Information Literacy Lesson Plan

Janet Leahr Georgia Southern University FRIT 7136, Section Y02 - Fall Reference and Information Sources Dr. Rebecca Warren Research Pathfinder: http://lcamediacenter.wikispaces.com/Research+Resources

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GRADE: 9th

TEACHER(S): Andrew Martin LMS: Janet Leahr

CONTENT TOPIC: Bible Bible passage summary using various sources summarize a 6 verse passage from the Bible STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS Standard: 1. Inquire, think critically and gain knowledge 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge 3. Share knowledge and participate ethically and productively as members of our democratic society Skills Indicator(s): 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 2.1.2 Organize knowledge so that it is useful 3.1.6 Use Information and technology ethically and responsibly Benchmark(s): 1.1.5 a. Recognize that information has a social or cultural context base in currency accuracy, authority and point of view. b. Evaluate and select information based on usefulness, currency, Accuracy, authority and point of view. 2.1.2 a. Combine and categorize information by using an outline or semantic web to show connections among ideas. b. Use appropriate organizational patterns to capture point of view and draw conclusions. 3.1.6 a. Avoid plagiarism by rephrasing information in their own words. b. Document quotations and cite sources using correct bibliographic format. c. Abide by Acceptable Use Policy by accessing only appropriate information. d. Use programs and websites responsibly and ethically. Dispositions Indicator(s): 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 1.2.3 Demonstrate creativity by using multiple resources and formats. 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information. 2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot

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be drawn. 2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion. 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. Responsibilities Indicator(s): 1.3.1 Respect copyright/intellectual property rights of creators and producers. 1.3.3 Follow ethical and legal guidelines in gathering and using information. 1.3.5 Use information technology responsibly. 3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints. 3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern. Self-Assessment Strategies Indicator(s): 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.3 Monitor gathered information, and assess for gaps or weaknesses. 1.4.4 Seek appropriate help when it is needed. 2.4.2 Reflect on systematic process and assess for completeness of investigation.

CONNECTION TO LOCAL OR STATE STANDARDS Skills Correlations AASL Standard 1.1.5 Georgia ELA Common Core Standard(s) ELACC8W8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. AASL Standard 2.1.2 Georgia ELA Common Core Standard(s) ELACC9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. ELACC9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

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AASL Standard 3.1.6 Georgia ELA Common Core Standard(s) ELACC9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Disposition Correlations AASL Standard 1.2.2 Georgia ELA Common Core Standard(s) ELACC9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. AASL Standard 1.2.3 Georgia ELA Common Core Standard(s) ELACC9-10RI7: Analyze various accounts of a subject told in different mediums (e.g., a persons life story in print and multimedia), determining which details are emphasized in each account. AASL Standard 1.2.4 Georgia ELA Common Core Standard(s) ELACC9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. AASL Standard 2.2.1 Georgia ELA Common Core Standard(s) ELACC9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generate question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. AASL Standard 2.2.3 Georgia ELA Common Core Standard(s) ELACC9-10RI2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELACC9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them

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AASL Standard 3.2.2 Georgia ELA Common Core Standard(s) ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. ELACC9-10SL1: c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Responsibility Correlation AASL Standard(s) 1.3.1, 1.3.3 Georgia ELA Common Core Standard(s) ELACC9-10L3: a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabians Manual for Writers) appropriate for the discipline and writing type. ELACC9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. AASL Standard 1.3.5 Georgia ELA Common Core Standard(s) ELACC9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically. ELACC9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. AASL Standard 3.3.2 Georgia ELA Common Core Standard(s) ELACC9-10RI6: Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. ELACC9-10SL1: c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. AASL Standard 3.3.3 Georgia ELA Common Core Standard(s) ELACC9-10SL1: c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

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ELACC9-10W1 b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audiences knowledge level and concerns.

