
Committee Members
Muriel Gaynor
Library Media Specialist
King Philip Middle School
Jeanne Pascon
Information and Technology Literacy Teacher
King Philip Middle School
Jerilyn Van Leer, Chair
Coordinator of Library Media Services
West Hartford Public Schools
With special thanks to:
Dr. Karen List, Assistant Superintendent for
Curriculum and Instruction
Dr. Sue Deffenbaugh, Department Supervisor
for Basic Skills
Appendix A: Alignment Documents
Alignment
of Connecticut Standards & Information Processing Skills Summary for the
Middle School
Alignment
of Connecticut Standards & Information Processing Skills for the Middle
School
Appendix B: Resources for Instruction
Information
and Technology Literacy Planning Form..
WORKS CITED
LIST Encyclopedias
Learning
Resources and Information Technology (LRIT) Resources Books, Software and Web
Sites
Big6Ô
Information Problem-Solving Rubric
Student
Self-Reflection Checklist
Information
and Technology Literacy Skills Matrix—Secondary—Big6Ô
All eighth grade students participate in the information and technology literacy course, which is part of the thirty-day unified arts rotation. This course completes the sequence that begins in sixth grade with thinking skills and continues in seventh grade with research strategies. Through this assured learning experience students will become efficient and effective users and producers of information, using the information and technology tools necessary for success in lifelong learning.
Using the Connecticut Computer Technology Standards, the Connecticut Learning Resources and Information Technology Standards and the Big6Ô Information Problem-Solving Skills as a framework, students will create a WebQuest connected to a topic from one of the middle school curriculum areas. At the completion of the course students will:
Ø Use technology tools for individual and collaborative writing, communicating, and publishing activities to create informational products for audiences inside and outside the classroom.
Ø Evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources.
Ø Understand the responsible use of information, hardware and networks.
Ø Use personal productivity software to create products in a wide range of formats.
The following list reflects the major content areas for the course.
Ø Technology proficiency test
Ø Tutorials for review of technology skills
Ø Network navigation
Ø Responsible use of information and technology
Ø Big6Ô information problem-solving skills
Ø WebQuest process and design overview
Ø Presearch (brainstorming topics, selecting topics, defining keywords and developing an essential question)
Ø Copyright, plagiarism, and citing sources
Ø Search strategies (keyword and Boolean)
Ø Resource evaluation (e.g. books, magazines, Web sites)
Ø Graphic organizers ( using Inspiration for brainstorming topics and note-taking)
Ø Web page design (FrontPage)
Ø WebQuest development
Ø Evaluation (WebQuest and information process)
Learning Resources and Information Technology Content
Standards
www.state.ct.us/sde/dtl/curriculum/frlrit.pdf
Computer Technology Competency Standards for Students
http://www.state.ct.us/sde/dsi/technology/StudentCompv2.pdf
|
Term |
Definition
|
|
Assured
learning experiences |
An
activity that every student participates in. |
|
Bibliographic
format |
Prescribes
how the complete information about an item should be listed according to a
recognized style manual. |
|
Big6Ô |
A
model that assists students with problem solving and is used in the teaching
of information literacy skills. The six steps in the model are Task
Definition, Information Seeking Strategy, Location and Access, Use of
Information, Synthesis and Evaluation. The model, developed by Michael
Eisenberg and Robert Berkowitz, was presented in their 1990 book entitled Information
Problem-Solving: the Big Six Skills Approach to Library and Information
Skills Instruction. |
|
Boolean
logic* |
A
system of logic named for George Boole, a British mathematician. Most online
searching uses Boolean logic to develop search strategies. Logical operators
– AND, OR, and NOT- are used to indicate relationships among search terms or
sets of citations. Venn diagrams are used to indicate the relationships that
result from using these logical operators. The operators are commonly
referred to as Boolean operators. |
|
Boolean
operators* |
The
logical functions AND, OR and NOT used as part of a search strategy that
allows users to define and limit the scope of their searches. The operator
AND retrieves only items with both terms; OR retrieves items with either
term, and NOT retrieves items with one term and not the other. |
|
Boolean
search* |
Using
the logical functions AND, OR, and NOT to expand or narrow a search in an
electronic database. The operators AND and NOT narrow a search. The operator
