1. Slide 1 ©2005 Illinois Mathematics and Science Academy 21 st Century Information Fluency NECC 2005 http://21cif.imsa.edu

2. Slide 2 ©2005 Illinois Mathematics and Science Academy 21 st Century Information Fluency http://21cif.imsa.edu  Introductions (5 minutes)  What is 21CIF? (10 minutes)  How do we assess it? (15 minutes)  How do we learn/teach it? (20 minutes)  Multi-media demo and hands on practice  Q&A (10 minutes)  Write additional questions on survey forms

3. Slide 3 ©2005 Illinois Mathematics and Science Academy Presenters  David Barr – Principal Investigator  Dennis O’Connor – Online Professional Development Specialist  Mary McNabb – External Evaluator (Learning Gauge, Inc.)

4. Slide 4 ©2005 Illinois Mathematics and Science Academy Audience  Teachers?  Librarians/Media Specialists?  Technology Coordinators?  Administrators?  Other?

5. Slide 5 ©2005 Illinois Mathematics and Science Academy What is IMSA’s 21CIF project? Federally funded project  Fund for the Improvement of Education – U.S. Department of Education  Previous funding from:  IBM, SBC/Ameritech, Polk Foundation, Lumpkin Foundation, IMSA Fund  Educational Partners  Illinois School Library/Media Association, Illinois Computing Educators, Illinois Virtual High School

6. Slide 6 ©2005 Illinois Mathematics and Science Academy 21CIF Project Goals  Our long-term program goal is to provide professional development and 21CIF resources to Illinois educators in order to build the capacity for every middle and high school student in Illinois to have the opportunity to acquire 21st Century Information fluency.

7. Slide 7 ©2005 Illinois Mathematics and Science Academy 21CIF Project Goals  To document a model for disseminating 21CIF that could be used in other states.  We are looking for partners in other states to explore how our materials and tools can be adopted or adapted in other educational environments.

8. Slide 8 ©2005 Illinois Mathematics and Science Academy What is 21 st Century Information Fluency?  21 st Century Information Fluency is the ability to find, evaluate and ethically use digital information resources to solve an information problem.  Includes knowledge, skills and dispositions  (see handout for core competencies)

9. Slide 9 ©2005 Illinois Mathematics and Science Academy Digital Information Fluency Process

10. Slide 10 ©2005 Illinois Mathematics and Science Academy Aligned with national standards  ISTE NETS*S 5. Technology research tools  Students use technology to locate, evaluate, and collect information from a variety of sources.

11. Slide 11 ©2005 Illinois Mathematics and Science Academy Supports other NET Standards  NETS*S I.B.  NETS*T II.A.  NETS*T III.C.  NETS*A II.B.  NETS*A V.A.  NETS*A VI.A.

12. Slide 12 ©2005 Illinois Mathematics and Science Academy How is 21CIF different from Information Literacy?  Focused on locating, evaluating and ethically using digital resources  Information Literacy is a broader concept  Includes some technology literacy  Digital photography analogy

13. Slide 13 ©2005 Illinois Mathematics and Science Academy Why is Digital Information Fluency important?  Only about 2 % of new information created today appears in print format  Open-ended nature of Web requires students be good searchers and evaluators  Essential skills for use in school, in the workplace and at home

14. Slide 14 ©2005 Illinois Mathematics and Science Academy How will we know when we have achieved our goals?  Assessment of participant learning.  Knowledge/Skills/dispositions  Evaluation of larger project goals.  Impact on schools  Dissemination model

15. Slide 15 ©2005 Illinois Mathematics and Science Academy Still learning about:  How to best measure digital information fluency development  Its impact on students’ overall achievement  Best practices for teaching digital information fluency

16. Slide 16 ©2005 Illinois Mathematics and Science Academy Meeting the Measurement Challenge  Types of items: knowledge, performance, cognitive, affective  Pre-Post micro-module assessments (online multiple choice)  Self-Diagnostic performance-based assessment (Flash file)  Constructed response assessment (Word.doc with rubrics)  Summative performance-based assessment (open- web)

17. Slide 17 ©2005 Illinois Mathematics and Science Academy Sample Pre-Post Micro-Module Assessment  What is a “keyword”? a. A word associated with locks. b. A word used to query a search engine. c. A word used to decode a puzzle. d. The most important word in a sentence.

18. Slide 18 ©2005 Illinois Mathematics and Science Academy Sample Self-Diagnostic Performance-Based Assessment  Measures use of keywords  Broadway Challenge online at: http://21cif.imsa.edu/mc/challenge/KeywordC hallenge.swf http://21cif.imsa.edu/mc/challenge/KeywordC hallenge.swf

19. Slide 19 ©2005 Illinois Mathematics and Science Academy Sample Summative Performance-Based Assessment  Scenario: You are a summer intern working for a group of scientists at NASA. You are helping the scientists prepare a report explaining the primary benefits of the Cassini’s mission. You interviewed a junior scientist for the report. She told you that the Cassini mission is important because the spacecraft allows scientists to "compare equal-sharpness views of Saturn from two very different perspectives".

20. Slide 20 ©2005 Illinois Mathematics and Science Academy Sample Summative Performance-Based Assessment  Use ONLY the following web sites to help you verify the credibility of the information from the junior scientist. (item then listed three web sites with live links)  Which of the three web sites provides evidence for your answer to the above question? (check all that apply)  How confident are you that information on the "Hubblesite" web site is reliable?

21. Slide 21 ©2005 Illinois Mathematics and Science Academy Pilot Study: Glen Crest Middle School  45-minute DIF lesson in computer lab included lecture, demonstration and practice  Students analyzed web sites to determine if hoax or reliable  Pre-Post Results: significant gains in DIF = efficiency and effectiveness  DIF lesson embedded into larger research project

22. Slide 22 ©2005 Illinois Mathematics and Science Academy

23. Slide 23 ©2005 Illinois Mathematics and Science Academy Future assessment plans  Validation study during school year 2005-06  Items for the micro-modules embedded into ELA lessons  Calibrating rubrics for students’ constructed response for evaluating  Interactive search path tracking and scoring for locating  How to measure dispositions such as confidence, persistence, focus, open-mindedness, curiosity, self- regulation and adaptability

24. Slide 24 ©2005 Illinois Mathematics and Science Academy How 21CIF Can be Integrated into schools  Information gathered from interviews, surveys and collaborations  Teams of Librarians/Media Specialists and teachers (20% of staff = 100% students)  (tech coordinators, administrators)  Collaboration in content areas (ELA, other)  Language Arts Package

25. Slide 25 ©2005 Illinois Mathematics and Science Academy How can we learn/teach 21CIF Skils?  For more examples see our website: 21cif.imsa.edu

26. Slide 26 ©2005 Illinois Mathematics and Science Academy Want more information?  Write questions or requests for information on the survey form  Leave us a business card with your email address or telephone number  Email questions to wizard@imsa.edu