Self-Assessment Correlation AASL Standard 1.4.1 Georgia ELA Common Core Standard(s) ELACC9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generate question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELACC9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. AASL Standard 1.4.2 Georgia ELA Common Core Standard(s) ELACC9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 13 up to and including grades 910.) AASL Standard 1.4.3 Georgia ELA Common Core Standard(s) ELACC9-10SL1: d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

AASL Standard 1.4.4 Georgia ELA Common Core Standard(s) ELACC9-10L4: c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. ELACC9-10L4: d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

AASL Standard 2.4.2 Georgia ELA Common Core Standard(s) ELACC9-10SL1: d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and

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understanding and make new connections in light of the evidence and reasoning presented.

OVERVIEW: The high school Bible teacher approached me because I am the middle and high school interim media specialist. He asked if I could assist him with his ninth grade Bible classes. He explained that he assigned a 6 to 10 verse passage from the book of Ephesians in the Bible. The assignments focus was for students to write a paper requiring them to summarize the passages. Students would need to find sources to assist them in decoding and understanding the individual verses, and then construct a summary of the passage. In this initial meeting, I asked Mr. Martin several questions about the project including; where did he want them to find sources, in addition to a bibliography page, would he require parenthetical citations, and what format did he want the final product in? I also asked him in what areas of research did his students need the most assistance. Mr. Martin was very specific about what aspects of the paper he would like my assistance on. They included identifying authoritative web sources, outlining and note taking, and the creation of bibliographic and parenthetical citations from various sources. From the initial meeting, I set out to identify the standards that would be addressed, and create a lesson plan of action for the task. In our second meeting, I indicated that each topic would require at least 40 minutes of class time. We decided to do 3 sessions over 3 days, but later decided to do one session per week for three weeks. This would give students a chance to practice the skills taught during class on a brief homework assignment that I would assess prior to the next session. Mr. Martin choose to have the sessions on Wednesdays because of our schools modified schedule. Class periods last only 30 minutes on Wednesdays. I asked Mr. Martin to share with me some examples of the outlined Bible passages, and he gave me a word document with examples of a topical outline, and a detailed outline of Bible passages. We also discussed the print resources that were available to the students from his classroom library. In our third planning meeting, I presented him with 3 lesson plans, each addressing one of the topics that he identified. FINAL PRODUCT: Students will produce a paper summarizing the meaning of passages from the book of Ephesians in the Bible. The summary will be based on the information and insights gathered during the research process.

LIBRARY LESSON(S): Evaluating Websites Outlining and note taking Creating bibliographic and parenthetical citations from various sources

ASSESSMENT Product The media specialist will conduct 3 instructional sessions. Using the project rubric as a guide, the

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media specialist will guide and instruct students in the evaluating websites using the RADCAB evaluation model. Guide and instruct students on producing a topical outline of their assigned Bible passages using the outlining the bible document supplied by the teacher as a template. After watching and discussing a brief three part video on plagiarism, students will take an interactive quiz on plagiarism as a self-assessment, and submit results to a drop box for assessment by the media specialist. Process

The teacher and media specialist will review answers to questions from media specialist assigned discussion post to assess understanding of daily material The media specialist will review the RADCAB website evaluation chart to determine if authoritative web sites were chosen. The media specialist and teacher will review the student produced topical outline. The media specialist will review the bibliographic citations for two sources to ensure proper MLA formatting standards. The media specialist will review the plagiarism quiz results to determine if students have a fundamental understanding of plagiarism and ethical research practices.

Student self-questioning Student self- questioning is reflected in discussion post assignments after each lesson. Examples are listed below. Where there any websites that you rejected because they did not pass your evaluation? If so what were they? Why did they fail your evaluation? What websites did you choose? What does it mean to cite a source? Why is it important to cite your sources? What is plagiarism? When you summarize do you need to site your sources? If you dont is that considered plagiarism? Which method of note taking did you choose to use? Why? Why is it important to cross reference the note to the source? Should notes be taken word for word or in a summary format? Why?

