Reading+Notes+Module2_2

**"Mike Eisenberg on Information Literacy." Web. 04 Oct. 2009. **.

According to Professor Mike Eisenberg, there is now another "R" besides reading, writing, and arithmetic. He considers this fourth "R" "research" or "information literacy." "Information literacy must take its rightful place as one of the fundamental basics of education in our societies." Professor Eisenberg makes a valid point concerning the importance of information literacy. His idea that information literacy is as central to education as the "three Rs" explains the importance of being able to access and utilize information in today's world of the abundance of information. Students today are exposed to an infinite source of information available at the click of a finger on a mouse or even the press of a button on a cell phone. It is not enough for students to be able to read information, write about information, and do basic math skills. Today's students need to be able to read for information after they have located the most appropriate source of information. They must also be able to write about their knowledge of the information and present it in a multimedia format. In addition, students are now expected to use problem-solving skills when presented with mathematical situations. Professor Eisenberg explains the solution for developing students' information literacy is, "to have students use information and technology effectively and efficiently for success in school, work, and their personal lives." "Information Literacy is the broad, universal concept for the skills that we need to succeed in a information sophisticated world." ACRL: determines, accesses, evaluates and incorporates, uses, understands (ethics and implications) "Information Literacy is not always linear. It is not always step-by-step." I understand how the process is not always done in order, but I think students need to be familiar with a process that will allow them to move easily from point A to point B, especially when first beginning their information literacy journey. After further reviewing of the model, the author explains how the step-by-step process provides for reflection at all points of the research process. This reflection allows the researcher to decide if the appropriate step is being explored, or if another step needs to be revisited for revision purposes after acquiring new information. Therefore, students who are adept at information seeking will revise the steps of the process, maybe without even realizing that they revising their procedural steps.

American Association of School Librarians. //Standards for the 21st-Century Learner in Action//. Chicago: American Library Association, 2009. Print. "The demands of the twenty-first century require learners to develop essential information literacy skills to evaluate and make sense of the rapidly proliferating, but often biased and inaccurate, volume of information being published." (17) The quality and amount of information available at a student's fingertips necessitates information literacy skills. Standard 1 1.1.1: Inquiry 1.1.2: Connecting ideas and knowledge 1.1.3: Question 1.1.4: Use information sources 1.1.5: Find appropriate information 1.1.6: Extract pertinent information 1.1.7: Points of view 1.1.8: Use technology for information pursuits 1.1.9: Open-minded to others' views Standard 2 2.1.1: Answer questions 2.1.2: Organize information 2.1.3: Develop own understanding 2.1.4: Use technology to inform 2.1.5: Work collaboratively 2.1.6: Writing process to present information Standard 3 3.1.1: Present and reflect on learning 3.1.2: Collaborate 3.1.3: Appropriate presentation to audience 3.1.4: Use technology to publish learning 3.1.5: Connect learning to relevant issues 3.1.6: Ethics in technology Standard 4 4.1.1: Read for enjoyment 4.1.2:Knowledge of literature conventions 4.1.3: Literary responses 4.1.4: Personal inquiry 4.1.5: Connect to own ideas 4.1.6: Note-taking 4.1.7: Social networking 4.1.8: Use technology and learning as creative outlet All of these skills should be used to varying degrees from grades 2-12 in the SLMC. "Instructors foster desirable dispositions by challenging students to consider not only //what// they are learning, but also //how// they are learning and //why// they value the learning." (40) Educators need to go beyond just supplying students with facts. They must explain to students the importance of learning how to learn and how learning is connected to the future. Each of the four standards have indicators. For each indicator, there are three stages of development. The third stage of development mentioned below is the goal for each indicator. Standard 1 Indicator 1.2.4: "Critically examine the soundness and relevance of information as an integral aspect of any learning process with little prompting from teacher of SLMS." (43) Indicator 1.2.7: "Show evidence of pursuing questions even after the original assignments have been completed." (44) Indicator 1.2.4 and 1.2.7, in my opinion, are the steps to creating lifelong learners. Without being able to evaluate information and seek out further knowledge, students will be relying frequently on others for assistance. Standard 2 The third stage for all four indicators in this standard are very important in creating self-sufficient, productive members of our information-dependent society. Indicator 2.2.1: "Detect conflicting information and retrieve data to resolve or clarify findings; independently adapt search techniques to locate necessary information in different formats." (44) Students must be able to differentiate what information is valid in order to make informed decisions. Indicator 2.2.2: "Identify a range of possible conclusions and determine techniques to test them against the evidence while requiring limited help from the teacher or SLMS." (44) Indicator 2.2.3: "Draw conclusions or make decisions based on clearly documented evidence drawn from a range of appropriate resources." (45) Students need to process the information they acquire and come to their own conclusions. Indicator 2.2.4: "Develop a detailed plan and self-monitor progress in completing high-quality work in a timely manner." (45) Students have to be able to evaluate the quality and effectiveness of their own work. Standard 3 Students should be able to work together with others and present ideas in both formal and informal settings. Standard 4 Indicator 4.2.3: "Develop personal views on a topic or issue by taking into account documented evidence and views expressed by others, and by pursuing additional and divergent information." (47) This indicator seemed to be very important for students in today's global society of information.

