Information Literacy Lesson Plan

Chrissonna A. Flint

Georgia Southern University

FRIT 7136

Fall 2009

Pathfinder URL:

http://flintcareersearch.pbworks.com/
 Information Literacy Lesson Plan

GRADE: 7 Teacher: S. Zinnerman Media Specialist: C. Flint

CONTENT TOPIC: Career Choices

ESTIMATED LESSON TIME: 3 sessions, 45 minutes

STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS

Standard:
Standard 1: Inquire, think critically, and gain knowledge.

Skills Indicator(s):
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.5 Evaluate information found in selected sources on the basis of
accuracy, validity, appropriateness for needs, importance, and social and
cultural context.

Benchmark(s):
 Select a variety of credible resources in different formats relevant to
research needs.
 Evaluate and select information based on usefulness, currency,
accuracy, authority, and point of view.

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.

Responsibilities Indicator(s):
1.3.3 Follow ethical and legal guidelines in gathering and using information.
1.3.5 Use information technology responsibly.

Self-Assessment Strategies Indicator(s):

1.4.1 Monitor own information-seeking processes for effectiveness and
progress, and adapt as necessary.
1.4.3 Monitor gathered information, and assess for gaps or weaknesses.
CONNECTION TO LOCAL OR STATE STANDARDS
(List here relevant content, information literacy, and technology standards)
Content Standard for Business and Computer Science II:
MSBCS-BCSII-11: The student will examine educational requirements, job
responsibilities, employment trends, and opportunities within different career
pathways.
a. Investigate the 21st Century career opportunities.
b. Evaluate several occupational interests, based on various criteria
(educational requirements, starting salaries, trends, opportunities, and
career ladders).
c. Describe and demonstrate effective communication skills (reading,
writing, speaking, and listening) in a business environment.
d. Explain why people need to work (e.g., social contacts, make purchases
for necessities, expand knowledge, develop skills to meet basic needs and
for personal satisfaction and enjoyment.
e. Construct and/or update an Individual Career Plan that tailors to the
student’s individual interests/goals.
f. Use the student’s Individual Career Plan to explore self-knowledge and
academic aptitude and understand that career paths should be related to
your individual traits.

OVERVIEW:

This unit is designed for a 7th grade Business and Computer Science class.
Prior to coming to the media center, the teacher has discussed the
importance of work with the students. The teacher also discussed the
importance of making wise career choices and the importance of using a
career interest survey to match their interest with potential careers. With
guidance from their teacher, students completed a career interest survey.
After completing the career interest survey, students selected a career to
research. The teacher informed the students that they must use reliable
resources to find the following information: significant points, nature of
work, education and training, employment, job outlook, projections data,
earnings, and related occupations. Once the students have all of their
information, they will create a PowerPoint presentation.

The media specialist’s role in this process will be to teach students how to
choose reliable resources so that that they will be able to find pertinent
information about their chosen career. After some practice with finding
reliable resources, students will begin searching for information about their
chosen career.

FINAL PRODUCT:
Students will create a PowerPoint presentation. The PowerPoint presentation
must contain nine slides and the following information must be placed on the
slides: significant points, nature of work, education and training,
employment, job outlook, projections data, earnings, and related
occupations. Students will need to site their sources, add at least one
graphic per slide, animations, and at least one sound clip. The media
specialist will add the students’ PowerPoint presentations to the school’s
website so that others will be able to view them.

LIBRARY LESSON(S):
Students will work with the media specialist in a series of three sessions
focusing on the evaluation of resources.

ASSESSMENT
 Product
The teacher and media specialist will use a rubric to critique the PowerPoint
presentations which is the final product.
  Process
Students will record their progress throughout the unit via reflection log.

 Student self-questioning

Question 1: What sources will I use in order to find information about my

chosen career?

Question 2: How do I know if the sources are reliable once I find them?

INSTRUCTIONAL PLAN

 Resources students will use:

o Online subscription database(s)

o Web sites

o Books

o Reference

o Nonprint

o Periodicals/newspapers

o Other (list):

 Instruction/activities
o Direct instruction
o Modeling and guided practice
o Independent practice
o Sharing and reflecting

Day 1
Activating Strategy
The media specialist will use a computer, the ACTIVBoard, and projector in
order to show students the Teacher Tube video that is entitled “The ipod
flea”. The URL is: http://www.teachertube.com/viewVideo.php?
video_id=88858&title=Ipod_Flea. The video will help the media specialist obtain
the students’ attention. The media specialist will explain to the students that
false information can come in a number of forms. These forms include:
videos (such as the one watched), websites, magazines, and books.

