>HIT Library Skills Curriculums

[CAROL SHERER <je2271lb@INK.ORG>]

LM_NETTERS:

I'm sorry to be so long in posting a >HIT about library skills
curriculums. There were several who wanted the information also.

I have condensed all the comments I've received trying to keep this from
being a lengthy posting.

I hope you will find the information interesting and helpful as my
superintendent and I have.

Many of those responding felt it was very important to integrate the
skills within the curriculum; that the best learning comes by doing within
an assignment:
from Peg Muntz, Lakeland Jr. High, LaGrange, In: "I firmly believe that
the best instruction occurs when the student most needs the information.
I think best library skills are taught when a student is about to start a
research unit.  Rather than a lecture on how to do so and so, how to find,
how to whatever, I try to work with the teacher to come up with an
assignment that forces the student to complete the skills we want them to
have.  This obviously works better with some teachers than with others..."

from Barbara Fiehn, Assistant Professor, Mankato State University, Library
Skills Education, Mankato, MN:
"Library(rather media) skills should be driven by the curriculum, not a
curriculum unto themselves.  That does not say that a "curriculum"
shouldn't be used as a guide.  Survey the needs of the classroom
curriculum.  Include new technologies as well as old.  When in which
classes do students write what kinds of research papers; do what kinds of
research; study which lit. genres; have chance to produce alternative
papers/book reports using multi-media; when do they need computer skills
in the media center?  Skills that are taught in the context of "need to
know" stay with the learner.  There is a great body of research that
supports this.  Also every student should have the chance to "test out" of
any skills unit.  When a students is force to participate in a lesson on
material that they alreayd know they lose.  No student has time to repeat
a mastered skill.  That also leaves more teacher time for reteaching and
mentoring thoses who need the help..."

from Dana Pope, Heidelberg, Germany:
"...the best way to teach library skills is in collaboration with
classroom teachers.  You can do a little orientation to introduce some
resources, but anything beyond that is pretty much a waste of time.
Instead of spending time writing "library lessons," get busy and do some
planning with teachers on unites that will meet both program objectives.
Teachers should be just as interested in teaching information skills as
you are: after all most content is forgotten in a matter of hours whiles
skills live forever"......

from Mary Jameson, Troy R-III High School, Troy MO:
" I work with 8th grade students and the classroom teacher and I
collaboratively plan an information skills lesson, print and electronic,
that supports their current unit.  Teaching in isolation doesn't work!"

from Marjorie Pappas, Library Media Program Advisor, Wright State
University, Dayton, OH:
"I teach a course called Teaching Information and Research Skils as a part
of the Library Media Program at Wright State University.  I am very
interested in information skills and have written a model along with Ann
Tepe (a former HS LMS in Ohio) who is now with Follett.  Ann and I feel
this should be a process and taught in context, within and across the
various subject areas.  Our model was written based on the philosophy that
information seeking behavior is a nonlinear process, so the model has been
developed visually to look like a rainbow.  We have also spent much time
talking about those parts of this information skills model that relate to
electronic resources. This model is now available from Follett in either
of two new books they have just published.  They are called Teaching
Electronic Information Skills: A Resource Guide for (6-8 or 9-12).  Beyond
the model, the books each contain sample units based on themes which focus
on the information gathering process and are based on this model.  There
is an earlier version for K-5, which has an older version of our model.
Follett intends to revise this book soon.  The model itself does not
contain grade levels, and has relevance across all grades. I have also
been urging Follett to provide the model separately in a kit with
unlimited copying rights, so teachers and students could have their own
copy.  I think that will happen early in '95"....

Others indicated they were applying the Big Six Skills:

from Kathy Lafferty, VA:
"Our system is working on applying the Big Six Skills, which is a product
of Mike Eisenberg..and Bob Berkowitz.  It's an integrated curriculum idea,
with research.  We just got our first inservice on it last week.  It can
be used K-12, but requires a lot of planning time with teachers."

from Nancy Lively, Anne Arundel County Public Schools, Annapolis, Md:
"We are using Eisenberg and Berkowitz's Big Six Skills with our K-12v
population.  Do you know them?  Have you read their books and the articles
they have done in library journals?....They are marvelous and have helped
us with the work."

from Christine Stran, East High School, Salt Lake City, UT:
"In Utah we are struggling with the secondary library media curriculum.
We are not finished, but decided to base our work on Michael Eisenberg and
Bob Berkowitz work on Information Problem Solving.  "Big Six" (you may
have seen refernces to this.)  It is a great start..."

from Pat Bartoshesky, Saint Edmond's Academy, Wilmington, DE:
as an added P.S. to her message: "Last year I worked extensively with
Eisenberg and Berkowitz' Big Six Information Skills. I will do that again
this year, after getting some of the basics out of the way...."

from Susan Schmidt, TX:
"Before you do anything, please read Information Problem-Solving: The Big
Six Skills Approach to Library and Information Skills Instruction and
Curriculum Initiative: An Agenda and Strategy for Library Media Programs.
Both are written by Michael Eisenberg and Robert Berkowitz.  It will make
you rethink your whole curriculum.  They are both easy to read and a
wealth of information will be at your fingertips.  Please let me know what
you think of them.."