OR expands a search. Searches that use these operators, such as between
keywords, tend to produce a relevant and manageable list of hits. |
|
Copyright* |
A
legal right given to authors, composers, or publishers to publish a work for
a specified number of years. Copyright offers protection from the work being
copied by others without permission. |
|
Database* |
Information
(data) in a machine-readable format that can be searched by a computer. The
information is organized in files that contain records consisting of data
that have been input into fields. For example, an address file may have one
record for each individual whose address is included. Each record may have
one field for a name, another field for a street address, another field for a
ZIP code, and another field for a telephone number. These files can be
organized, retrieved, searched, and changed by using a database management
system. |
|
Essential
question |
Specific,
open-ended, thought-provoking questions that probe the factual and conceptual
levels of understanding. The role of essential questions is to create
interest and a need to know leading toward deeper understanding of the
generalizations and principles that structure the knowledge of a discipline. |
|
Graphic
organizer |
A
visual means of organizing information. |
|
Information
literacy* |
The
ability to locate, evaluate, understand, and use information effectively. |
|
Keyword* |
A
searchable word such as a significant word in a title or subject heading. |
|
Plagiarism* |
An
expression, idea, or plot taken from another person’s work and used as one’s
own without giving proper credit for the language, thoughts, or ideas of the
original creator. |
|
Rubric* |
Criteria
established to describe what must be included or completed to satisfy
requirements for an assignment or project. |
|
Works
cited |
Appearing at the end of the paper, this list
contains all types of works cited in the text. |
*McCain, Mary Maude and Martha Merrill. Dictionary
for School Library Media Specialists: A Practical and Comprehensive Guide.
Englewood: Libraries Unlimited, 2001.
American Association of School Librarians and Association for Educational Communications and Technology. Information Power: Building Partnerships for Learning. Chicago: American Library Association, 1998.
Eisenberg, Michael B. and Robert E. Berkowitz. Teaching Technology and Information Skills: The Big6Ô in Secondary Schools. Worthington: Linworth Publishing, 2000.
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 5th ed. New York: Modern Language Association, 1999.
Koechlin, Carol and Sandi Zwaan. Info Tasks for Successful Learning. Pembroke Publishers Limited, 2001.
McCain,
Mary Maude and Martha Merrill. Dictionary for School Library Media
Specialists: A Practical and Comprehensive Guide. Englewood: Libraries
Unlimited, 2001.
Ryan, Jenny
and Steph Capra. Information Literacy Toolkit: Grades 7 and Up. Chicago:
American Library Association, 2001.
Stanley,
Deborah. Practical Steps to the Research Process for the Middle School.
Englewood: Libraries Unlimited, 2000.
|
Connecticut LRIT Content Standards |
Big6Ô
Information Problem-Solving Skills |
|
Standard 1: Defining Information Needs
Students will define their information needs and identify effective
courses of action to conduct research, solve complex problems, and pursue
personal interests. |
Big6Ô Skill #1: Task
Definition 1.1
Define the problem 1.2
Identify the
information requirements of the problem |
|
Standard 2: Information Systems Students will apply principles of organized
information systems to learning endeavors. |
Big6Ô Skill #3 Location
and Access 3.1 Locate sources (intellectually and
physically) 3.2 Find information within sources |
|
Standard 3: Information Strategies
Students will demonstrate
a command of information skills and strategies to locate and use effectively
print, nonprint, and/or electronic resources to solve problems, conduct
research and pursue personal interests. |
Big6Ô Skill #2: Information
Seeking Strategies 2.1 Determine the range of possible
resources 2.2 Evaluate the different possible
sources to determine priorities |
|
Standard 4: Information Processing
Students will apply evaluative criteria to the selection,
interpretation, analysis, reorganization, and synthesis of information from a
variety of sources and formats. |
Big6Ô Skill #4: Use
of Information 4.1 Engage (e.g. read, hear, view) the
information in a source 4.2 Extract information from a source Big6Ô Skill #5: Synthesis 5.1 Organize information from multiple |
|
Standard 5: Application
Students will use appropriate
technologies to create written, visual, oral, and multimedia products to
communicate ideas, information, or conclusions to others. |
Big6Ô Skill #5: Synthesis 5.2 Present information |
|
Standard 6: Evaluation