INSTRUCTIONAL PLAN Resources students will use: Web sites Books Reference

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Non-print -Other (list): Biblical Concordances Biblical Commentaries Instruction/activities Day 1 - Evaluating Websites: Direct instruction: Ask students how will you know that a website is ok to use for your project? Do the websites need to meet any specific criteria to qualify for use in your paper Look at some of these hoax websites. What is the main feature that tells you it is a hoax? Introduce RADCAB Students will write/type the acrostic RADCAB on a document Modeling and guided practice: Using the RADCAB acrostic evaluate 1 website together Independent practice: Students will find 2 internet sources and evaluate them using the RADCAB acrostic document. Sharing and reflecting: Students will respond to a discussion post answers to the following questions? Where there any websites that you rejected because they did not pass your evaluation? If so what were they? Why did they fail your evaluation? What websites did you choose? Day 2 Outlining and note taking Direct instruction: Discuss the project and the intended result Ask students where do they plan to put the facts and information gathered How do they plan to organize it? Introduce 2 note taking techniques (note cards, power point) Modeling and guided practice: Using an example outline show students how to organize the main topic of each Bible verse or verses Using the power point method, demonstrate how to gather information for each topic. Demonstrate how to tie each gathered fact back to the source that it came from. Independent practice: Students will choose one subtopic and gather 3 supporting details using at least 2 resources Students will cross reference the source on the chosen notation devi ce. Students will summarize each supporting detail on the chosen notation device. Sharing and reflecting: Students will upload to a D2L dropbox the answers to the following questions: Which method of note taking did you choose to use? Why? Why is it important to cross reference the note to the source? Should notes be taken word for word or in a summary format?

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Why?

Day 3- Citing sources using MLA Format Direct instruction: Ask students: What does it mean to cite a source? Why is it important to cite your sources? What is plagiarism? When you summarize do you need to site your sources? If you dont is that considered plagiarism? Using the Purdue Owl website discuss the basics of in text citations o Point out that when using direct quotes or summarizing students need to use a lead in phrase. Give examples. Place reference lead in sheet on ilearn with other resources. Using the Purdue Owl website discuss the basics of bibliographic citations Point out that the website organizes the information based on type of source Introduce students to easybib.com- talk about how easy bib is not fool proof, and you must know the MLA rules to be sure that your bibliography is correct. Modeling and guided practice: Using easybib.com show students how to create a citation for one book and one website. Independent practice: Using easybib.com: Students will create a bibliographic citation of one web source of their choice Students will create a bibliographic citation of the bible. Students will create a bibliographic citation of one book. Students will create one in-text citation of a web source. Sharing and reflecting: Uploading to a drop box on the D2L platform students will answer the following questions. Which do you prefer, easy bib, or creating citations using the Purdue Owl website? Why? What advice would you give someone creating a citation using easybib.com

Day 1 Reflection I arrived about 8 minutes before class started. Mr. Martin and I briefly reviewed the planned lesson. Mr. Martin pulled up the research pathfinder, and projected it on the smart board. Students were attentive and engaged in the presentation of RADCAB. The website was displayed on the smart board, and I explained each criteria of RADCAB with examples. I engaged students by asking them questions about their experiences with website research. A few students asked questions. The independent practice consisted of students evaluating two websites that they may use for their project. At this point students asked more specific questions. Some inquired about the currency criteria and wanted to know specifically how old the website needed to be. That was an opportunity to re-teach that criteria. I explained to students that the currency depends on your topic. Some topics require the most up-to-date information, but in their case, for biblical studies, the information does not need to be the most current. I pointed out that in this case, authority was more important. Day 2 Reflection This session was one week after the first session. I again arrived in time to review the lessons with Mr. Martin, and pull up the pathfinder on the smart board. Students in all 3 classes were attentive