Activity 1
The media specialist will inform the students that they will brainstorm for a
list of ways to evaluate different resources. The students will have
approximately two minutes to complete this task. The media specialist will
call the students up to the ACTIVBoard one at a time so that they can record
only one idea. After generating a complete list of ideas, the media specialist
will save and print the list. The list will be displayed in the front of the media
center (next to the ACTIVBoard).

Activity 2
The media specialist will go to the Internet Detective website. The URL is:
http://www.avon.k12.ct.us/enrichment/Enrich/quickgr4-0.htm. In order for
students to view this website, the media specialist will use a computer,
ACTIVBoard, and projector. The media specialist will discuss several ways to
evaluate web resources. She will inform the students that they can also use
these methods to evaluate other resources.

Activity 3
The media specialist will place the students in groups. (No more than 3 per
group)
The media specialist will distribute five evaluation forms to each group. The
form that will be used can be found at:
http://www.classzone.com/books/research_guide/evaluating_web_sites_guide
.pdf
Students in each group will use the evaluation forms to determine the
validity of the five websites below.

Website 1: Burmese Mountain Dog Club of America

http://descy.50megs.com/akcj3/bmd.html
Website 2: Buy Dehydrated Water
http://www.buydehydratedwater.com/
Website 3: Lewis & Clark and the Revealing of America
http://www.loc.gov/exhibits/lewisandclark/lewisandclark.html
Website 4: Funky Shoes
http://www.stephenswork.com/funkyshoes/index.html
Website 5: Google Gulp
http://www.google.com/googlegulp/

After evaluating the five websites, the media specialist will ask if Website 1 is
valid and how do you know if the website is valid or not. She will select one
group to answer the questions. The spokesperson for the group will stand
and answer the questions. The same procedures will be followed for
Websites 2-5.

Summary
Ticket out the Door: Students will independently record at least four ways to
evaluate resources such as the web, books, and magazines.

Day 2
Activating Strategy
Students will take a couple of minutes to record what they learned on
yesterday. Responses will be shared with the class.
Activity 1
With guidance from the media specialist, students will go to the ClassZone
website. The media specialist will instruct the students to independently
complete the ClassZone tutorial. The URL is:
http://www.classzone.com/books/research_guide/page_build.cfm?
state=none&content=web_eval&u=1
The media specialist will distribute two evaluation forms to each student.
The form can be found at:
http://www.classzone.com/books/research_guide/evaluating_web_sites_guide
.pdf
Each student will use the evaluation forms to determine the validity of the
two websites below.

Website 1: MoonBeam Enterprises

http://www.dreamweaverstudios.com/moonbeam/moon.htm
Website 2: Aluminum Foil Deflector Beanie
http://zapatopi.net/afdb/

After evaluating the two websites, the media specialist will ask if Website 1 is
valid and how do you know if it is valid or not. She will select one individual
to stand and answer the questions. The same procedure will be followed for
Website 2.

Activity 2
The media specialist will direct the students to locate one valid website and
write a brief explanation of why they think that the site is valid. Students will
also locate one invalid website and write a brief explanation of why they
think that the website is invalid.

After locating one valid and one invalid website, students will share their
websites and responses with the class. The media specialist will pick up the
students’ work. The students’ work will be display in the media center.

Summary
Ticket out the Door: Students will have two minutes to write at least one
paragraph about the importance of evaluating resources such as the web,
books, and magazines.

Day 3

Activating Strategy
Students will share their responses from yesterday’s “Ticket out the Door”.

Activity 1
With guidance from the media specialist, students will locate the pathfinder.
The media specialist will discuss the pathfinder with the students. The
Pathfinder URL is: http://flintcareersearch.pbworks.com/. Students will use
the pathfinder in order to help them find information about their chosen
career.
REFLECTION:

At the beginning of the unit, Ms. Zinnerman and I actually sat down and
decided exactly what we wanted to cover in the unit. I told her that it was
imperative that I cover information literacy skills. She had no clue of what I
was talking about and told me do whatever I needed to do in order to cover
the requirements for my class.

The best part of the unit was the video that was shown at the beginning.
The students thought that it was hilarious. It was a great attention getter.
They also enjoyed evaluating the websites. The students were a bit surprised
at some of the websites that are online.

If I could change one thing about the unit, I would not have given them so
many websites to evaluate. The additional time could have been used to
complete an online quiz or Webquest to assess their evaluation skills.
However, I just did not have the time to create an online quiz or Webquest
for this unit.

I do believe that the unit was a success and the students learned a lot. I
must say that I really enjoyed collaborating with Ms. Zinnerman. The
collaboration process was very simple for us because we have the same
work habits and have collaborated on numerous projects in the past. I am
fully aware of the fact that my next collaboration may not go as smoothly.