Students will evaluate the effectiveness and efficiency of their own
choices and use of information and technology for problem-solving and
communication. |
Big6Ô Skill #6: Evaluation 6.1 Judge the product (effectiveness) 6.2 Judge the information problem-solving
process |
|
Standard 7: Responsible Use of Information
Students will demonstrate the responsible and legal use of information
resources, computers or other technologies, recognizing the attendant social,
economic, and ethical issues. |
Big6Ô Skill #4: Use
of Information 4.1 Engage information respecting the
principles of intellectual freedom, intellectual property and using
technology in a responsible manner Big6Ô Skill #5: Synthesis 5.1 Organize information using proper citation to
identify sources |
Computer Technology Competencies
Learning Resources & Information Technology
Big6Ô Information Problem-Solving Skills
|
CT Computer Technology
Competency Standards |
CT Learning Resources
& Information Technology Standards |
Big6Ô Information Problem-Solving Skills |
|
1. Basic Operations and
Concepts |
2. Information Systems |
3. Location and Access |
|
2. Social, Ethical and
Human Issues |
7. Responsible Use of
Information |
4. Use of Information 5. Synthesis |
|
3. Technology Productivity
Tools |
5. Application |
5. Synthesis |
|
4. Technology Communication
Tools |
1. Defining Information
Needs 5. Application |
1. Task Definition 5. Synthesis |
|
5. Technology Research
Tools |
3. Information Strategies 4. Information Processing 6. Evaluation |
3. Information Seeking Strategies 4. Use of Information 5. Synthesis 6. Evaluation |
|
6. Technology
Problem-Solving and Decision-Making Tools |
1. Defining Information
Needs 6. Evaluation |
1.Task Definition 6. Evaluation |
|
Connecticut Computer Technology Competency
Standards |
Connecticut Learning Resources and
Information Technology Standards |
Big6Ô Information
Problem-Solving Skills |
|
1. Basic Operations and Concepts Ø
Apply strategies for identifying and solving routine
hardware and software problems that occur during everyday use Ø
Demonstrate an understanding of concepts underlying
hardware, software and connectivity, and of practical applications to
learning and problem solving Ø
Use keyboards and other common input and output devices
(including adaptive devices when necessary) efficiently and effectively Ø
Independently operate school computers and demonstrate
ability to use the system’s software and special features Ø
Demonstrate the ability to independently use personal
productivity software to create products in a wide range of formats
(newsletters, budgets, brochures, imported graphics, web pages, etc.) Ø
Describe general criteria used to evaluate and compare
different types of computers, peripherals, and other technology tools Ø
Demonstrate the ability to use basic features (entering
information/data, editing, calculating, manipulating information, saving
files) of personal productivity software (word processing, desktop
publishing, spreadsheets, databases, etc.) Ø
With assistance develop strategies for solving common
hardware and software problems |
2. Information Systems Ø
Alphabetize by word to find information in resources Ø
Use more complex graphic and text menus to locate
information from electronic media Ø
Demonstrate the ability to navigate through a variety of
software menus to access information Ø
Combine keywords with simple Boolean operators to search
electronic databases Ø
Use Boolean logic to search electronic databases Ø
Independently use the on-line catalog or card catalog to
locate materials by author, title or subject, including cross
references/links Ø
Understand the variety of ways indexes are used as
organizers for information systems |
3. Location and Access 3.1 Locate sources (intellectually and
physically) 3.2 Find
information within sources |
|
2. Social, Ethical and Human Issues Ø
Demonstrate knowledge of current changes in information
technologies and the effect those changes have on the workplace and society Ø
Exhibit legal and ethical behaviors when using
information and technology, and discuss consequences of misuse Ø
Research and evaluate the accuracy, relevance,
appropriateness, comprehensiveness, and bias of electronic information
sources concerning real-world problems Ø
Discuss basic issues related to responsible use of
technology and information and describe personal consequences of
inappropriate use Ø
Apply established citation standards for giving credit
for information or ideas used from electronic resources Ø
Demonstrate an understanding of the concept of ownership
of ideas and information by respecting and observing laws and/or guidelines
for using information, hardware and networks |
7. Responsible Use of Information Ø
Understands there are different types of ownership and
protection of intellectual property (e.g. trademarks, copyrights) Ø