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and engaged. I started the sessions by commenting on the students discussion post and taking questions about the prior assignment. Students did not have questions about the website evaluation assignment. The lesson proceeded with me talking to students about topical outlines, and how, based on their assignment their topical outline will be guided by each verse that they were assigned. I also showed them examples of a topical and detailed outline of bible passages. These materials were accessible on the pathfinder. We then moved to the note taking aspect of the lesson. I reviewed the notecard method that students were taught in my eight grade research class. Then I showed them the PowerPoint method created by the Big 6 creators. I walked them through the use of the PowerPoint method using the template that is found on the path finder. Students were very receptive to this method, and asked questions about printing it and some formatting questions about adding sources to the cards. I suggested that they make a source slide/card, and then use the same method of referencing the source # on each note slide/card. Day 3 Reflection The same preliminary procedures were executed before the start of class. Once seated, I commented on their discussion post from our last session. Many students were unclear about the suggestion that I made to take notes word for word on to note cards, and then paraphrase latter when writing the paper. That portion of last weeks lesson needed to be reviewed Students then turned their attention to the smart board. I played the plagiarism video, and discussed the key concepts. Using their devices, students took the online quiz, and uploaded their results to a drop box. We also went over the answers together as a class. Students were surprised to learn that turning in a paper that they wrote for one class into another class is considered plagiarism. Some also did not agree with having to cite internet sources. They felt that if it was on the internet, it was open for anyone to use. We had a very lively discussion about that issue. This was an opportunity to reinforce the point that if it is not your own original thought, then you should cite your source.

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Attachment #1

The Exegetical Bible Paper Rubric

Criteria Form and style (typing, spelling , gramma r, etc.). Fair (1) The paper is not double spaced. The paper is less than 5 pages The paper uses little to no citations the paper does not use proper MLA formatting. Good (3)The paper is typed, using double spacing, a twelve-point font and one-inch margins. The paper is less than 5 pages. Citations do not use proper MLA formatting Excellent (5)The paper is to be typed, using double spacing, a twelve-point font and one-inch margins. The minimum length is five pages; the maximum is six pages (excluding the title page, the outline and the bibliography). Citations should be referenced in accordance with the guidelines of the MLA style manual. (10) The paper consulted and properly cited at least three or more reputable sources. (10) The main idea summarizes the entire passage in one sentence. The main points of the outline serve as subheadings in the body of the paper. All verses in the passage are included in the outline. Score

Researc h (use of sources) Main idea and outline

(5) The paper consulted and properly cited less than 2 sources. (5) The main idea is unclear and summarizes the passage using more than one sentence. Only a few of the main points of the outline serve as subheadings in the body of the paper. Only a few of the verses in the passage are included in the outline. (5)The paper does not include a brief discussion of the historical and cultural

(7) The paper consulted and properly cited at least two or more reputable sources. (7) The main idea summarizes the entire passage but uses more than one sentence. The most of the main points of the outline serve as subheadings in the body of the paper. Most of the verses in the passage are included in the outline. (15)The paper does not include a brief discussion of the historical and cultural

Context (historic al and literary

(25)The paper includes a brief discussion of the historical and cultural context of the book.

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context of the book. The paper does not include the biblical author, or the original audience. The paper does not discuss the literary context of the passage, or describe the authors flow of thought or how the passage fits into that flow of thought. Content (10)Paper does not include under subheadings a detailed explanation of the passage. The paper does not explain what the text says and what it means in context. The paper does not explain the meaning of critical words and concepts. The writer does not synthesize own observations with those of the commentaries. The paper does not discuss the details of the text, or convey meaning. (5)Paper does not discuss applications of this passage to contemporary audiences.

context of the book. The paper includes the biblical author, the original audience. The paper does not fully discuss the literary context of the passage, or describe the authors flow of thought or how the passage fits into that flow of thought. (20)Paper includes under some subheadings a detailed explanation of the passage. The paper does not clearly explain what the text says and what it means in context. The paper explains the meaning of some critical words and concepts. The writer does not clearly synthesize own observations with those of the commentaries. The paper discusses the details of the text, but does not convey meaning. (10)Paper discusses two or less applications of this passage to contemporary audiences.

The paper includes the biblical author, the original audience. The paper discusses the literary context of the passage, describing the authors flow of thought and how the passage fits into that flow of thought.

