Title: Conquering Information Literacy, Conan the Librarian Public Library Audience: Public Library Patrons Grades 4th-7th Designers’ Names: Designed by Marie Cirelli, Gweneth Morton, and Andy Wolverton 1. Rationale for instruction: An information literate student can be defined as “one who accesses information efficiently and effectively, critically evaluates the information, and uses it accurately and creatively” (Grassian and Kaplowitz, 2009, p. 4). With the information explosion on the Internet, it is becoming more difficult and more important to be information literate. The public library can play a vital role in the education of its patrons by offering them the opportunity to learn and master the skills needed to be considered information literate. The mission of a public library is to provide information, support lifelong learning, and enrich the lives of its patrons. Based on experience with the patrons of the library and the mission of the library, an information literacy course for students in grades 4th-7th is being developed as a way to further support our patrons and meet the mission of the library. 2. Goal and objectives: Goal: The learner will understand how to search for and evaluate information from a variety of sources. Objective 1: The learner will apply the I-LEARN model. Objective 2: The learner will locate appropriate sources using the Internet and OPAC. Objective 3: The learner will apply the previously found information. Overview 1. Brief summary of unit: The unit is a three-day program in which students learn how to search for and evaluate information from a variety of sources. The program is structured for a younger age group and focuses on hands-on learning and immediate feedback. It focuses on teaching I-LEARN by having students research and write their own mini- reports. Activities include an information scavenger hunt, visiting the library, and I- LEARN bingo. The examples reflect subjects the students are studying in school or current popular trends, such as the Avengers. Evaluation for the program includes rubrics, discussions, rating scales, interviews, and questionnaires. 2. General information a. Audience: Our library is designing an information literacy (IL) program for students in grades 4th-7th, approximately 9-13 years old. Currently 9 girls and 5 boys have registered. Learner characteristics and specific prior knowledge about IL were deduced by interviewing the students’ teachers and having their parents fill out questionnaires. Based on these assessments, 2 students, 11 and 12 years old, read below grade level, as English is their second language. However, they read at a 5th grade level, which is sufficient for this program. These students may need extra time to read and complete the assignments. One student with muscular dystrophy needs a wheelchair-accessible workstation, extra time for typing, and occasionally an aide. Students have computers in their homes and a basic knowledge of computer and internet use. Based on interviews with their teachers, students in the 9-10 age group have little prior knowledge of IL. Students in the 11-12 age range have limited knowledge. b. List of resources required: To plan the program, the librarian needs library office space, telephone, computer with Microsoft Office and internet access, printer, photocopier, IT support for troubleshooting. To teach, the librarian needs computers with internet access and word processing, wheelchair-accessible workstation, projector, projector screen, whiteboard, laser pointer, an aide, printed handouts, index cards, and refreshments. The librarian needs approximately 15 hours for planning, 2 hours with IT for troubleshooting, 7 ½ hours for teaching, and 2 hours for evaluating instruction. Salaries (librarian and aide) $320 Benefits $170 IT Support $20 Office supplies (photocopying, pencils, dry erase markers, etc.) $25 Facilities (electricity, telephone, internet, maintenance, etc.) $100 Refreshments $20 Total $655 c. Description of facilities for instruction: The computer lab has 21 computer workstations (20 for students and 1 for the instructor), projector, projector screen, whiteboard, and sound system. The computers have Microsoft Office and filtered internet access. The lab is adjacent to the children’s and YA sections, allowing the class as a group to retrieve print resources. Strategies, Activities, and Materials 1. Introductory Activity a. Introduce the program by asking students to reflect on their own experiences of writing papers, reports, or other expanded assignments. (Here the term “research paper” is as a blanket term for any assignment in which a learner locates information beyond required reading.) Share a brief personal story of your own troubles writing papers to put students at ease. Move from sharing individual stories to brainstorming how to write a research paper and what steps to take. Together the students and instructor write these ideas on the board. Gently encourage responses dealing with the I-LEARN model, asking