Differentiate among various types of ownership or
protection of intellectual property (e.g. copyright, patents) Ø
Observe, in all original work, the ethical restraints
imposed by copyright on using and transmitting information Ø
Able to locate established bibliographic standards for
citing electronic sources Ø
Understands concept of “fair use” guidelines for all
types of protected materials Ø
Observe educational “fair use” guidelines for all types
of protected materials Ø
Demonstrate responsible and ethical use of hardware and
networks Ø
Demonstrate responsible and ethical use of hardware and
networks with an understanding of legal implications |
4. Use of Information 4.1 Engage information respecting the
principles of intellectual freedom, intellectual property and using
technology in a responsible manner 5. Synthesis 5.1 Organize
information using proper citation to identify sources |
|
3. Technology Productivity Tools Ø
Use content-specific tools, software, and simulations
(e.g. environmental probes, graphing calculators, exploratory environments,
Web tools) to support learning and research Ø
Apply productivity/multimedia tools and peripherals to
support personal productivity, group collaboration, and learning throughout
the curriculum Ø
Use general purpose productivity tools and peripherals to
support personal productivity, remediate skill deficits, and facilitate learning
throughout the curriculum Ø
Use technology tools (e.g. multimedia authoring,
presentation, Web tools, digital cameras, scanners) for individual and
collaborative writing, communication, and publishing activities to create
knowledge products for audiences inside and outside the classroom Ø
Use appropriate software (spreadsheet, database,
hypermedia, etc.) to construct, organize, calculate, analyze and interpret
ideas and data, and to present conclusions Ø
Create databases, spreadsheets and a variety of graphic
presentations to communicate numeric and visual information using
applications with varied and more sophisticated features |
5. Application Ø
Use appropriate software (e.g. spreadsheet, database,
hypermedia) to construct, organize, analyze and interpret ideas and data, and
present conclusions Ø
Incorporate mixed media (e.g. spreadsheets, database,
hypermedia) to construct, organize, analyze and interpret ideas and data in a
composite document Ø
With guidance use telecommunications to locate and
correspond with peers involved in similar studies Ø
Independently use telecommunications to locate and
correspond with peers involved in similar studies Ø
With assistance select appropriate media from a variety
of resources to create a clear and meaningful multimedia presentation Ø
Independently select appropriate media from a variety of
resources to create a clear and meaningful multimedia presentation Ø
Demonstrate an understanding of the strengths and
weaknesses of various media formats as communications vehicles Ø
With guidance determine the most appropriate technologies
and formats to use in presenting materials gathered from a variety of print,
nonprint, and electronic sources and to create a presentation that clearly
communicates information, new knowledge, and opinion |
5. Synthesis 5.1 Organize information from
multiple sources 5.2
Present information |
|
4.Technology Communication Tools Ø
Design, develop, publish, and present products (e.g. Web
pages, videotapes) using technology resources that demonstrate and
communicate curriculum concepts to audiences inside and outside the classroom Ø
Collaborate with peers, experts, and others using
telecommunications and collaborative tools to investigate curriculum-related
problems, issues, and information, and to develop solutions or products for
audiences inside and outside the classroom Ø
Use technology tools (e.g. multimedia authoring,
presentation, Web tools, digital cameras, scanners) for individual and
collaborative writing, communication and publishing activities to create
knowledge products for audiences inside and outside the classroom Ø
Use telecommunications efficiently and effectively to
access remote information, communicate with others in support of direct and
independent learning, and pursue personal interests Ø
Use telecommunications and online resources (e.g. e-mail,
online discussions, Web environments) to participate in collaborative
problem-solving activities for the purpose of developing solutions or
products for audiences inside and outside the classroom |
1. Defining Information Needs Ø
Independently and clearly restate the scope and ground
rules for a given task Ø
Understand strategies for communicating the scope and
ground rules for a given task Ø
Identify and discuss existing knowledge concerning a
given task without prompting Ø
Understand strategies for communicating information and