(30)Paper includes under each subheading a detailed explanation of the passage. The paper explains what the text says and what it means in context. The paper explains the meaning of all critical words and concepts. The writer synthesize own observations with those of the commentaries. The paper discusses the details of the text, to convey meaning.

Applica tion.

(20)Paper discusses several applications of this passage to contemporary audiences.

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Project Guidelines and Checklist

The Exegetical Bible Paper
Form
The paper is to be typed, using double spacing, a twelve-point font and one-inch margins. The minimum length is five pages; the maximum is six pages (excluding the title page, the outline and the bibliography). Citations should be referenced in accordance with the guidelines of the MLA style manual.

Content
1. Title Page (1 page)
The title page should clearly state which passage from Ephesians you are exegeting, the class title, the teachers name, the date submitted, and your name.

2. Main Idea and Outline (1 page)

Identify the text from Ephesians you have been assigned and summarize its main idea in one sentence. Then present a full outline of your passage, showing how the main idea unfolds. For each main point of your outline, show in parentheses which main verses correspond. All of the verses of your passage should be included in the main points of your outline.

3. Introduction
This paragraph should gain the readers attention and introduce the main idea of your passage.

4. Context (1 page)
This part consists of two sections. First, include a brief discussion of the historical and cultural context of the book. What do your readers need to know about the biblical author, the original audience, and their world in order to grasp the meaning of the passage? Second, discuss the literary context of your passage. Describe the authors flow of thought in the book and discuss how your passage fits into that flow of thought. Pay particular attention to how your passage relates to the passage that precedes it and the one that follows it.

5. Content (3-4 pages)

This represents the body of your paper and the heart of your exegetical work. You should let the main points of your outline function as subheadings. Include under each subheading a detailed explanation of your passage. Explain what the text says and what it means in context. Be sure to include significant elements that you discovered as you observed the text and studied the passages historical and cultural context. Also, explain the meaning of critical words and concepts. Synthesize your own observations with those of the commentaries. Speaking of commentaries, you must consult and cite at least two of the sources provided by the teacher. Allow these commentaries to assist you, but be careful not to let them dictate your conclusions about the passage. Be critical of your sources and do not be afraid to disagree with commentators.

Leahr 14 Keep in mind that the goal of this section is to explain the meaning of the text in context. Discuss the details of the text, but be sure to move beyond mere description of details to show how the details come together to convey meaning.

6. Application (1 page)
Discuss several applications of this passage to contemporary audiences. Be as practical and realistic as possible.

7. Bibliography (1 page)
Present a formal bibliography of the sources you cite in your paper in accordance with the MLA style manual.

Checklist Grading
Grading will be based on the following: Form and style (typing, spelling, grammar, etc.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . __5__% Research (use of sources) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . . . __10_% Main idea and outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . __10_% Context (historical and literary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . __25_% Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . __30_% Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . . . . . . . . . . . . __20_% I have double-spaced the paper with a twelve-point font and one-inch margins. The paper has a title page. The paper is between five and six pages long. I have cited sources in accordance with the preferred style manual. My main idea summarizes the entire passage in one sentence. All verses in the passage are included in my outline. My introduction gains the readers attention and introduces the main idea. The main points of my outline serve as subheadings in the body of my paper. I explain the meaning of critical words in my passage. I have consulted and cited at least three reputable sources. I discuss several applications of this passage for a contemporary audience. I include a bibliography of sources cited in the paper. I have proofread my paper.

Exegetical Paper Passage Assignment

Write in the passage selected for this paper: Ephesians ________________________________

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RADCAB Assessment
Criteria Yes-Meets Criteria No- Does Not Meet
Criteria

Is the information relevant to the question at hand? Am I on the right track?

Is the information suitable to my age and core values?

How much information do I need? Is the depth of coverage adequate?

When was the information was published or last updated?

Who is the author of the information? What are his or her qualifications?

Why was this information written? Was it written to inform me, persuade me, entertain me, or sell me something?

http://www.radcab.com/
Attachment #4 Research Pathfinder: http://lcamediacenter.wikispaces.com/Research+Resources