students to expand on their answers. As brainstorming winds down, ask students to draw parallels among their responses, placing them in loose categories. Label each category, in no particular order: Identify, Locate, Evaluate, Apply, Reflect, and kNow. Give students index cards labeled Identify, Locate, Evaluate, Apply, Reflect, and kNow. Have students put the cards in the order they follow when they find information and write a research paper. Remind students it is okay if they are unsure of how to order these words or of exactly what they mean. Ask volunteers to share their input, rearranging a set of magnetic index cards on the whiteboard. Give subtle suggestions, if problems should arise. b. The activity takes approximately 15-20 minutes and segues directly into the first objective. 2. First Objective a. Objective 1: The learner will apply the I-LEARN model. b. Key Concepts: Identify, Locate, Evaluate, Apply, Reflect, and kNow. c. Sequence of Instruction: 1. Presentation/discovery of information: Guide the students through an example of how to use I-LEARN through explorations of the internet and OPAC searches. Choose a fairly broad topic to search, such as “soccer,” “Maryland” (or another state), or any other student-generated topic. Cover each of the six aspects of the I-LEARN model, asking frequent questions about each aspect: o I(dentify) – What kinds of information can we find out about this topic? How do we want to limit our search? o L(ocate) – Where would we go to find this information? We could use general internet searches (such as Google) and OPAC searches. Depending on the students’ familiarity with libraries, this step might include going inside the library to find materials on the shelves. o E(valuate) – Examine the information we have found. Is it reliable? How would we know? Who is giving us this information? Does he or she have authority or expertise in this subject area, or is this just someone’s uninformed opinion? Is the information relevant? Is it current? o A(pply) – Discuss how we have a better understanding of this subject now that we have conducted our research. Discuss how we could communicate our findings to a group who had no previous knowledge of this subject. o R(eflect) – Which parts of our search proved to be the most valuable?The least? Which resources gave us the best information? The worst? What could we do to improve our searches next time? o (k)N(ow) – How does what we have learned help us understand and appreciate our topic? How does this knowledge change the way we think about this topic? What new questions can we ask about the topic now that we know more about it? 2. Active learner engagement/practice: Once students understand and feel comfortable with the introductory exercise, place them in small groups to work on the [Thor scavenger hunt]. Students in each group take turns searching. Have those not searching ask each other questions similar to the ones the instructor used. [and provide answers.] Finally, have students share their findings with the instructor and the class. Comment on the effectiveness of the students’ research and findings. 3. Informal checks for learners’ understanding: Preface inquiries about student understanding by performing a role-play in which students imagine that they are newspaper (print or online) reporters or magazine writers researching stories. Play the role of an editor and ask frequent questions about each aspect of the students’ information journey, stressing the importance of each aspect of I-LEARN: “Although none of us works for a newspaper or a magazine, it is just as important that we can justify our information and stand by it.” Briefly ask as many students as possible to articulate, in their own words, what each aspect of the I-LEARN model means. Ask several questions designed to allow for student participation and to check for understanding. For example, if our search topic is “Maryland,” ask, “We want to start with the letter I, which means what? Yes, ‘Identify.’ What types of things can we find out or ‘identify’ about the State of Maryland?” Ask questions about each aspect of I-LEARN, checking for understanding. If some students seem confused or to lack understanding on any aspect of I- LEARN or its application to their search, stop and re-teach the aspect in question, finding different ways to explain the concept. d. Time: 1. Brief introduction of the I-LEARN model: 10 min. 2. Instructor guidance through the I-LEARN model: 20 min. 3. Guided small group scavenger hunt: 45 min. 4. (Possible in-library time – additional 15 min.) 5. The total time (including possible in-library time): 90 min. 3. Second Objective a. Objective 2: The learner will locate appropriate sources using the Internet and OPAC. b. Key concepts: Additional aspects of Identify, Locate, and Evaluate. c. Sequence of instruction: 1. Presentation/discovery of information: Review how to use the OPAC, search the Internet, and evaluate sources through an interactive live tutorial made by the instructor.