knowledge concerning a given task without prompting Ø
Frame an essential question given information, and pose
additional questions related to completion of the task Ø
Identify keywords for searching information sources with
minimal assistance Ø
Identify, locate and use an array of print, nonprint and
electronic resources available through their library media center with
assistance, access resources outside the school Ø
Describe more than one course of action for addressing
the essential question and select the most effective one with assistance Ø
Independently describe more than one course of action for
addressing the essential question and select the most effective one 5. Application Ø
Use appropriate software (e.g. spreadsheet, database,
hypermedia) to construct, organize, analyze and interpret ideas and data, and
present conclusions Ø
Incorporate mixed media (e.g. spreadsheets, database,
hypermedia) to construct, organize, analyze and interpret ideas and data in a
composite document Ø
With guidance use telecommunications to locate and
correspond with peers involved in similar studies Ø
Independently use telecommunications to locate and
correspond with peers involved in similar studies Ø
With assistance select appropriate media from a variety
of resources to create a clear and meaningful multimedia presentation Ø
Independently select appropriate media from a variety of
resources to create a clear and meaningful multimedia presentation Ø
Demonstrate an understanding of the strengths and
weaknesses of various media formats as communications vehicles Ø
With guidance determine the most appropriate technologies
and formats to use in presenting materials gathered from a variety of print,
nonprint, and electronic sources and to create a presentation that clearly
communicates information, new knowledge, and opinion |
1. Task Definition 1.1Define the problem 1.2 Identify the information
requirements of the problem 5. Synthesis 5.1 Organize information from
multiple sources 5.2
Present information |
|
5. Technology Research Tools Ø
Use content-specific tools, software, and simulations
(e.g. environmental probes, graphing calculators, exploratory environments,
Web tools) to support learning and research Ø
Design, develop, publish and present products (e.g. Web
pages, videotapes) using technology resources that demonstrate and
communicate curriculum concepts to audiences inside and outside the classroom Ø
Collaborate with others using telecommunications and
collaborative tools to investigate curriculum-related problems, issues, and
information to develop solutions or products for audiences inside and outside
the classroom Ø
Use telecommunications and online resources (e.g. e-mail,
online discussions, Web environments) to participate in collaborative
problem-solving activities for the purpose of developing solutions or
products for audiences inside and outside the classroom Ø
Use technology resources (e.g. calculators, data
collection probes, videos, educational software) for problem-solving,
self-directed learning, and extended learning activities Ø
Determine when technology is useful and select the
appropriate tool(s) and technology resources to address a variety of tasks
and problems Ø
Determine keywords and use Boolean logic (when
appropriate) to search electronic and Internet-based databases Ø
Demonstrate the ability to navigate through a variety of
software menus to access information Ø
Search, find, sort, and evaluate database information
from computers, CD-ROM and on-line resources and know how to apply
established specific features of different search engines Ø
Demonstrate the ability to identify and use a variety of
features to locate information using an Internet search engine or directory Ø
Develop and apply criteria for evaluating Internet
resources Ø
Use a variety of technology tools to organize and
manipulate data to solve problems |
3. Information Strategies Ø
Use organizing features of print, nonprint, and
electronic materials (tables of contents, menus, indexes, bibliographies and
hyperlinks) to locate and use information Ø
Use correct library/information/technology terminology Ø
Select and use appropriate resources and/or equipment to
accomplish a given task Ø
Recognize wide range of tools for extracting and
recording information (note taking, video, audio) Ø
Select and use multiple appropriate resources and/or
equipment to accomplish a given task Ø
Search, find, sort, and evaluate database and spreadsheet
information from computers, CD-ROM and on-line resources Ø
Select the appropriate mechanism for extracting
information from a wide range of sources (e.g. note taking, video, on-line,
print, interview) Ø
Demonstrate the ability to establish connectivity with
resources outside the school (e.g. e-mail, computer, conferencing, the