Following are comments I received about other curriculums that are being
used as well as ideas others are using for lessons:

from Littlefork High School, Mn:
..."We hae an extensive K-6 library curriculum.  Grade 6 we review
reference materials, i.e. geographical and biographical dictionaries,
thesuarus, and encyclopedias.  Also aim at mastery of Dewey Decimal system
and card catalog use.  After studying atlases, numerous fact books, we hae
each student write a research paper using a minimum of 20 sources.  When
they come to our H.S. (7-12) a review is done during one week of English
class to familiarize them with the new library layout and refresh skills.
They are really ready to go!"

from Monique Turcotte, Winnipeg, Manitoba, Canada:
"I have a divisional skills continuum from my school division.  I also
have an unfinished and currently unauthorized provincial skills
continuum....I'm willing to snail mail you all of the above...."

from Dianne Anderson, McKenzie High School, McKenzie, TN:
" I use several different curriculums.  I like the one from Linworth
Publishing.  But for 6th grade only.  My 7th and 8th graders are taught
using flexible scheduling.  They do a research paper taught and graded
totally by me to practice library skills.  The Language Arts teachers uses
the grades and the Social Studeies teacher provides the subjects.  My
supervisor of instruction is very happy with the integrated curriculum.
The children do come to the library to check out books with passes from
their classesbut instruction is during the research paper.  We also use
the Accelerated Reader."  She has grades 6-12 with 750 students.

from Louise Edwards, Elementary Librarian, Mount Vernon, WA:
"I would really encourage you to look at Follett Software Company's
notebook of Teaching Electronic Information Skills.  This has a great
information skills model.  The program was designed for K-5 but I think it
is a great maitrix to examine."

from Glena Garrett, Vancouver, WA:
"I teach K-6, but I would like to know what is being taught elsewhere.  My
6th graders are doing a reserch report step-by-step.  We started last year
with an into to bibliography and this year they must have a minimum of
three sources.  I do lessons as we reach the next step--note taking,
paraphrasing, quoting, composition, critiquing, rewriting, form, and a
final copy in ink with a bibliography in correct order.  By the time we
get all the way through most of the year is gone.  I usually have about
enought time to do an information search that lists where they have to
look so they must use some unfamiliar reference books.  That way, as they
need help, I can teach each or groups working on a question.  I used to do
almanacs in 6th, but last year I dropped it down to 5th along with
encyclopedia indexes.  We have so many unusual blends/splits that it's
hard to set a curriculum.  I have to flow from what I know about them and
what they need most.....our media specialist at that level(7th) only teach
as requested by a teacher or if they request a time because they know the
students need it.  They are not required to teach lessons for media in our
junior high."

from Pat Bartoshesky, Saint Edmond's Academy, Wilminton, DE:
"I have been using for the last couple of weeks an activity I wish I had
thought of years ago.  The homework for 4th, 5th, and 6th graders is to
bring in 3 questions to try to stump me.  The topics vary- I have used
rivers, islands, lakes, and Delaware.  The boys read their questions and I
take a stab at answering them.  When giving the assignment I warn them
that ANYTHING I give as an answer may be counted correct if their answers
are not defended by citing the source!  For the first several classes I
won on that technicality, but word spread throughout the homerooms and by
the end of this week I was getting creamed, and loving it.  What is a bit
surprising is how reasonable, yet interesting their questions have been.
This activity could be used as the first step in creating some products
such as a crossword puzzle or database based on their questions.  We are
going to use some of the geographical questions to help the 6th graders
prepare for the National Geographic Society Bee...."


from Shelley Lockhead, Hopkinton High School, Contoocook, NH:
"Buy him a copy of Information Power from AASL."


from Bill Sears, Mesa Verde High School, CA:
"At Mesa Verde High School, we have adopted the book "From Library Skills
to Information Literacy: A Handbook for the 21st Century"....."We start
the skills at the 9th grade and follow through in every subject through
the 12th grade."

As you can see, there are many, many different ideas being used around the
country.  I hope you will find these helpful as you continue to develop
library skills curriculums that are hopefully embedded within the
curriculum areas in your schools.

Many thanks to all those that sent me their ideas and information.  I am
truly grateful.

Carol Sherer
Library Media Specialist
Jetmore H.S. KS
je2271lb@ink.org