LM_NET: Library Media Networking
If I were you, I would stick with Big6 all the way through. It is
simple, yet complete. It has been awhile since I have read Kuhlthau, but
I recall that it misses one of the steps Big6 covers. I think it is
either 1 (task definition) or 6 (evaluation). It is a bit more logical,
and much easier to implement with students (I have used both at Middle
and High School level)
Sticking with Big6 also lines you up better with the IP2 (new
Information Power) and will most likely be known by those outside the
info lit / library spectrum. School Districts are using it as the basis
for curriculum in media.
While at the Big6 site, look around. There are a lot of materials
available, from handouts, PP presentations, lessonplans, etc. There is
also a list to join that does not have very heavy traffic.
Check the ALA site also. There is a book, _Information Literacy
Standards for Student Learning_ that should be on your shelf. There are
two new IP books also. I don't have titles on hand, sorry. They are
workbook format and could be used with Jr. College, maybe HS upper
levels. I only had a brief look at them last week.
I have a collection of info lit bookmarks at:
http://www.crypticmachinery.com/bookmarks/informationLiteracy.html
If you are interested I could send you a couple of PP presentations you
could use or springboard from. I did one for an inservice for HS
teachers. The other is focused for students and how to research, based
on info lit.
also, take a look at www.fno.org Well written stuff there.
One way to help in integrating the research process with the teacher's
product requirements is to develop a Pathfinder. That gives the
researcher a guide to follow and can be developed to allow periodic
assessment of the progress being made. Either the CL teacher or you may
do assessments depending on where the kid is. I have one developed for
5th grade that would work through 7-8 with topic and some language
changes.
It takes a bit more than covering 'the steps' to insure quality results.
Actually, the Evaluation and Reflection portion isn't just at the end,
we loop (and yes the better ones do it more intuitively), constantly
reevaluating all the decisions being made along the way. That's why it
may be better to let them go a bit astray and discover their mistake
than to just redline and tell them they are wrong.
Please feel free to write if there are further questions. Would be glad
to swap jobs ;-)
Robert Eiffert,
Librarian at Image Elementary
http://www.ima.egreen.wednet.edu/library.html
Elementary Librarian BLog
www.crypticmachinery.com
-----Original Message-----
From: School Library Media & Network Communications
[mailto:LM_NET@LISTSERV.SYR.EDU] On Behalf Of Mary Ziller
Sent: Tuesday, September 11, 2001 5:22 PM
To: LM_NET@LISTSERV.SYR.EDU
Subject: SEC MIDDLE Information Literacy materials needed
Dear LM_Netters,
You are a terrific group, and I am turning to your collective wisdom.
I am beginning a job tomorrow where I must create information literacy
classes at different levels for students from grade 7
through junior college.
I did a quick and dirty search in www.dogpile.com and am looking through
the archives, where I found one useful website, so
far: http://score.rims.k12.ca.us/infolit.html
Do any of you have materials or recommendations or suggestions to share
with me as I create my courses?
I have read Information Power and Eisenberg/Berkowitz' BIG6 research
model, and I have skimmed Pitts/Stripling's Research
Process, Flip-it, Kuhlthau's Information Seeking, but I feel I need some
concrete, practical handouts or websites or something
to get me started teaching.
My first thought is to use the Big6 or FLIP-IT for the younger grades
and Use either Kuhlthau or Pitts-Stripling for the older
grades.
I realize that for the reaearch to be meaningful it must be integrated
into the curriculum and it should be graded as a
classroom teacher's assignment done for a grade, so that the students
take it seriously. I realize that the students will
internalize and remember the research process better if they learn
something they are interested in, and it is a real
search--not a theoretical excercise done to learn library skills.
I am thinking that the teachers should assign the topic to be
researched, and the students could create a multimedia
presentaion in PowerPoint to share their research results.
One thing I am having trouble explaining is how does the new research
models differ from what oustanding students have been
intuitively doing all along, i.e. before the paradigm shift from
lecturing as the preferred format of instruction delivery,
and the current constructivist classroom.
Another thing that troubles me is how can I stretch out teaching
Information literacy skills or the research process into an
ongoing course? It seems that once we have covered the steps in the
research models, the students should be able to do good
research. I think it will take only a few sessions to cover the steps,
and then what???
Well, I am sure I can come up with something, but rather than re-invent
the wheel, I would really appreciate it if someone has
handouts or websites or textbook recommendations.
Thanks in advance,
Mary Ziller
Kids Connect Volunteer
Overbrook Park Library
Philadelphia, PA
maryziller@yahoo.com
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