Internet, the Connecticut Digital Library) 4. Information Processing Ø
Develop and apply more complex criteria for aligning
resources with a specific need and presentation Ø
Discern stereotypes, biases and propaganda techniques in
print, nonprint, and electronic resources Ø
Differentiate among fiction, nonfiction, and opinion
pieces in a variety of media formats Ø
Apply evaluative criteria in using fiction, nonfiction,
and opinion pieces Ø
Independently synthesize information for applications by
using appropriate organizational style and the most effective method of
presentation for the purpose and audience Ø
Use critical evaluation skills in viewing and listening Ø
Develop and apply criteria for evaluating and using
Internet resources from a variety of media formats 6. Evaluation Ø
With minimal assistance and during the process, analyze,
and adjust information search strategies Ø
Assess the quality and quantity of retrieved information
and with assistance assess the credibility of retrieved information against
the assigned need Ø
Assess the overall effectiveness and efficiency of their
search performance upon completion of the assignment and with assistance
understand strategies for evaluating audience impact |
3. Information Seeking Strategies 2.1 Determine the range of possible
resources 2.2 Evaluate the different possible sources to determine priorities 4. Use of Information 4.1 Engage (e.g. read, hear, view) the information in a source 4.2 Extract information from a source 5. Synthesis 5.1 Organize information from
multiple sources 5.2 Present information 6. Evaluation 6.1 Judge the product (effectiveness) 6.2 Judge the information
problem-solving process |
|
6. Technology Problem-Solving and
Decision-Making Tools Ø
Apply productivity/multimedia tools and peripherals to
support personal productivity, group collaboration, and learning through out
the curriculum Ø
Use technology resources (e.g. calculators, data
collection probes, videos, educational software) for problem-solving,
self-directed learning, and extended learning activities Ø
Design, develop, publish, and present products (e.g. Web
pages, videotapes) using technology resources that demonstrate and
communicate curriculum concepts to audiences inside and outside the classroom Ø
Demonstrate an understanding of concepts underlying
hardware, software and connectivity, and of practical applications to
learning and problem solving Ø
Determine when technology is useful and select the
appropriate tool(s) and technology resources to address a variety of tasks
and problems Ø
Evaluate the accuracy, relevance, appropriateness,
comprehensiveness, and bias of electronic information sources |
1. Defining Information Needs Ø
Independently and clearly restate the scope and ground
rules for a given task Ø
Understand strategies for communicating the scope and
ground rules for a given task Ø
Identify and discuss existing knowledge concerning a
given task without prompting Ø
Understand strategies for communicating information and
knowledge concerning a given task without prompting Ø
Frame an essential question given information, and pose
additional questions related to completion of the task Ø
Identify keywords for searching information sources with
minimal assistance Ø
Identify, locate and use an array of print, nonprint and
electronic resources available through their library media center with
assistance, access resources outside the school Ø
Describe more than one course of action for addressing
the essential question and select the most effective one with assistance Ø
Independently describe more than one course of action for
addressing the essential question and select the most effective one 6. Evaluation Ø
With minimal assistance and during the process, analyze
and adjust information search strategies Ø
Assess the quality and quantity of retrieved information
and with assistance assess the credibility of retrieved information against
the assigned need Ø
Assess the overall effectiveness and efficiency of their
search performance upon completion of the assignment and with assistance
understand strategies for evaluating audience impact |
1. Task Definition 1.1Define the problem 1.2 Identify the information
requirements of the problem 6. Evaluation 6.1 Judge the product (effectiveness) 6.2
Judge the information problem-solving process |
Content:
|
CTC LRIT |
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Students will: |
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CTC (Connecticut Computer
Technology Standards)
LRIT (Connecticut Learning
Resources and Information Technology)
This form provides the
organization for each day of the rotation.
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The following resources will assist educators in the development of curriculum and instruction for information and technology literacy.
