, Collaborate, Curate, Explore, Engage
Think (3. Making critical choices about information sources to use.); Create (2. Acknowledging authorship and demonstrating respect for the intellectual property of others.); Share (2. Disseminating new knowledge through means appropriate for the intended audience.); Grow (2. Recognizing capabilities and skills that can be developed, improved, and expanded.). Etc.
International Society for Technology in Education (ISTE). Standards for Students and Educators https://www.iste.org/standards/for-students
ISTE for Students: Global Collaborator.
Students: 7a. use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning; 7b. use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints; 7c.contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
ISTE for Students: Knowledge Constructor
Students: 3a. plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits; 3c. evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources; 3d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
ISTE for Students: Creative Communicator. Students: 6a. choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication; 6b. create original works or responsibly repurpose or remix digital resources into new creations; 6c. communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations; 6d. publish or present content that customizes the message and medium for their intended audiences.
Strand 4: Digital Learning. 4.6.0 The library encourages students to use digital intellectual property responsibly, understand current copyright rules, make responsible online decisions, understand the significance of a digital identity, and use positive digital citizenship practices. 4.6.1 90% of students are taught to: • Maintain a reputable digital identity • Model effective use of the tenets of digital citizenship • Use digital intellectual property responsibly
Strand 5: Safe and Nurturing Environment
Texas School Library Standards
Strand 1: Information Literacy. 1.1.2 Locate information • Evaluate information
• Effectively use information such as state digital resources, open educational resources, and print resources
Strand 2: Inquiry. 2.3.0 The school library program offers opportunities for learners to explore real world problems by interacting with relevant information in a variety of formats; 2.3.1 Inquiry projects are based on real world issues and problems; 2.3.3 Inquiry projects include the opportunity to: • Consider diverse points of view, • Use critical thinking skills, • Make informed judgments
Strand 4: Digital Learning. 4.6.0 The library encourages students to use digital intellectual property responsibly, understand current copyright rules, make responsible online decisions, understand the significance of a digital identity, and use positive digital citizenship practices. 4.6.1 90% of students are taught to: • Maintain a reputable digital identity • Model effective use of the tenets of digital citizenship • Use digital intellectual property responsibly
Strand 5: Safe and Nurturing Environment
Lesson Objectives/What am I learning? The information literate student…
Learning Outcomes/Why did I learn this? [Demonstration of Learning]
Lesson Cycle
Part 1. Presentations: Students will present their webpage on a topic.
Part 2. Direct instruction: Feedback and comments
I do: I will model how to give positive feedback.
We do: Students can share their positive feedback.
Part 3. Guided Practice:
Elaboration: You do- What did you think of the presentations? How might you change your presentation after seeing everyone else's? What changes would you make, with the feedback you received from others?
Part 4. (Individual / Independent Practice): KWL chart (What I: Know, Want to Know, Learned).
Instructions: Use your KWL chart to fill out the top three things you learned in these lessons. What questions do you have?
Part 5. Evaluation: Ask for help, or feedback. The librarian can review concepts that are unclear.
Essential Question: How do you give positive feedback, or criticism? Why is it important that we consider this?
Guiding Questions: How would you share information with others and evaluate your effectiveness?
Resources: Libguide and possibly digital tools, and apps.
"Lesson Plan Worksheet" borrowed (and adapted) from Colorado State University, at https://writing.colostate.edu/guides/teaching/esl/plansheet.cfm, and DIDS.org, Instructional Resources, at https://www.dallasisd.org/Page/46749
- by Adrian M. Spring, 2020