Stripling, Barbara "Inquiry: Inquiring Minds Want to Know." //School Library Media Activities Monthly// 25.1 (2008): 50-52. //Library, Information Science & Technology Abstracts with Full Text//. EBSCO. Web. 4 Oct. 2009. "In mathematics, for example, inquiry in the curriculum focuses on problem-solving and reasoning. Students are expected to look for patterns and relationships that explain the physical world." (51) "Science students are expected to question, hypothesize, and investigate the natural world. Their inquiry is guided by a search for accurate and replicable evidence in order to confirm or refute a hypothesis and draw conclusions about the truth." (51) "Inquiry in history and the social sciences focuses on people and their interactions with the world. As a result, students must assess the evidence for point of view, social and historical context, authoritativeness, credibility, and other qualitative factors." (51) "Inquiry in language arts and literature is based on interpretation of evidence that includes weighing the social context, determining point of view and author’s purpose, questioning, identifying main ideas and supporting details, making inferences, and synthesizing. Inquiry about literature (both fiction and nonfiction) must be very text-based with background material used as a context for interpretation of the text."(52) Inquiry-based instruction can be utilized in all content areas. Teachers and SLMS can collaborate to make inquiry-based instruction applicable and authentic for student learning.

"Inquiry-based Learning: Explanation." //THIRTEEN//. Web. 04 Oct. 2009. . "Through the process of inquiry, individuals construct much of their understanding of the natural and human-designed worlds." "In traditional schools, students learn not to ask too many questions, instead to listen and repeat the expected answer." The pressure put on teachers by administrators for high test scores forces teachers to cover all the required material in a limited amount of time. This forces teachers to focus on the breadth of the subject matter in their content area instead of the depth. How can inquiry allow us to delve deeper into the subject matter while still covering the breadth of material? "An appropriate education should provide individuals with different ways of viewing the world, communicating about it, and successfully coping with the questions and issues of daily living." Students must be adept at using a process that will allow them to figure out how to solve their own unique problem, as well as possibly solving problems with global implications. "In an inquiry classroom, the teacher asks questions that are more open and reflective in nature." "If inference questions demand that students fill in missing information, then interpretive questions propose that they understand the consequences of information or ideas." "If inference and interpretation questions ask a student to go deeper, transfer questions provoke a kind of breadth of thinking, asking students to take their knowledge to new places."

"LMC Catalog." //Index//. Web. 06 Oct. 2009. . Savy Seven Research Model This model uses questions that are easy for students to answer when conducting research. It would be best used by upper elementary/middle school students and up. It helps students organize their research into a plan with logical steps to keep them proceeding to see their research through to the end. A sample lesson plan is included on the website to help create a lesson to be used with the Savy Seven Research Model.

//Big6//. Web. 06 Oct. 2009. . Big6 Research Model The Big6, as the name implies, utilized six steps in a research model process. These steps are task definition, information seeking strategies, location and access, use of information, synthesis, and evaluation. Task definition requires students to identify exactly what needs to be accomplished. They must decide on how they want to search for information in the information seeking strategies step. Third, students will need to find the information and be able to access it. Using information is the next step in the process. This involves deciding on how the information that has been retrieved will be used. Next is synthesis. Synthesis requires the students to process the information that is being used and apply it to their research needs. Finally, students must be able to evaluate how well the information met their needs. At this point, if students find that the information does not meet their needs, they must revise some, if not all, steps in this process. In addition, students must also be able to evaluate the actual process itself.

"MIH - The I-Search Unit." //Education Development Center//. Web. 06 Oct. 2009. . I-Search Research Model This model is similar to a K-W-L-Q chart. Students using the I-Search model will go through five steps when conducting research. The first step in this process is the question. Although students are forming a question, this is also the point at which students will record the information already known about the topic. Next, students will search for their information. During this stage, students will give details on the search process and where information was found. Next, students will explain what they have learned. This is identical to the "L" in the K-W-L-Q chart. "What this means to me" is the step after what is learned. Here, students will detail the new information learned in relation to further questions that may arise from the research or new understandings that have developed as a result of what was learned. Finally, students will list their references. Citing sources is the goal for accomplishing this fifth and final step in the I-Search model.

"Virtual Information Inquiry: 8Ws." //Virtual Information Inquiry: Student Information Scientists and Instructional Specialists in the Learning Laboratory//. Web. 06 Oct. 2009. . 8 Ws of Information Inquiry The 8 Ws of Information Inquiry model makes use of alliteration to help students remember all of the steps in this inquiry process. Each "W" stands for a certain step in the process. They are as follows: "Watching" = "Exploring," "Wondering" = "Questioning," "Webbing" = "Searching," "Wiggling" = "Evaluating," "Weaving" = "Synthesizing," "Wrapping" = "Creating," "Waving" = "Communicating," and "Wishing" = "Assessing." Here is my interpretation of this model. The first step of the model is "watching." Anytime someone is faced with a new challenge or wants to learn a new skill, the first thing to do is watch how it is done by someone else. Students will need to explore what they have noticed. Once students see something that piques their interest about a topic, they will often wonder about certain aspects of the topic. This wondering gives rise to questions about the topic. Students who have formulated questions will want these questions answered. In order to answer their questions, "webbing" will be the next logical step in the inquiry process. The word "webbing" can remind students of the World Wide Web. Using the Internet as a search tool is common among students who have access to a computer. Students who search the Internet for answers to their questions may find that they need to revise their question or search technique. This "wiggling" or changing strategies is the method used for evaluating what is working in the inquiry process and what needs revision. "Weaving" is the act of tying things together like the threads in a loom. In order to tie together the information that has been acquired, students must be able to take in the information and decide if it is appropriate for the task and how it will be used. This synthesis of information requires students to use their higher order thinking skills. Next, students will begin "wrapping" up their information to present. This is the point at which students will create some type of presentation to demonstrate their understanding of the topic. Communicating their understanding is the next step in this inquiry model. "Waving," the seventh "W" can be considered a type of communication, which can help students remember what should be done for this step of the proces. Finally, students will be assessing their work. Known as "wishing," students can think of this step as wishing they knew more about the topic or even wishing they were able to find more information.