|
LRIT Standard |
Author |
Title |
Publisher |
|
1,2,3 |
Lamm,
Kathryn |
10,000
Ideas for Term Papers, Projects, Reports, and Speeches |
Arco
Publishing |
|
1,2,3 |
McDougald,
Dana/Borne, Barbara Wood |
100
More Research Topic Guides |
Greenwood
Press |
|
1,2,3 |
Borne,
Barbara Wood |
100
Research Topic Guides for Students |
Greenwood
Press |
|
1,2,3 |
Whitley,
Peggy |
99
Jumpstarts to Research: Topic Guides for Finding Information on Current
Issues |
Libraries
Unlimited |
|
1 |
Hyerle,
David |
A
Field Guide to Using Visual Tools |
Association
for Supervision and Curriculum Development |
|
1-7 |
McKenzie,
Jamie |
Beyond
Technology: Questioning, Research and the Information Literate School |
FNO
Press |
|
7 |
Simpson,
Carol Mann |
Copyright
for Schools: A Practical Guide |
Linworth
Publishing |
|
1-7 |
Langhorne,
Mary Jo |
Developing
an Information Literacy Program K-12 |
Neal-Schuman |
|
4 |
Schrock,
Kathleen |
Evaluating
Internet Web Sites: An Educator’s Guide |
The
MASTER Teacher |
|
1,2,3 |
Sutter,
Lynne/Sutter, Herman |
Finding
the Right Path: Researching Your Way to Discovery |
Linworth
Publishing |
|
1-7 |
Yucht,
Alice |
Flip
It! An Information Skills Strategy for Student Researchers |
Linworth
Publishing |
|
6 |
Thompson,
Helen/Henley, Susan |
Fostering
Information Literacy: Connecting National Standards, Goals 2000, and the
SCANS Report |
Libraries
Unlimited |
|
1-7 |
California
School Library Association |
From
Library Skills to Information Literacy |
Hi
Willow Research & Publishing |
|
1-6 |
Koechlin,
Carol/Zwaan, Sandi |
Info
Tasks for Successful Learning |
Pembroke
Publishers |
|
1-7 |
Heller,
Norma |
Information
Literacy and Technology Research Projects |
Libraries
Unlimited |
|
1-7 |
Ryan,
Jenny/Capra, Steph |
Information
Literacy Toolkit: Grades 7 and Up |
American
Library Association |
|
1-7 |
Spitzer,
Kathleen/Eisenberg, Michael/Lowe, Carrie |
Information
Literacy: Essential Skills for the Information Age |
ERIC
Clearinghouse on Information and Technology |
|
1-7 |
American
Association of School Librarians/Association for Educational Communications
and Technology |
Information
Power: Building Partnerships for Learning |
American
Library Association |
|
1-7 |
Eisenberg,
Michael/Berkowitz, Robert |
Information
Problem-Solving: The Big Six Skills Approach to Library & Information
Skills Instruction |
Ablex
Publishing |
|
1-7 |
Logan,
Debra Kay |
Information
Skills Toolkit: Collaborative Integrated Instruction for the Middle Grades |
Linworth
Publishing |
|
1-7 |
Simpson,
Carol Mann/McElmeel, Sharron |
Internet
for Schools: A Practical Guide |
Linworth
Publishing |
|
1 |
Jacobs,
Heidi |
Mapping
the Big Picture: Integrating Curriculum and Assessment |
Association
for Supervision and Curriculum Development |
|
7 |
Gibaldi,
Joseph |
MLA
Handbook for Writers of Research Papers |
Modern
Language Association of America |
|
1-7 |
|
National
Educational Technology Standards for Students: Connecting Curriculum and
Technology |
International
Society for Technology in Education |
|
1 |
Parks,
Sandra/Black, Howard |
Organizing
Thinking: Book I, Graphic Organizers |
Critical
Thinking Press & Software |
|
1 |
Parks,
Sandra/Black, Howard |
Organizing
Thinking: Book II, Graphic Organizers |
Critical
Thinking Press & Software |
|
1-7 |
Valenza,
Joyce Kasman |
Power
Tools: 100+ Essential Forms and Presentations for Your School Library
Information Program |
American
Library Association |
|
1-7 |
Stanley,
Deborah |
Practical
Steps to the Research Process for Middle School |
Libraries
Unlimited |
|
6 |
Taggart,
Germaine/Phifer, Sandra/Nixon, Judy/Wood, Marilyn |
Rubrics:
A Handbook for Construction and Use |
Scarecrow
Press |
|
7 |
Lathrop,
Ann/Foss, Kathleen |
Student
Cheating and Plagiarism in the Internet Era |
Libraries
Unlimited |
|
1-7 |
Eisenberg,
Michael/Berkowitz, Robert |
Teaching
Information and Technology Skills: The Big 6 in Elementary Schools |
Linworth
Publishing |
|
1-7 |
Eisenberg,
Michael/Berkowitz, Robert |
Teaching
Information and Technology Skills: The Big6 in Secondary Schools |
Linworth
Publishing |
|
1-6 |
Zorfass,
Judith |
Teaching
Middle School Students to Be Active Researchers |
|
|
1-7 |
Lane,
Nancy/Chisholm, Margaret/Mateer, Carolyn |
Techniques
for Student Research |
Neal-Schuman
Publishers |
|
1-7 |
Eisenberg,
Michael/Berkowitz, Robert |
The
New Improved Big6 Workshop Handbook |
Linworth
Publishing |
|
1-7 |
Rankin,
Virginia |
The
Thoughtful Researcher: Teaching the Research Process to Middle School
Students |
Libraries
Unlimited |
|
1-7 |
Kasowitz,
Abby |
Using
the Big6 to Teach and Learn with the Internet |
Linworth
Publishing |
Software
|
LRIT Standard |
Grade
Levels |
Title |
Producer |
|
1-7 |
4-8 |
Author’s
Toolkit |
Sunburst |
|
5 |
4-12 |
eReader |
Center
for Applied Special Technology (CAST) |
|
1-7 |
5-12 |
Decisions,
Decisions |
Tom
Snyder Productions |
|
2 |
K-12 |
DRP
BookLink |
Touchstone
Applied Science Associates (TASA) |
|
5 |
K-12 |
Hyperstudio |
Knowledge
Adventure |
|
4,5 |
5-12 |
I
Movie |
Apple
Computer, Inc. |
|
1 |
4-12 |
Inspiration |
Inspiration
Software, Inc. |
|
1-5 |
4-8 |
Information
Workshop |
Sunburst |
|
5 |
K-5 |
Kidpix
Studio Deluxe |
The
Learning Company |
|
2 |
6-12 |
Library
Research Netguider: Using the Internet to Find the Info You Need |
Guidance
Associates |
|
5 |
3-12 |
Read
and Write |
textHELP
Systems, Ltd. |
|
1-7 |
3-12 |
Research
Assistant for Students and Teachers |
Visions
Technology in Education |
|
1-7 |
4-12 |
VR
Toolbox |
VR
Toolbox |
Web Sites
|
LRIT Standard |
Grade
Levels |
URL |
|
|
1-5 |
9-12 |
A Plus Research and Writing
for High School and College Students |
|
|
3,4,5,6 |
1-6 |
http://www.istweb.syr.edu/AWArds/
|
|
|
1-7 |
K-12 |
||
|
2,3 |
4-12 |
The Boolean Machine |
|
|
1-7 |
K-12 |
Community
Learning |
|
|
2-6 |
K-12 |
Copyright
and Educational Fair Use |
|
|
1 |
K-12 |
Developing
Essential Questions |
http://www.rainbowtech.org/workshops/TechInt_WQ/DevEssQuest.htm
|
|
7 |
6-12 |
Educational
Cyber Playground |
http://www.edu-cyberpg.com/Teachers/plagiarism.html
|
|
1 |
K-12 |
Essential
Questions |
http://www.wiredteaching.org/teaching/essquest.htm
|
|
1 |
K-12 |
Essential
Questions |
http://www.washington.edu/uwired/outreach/teched/using/mod2less2quest.html
|
|
1 |
K-12 |
Essential
Questions |
http://wwwgen.bham.wednet.edu/essenque.htm
|
|
1 |
K-12 |
Framing
Essential Questions From
Now On
Vol. 6, No. 1, Sept. 1996 |
http://www.fno.org/sept96/questions.html
|
|
1 |
K-12 |
The
Graphic Organizer: Index |
|
|
7 |
1-6 |
How
to Compile a Bibliography |
|
|
1-6 |
6-9 |
Infozone |
http://www.assd.winnipeg.mb.ca/infozone/
|
|
6 |
K-12 |
Kathy
Schrock’s Guide for Educators: Assessment and Rubrics |
|
|
1-7 |
K-12 |
Questioning.org
|
|
|
7 |
5-12 |
Noodletools |
|
|
1-6 |
4-7 |
Research
Buddy |
http://www.squires.fayette.k12.ky.us/library/research/research.htm
|
|
2,3 |
6-12 |
Search
Tools Chart |
|
|
1-7 |
9-12 |
Thinking
Critically About Discipline-Based World Wide Web Resources |
http://www.library.ucla.edu/libraries/college/help/critical/discipline.htm
|
|
4,5,6 |
9-12 |