1. “Growing Student Learning for Life” “Growing Student Learning for Life” Information Literacy/Technology Education Integration Plan Toolkit South Carolina Department of Education, 2003 http://www.edu.pe.ca/bil/images/image002.jpg www.pleasantdale.k12.il.us www.odedodea.edu Information Literacy

2. Realizing Student Achievement Technology and Information Literacy Realizing Student Achievement Technology and Information Literacy What needs to happen for kids to be able to live as successful adults?

3. Kids need to become adults who can Think Question Make decisions Find and use information for based on needs Work with others in groups and collaborations Secret! HEY! It’s Not a Secret!

4. So.. What in the World is the Problem? Time Testing Standards Mix Up Lack of knowledge Schedules Classroom Management Paperwork demands demands demands? Don’t know what they don’t know

5. Well….For One Thing……… There are a lot of issues But they do connect!

6. Statewide Initiative Students will have a greater opportunity to be prepared for today and tomorrow when they become self-directed, lifelong learners who are informed citizens, responsible workers, and successful students.

7. Statewide Initiative..To see information literacy and technology education become an essential integrated component in each district’s instructional initiatives..to see students involved..to see all educators “get it”..to see technology used appropriately and effectively..

8. Compelling Research Answers questions How does the use of technology influence student achievement and academic performance? Center for Applied research in Educational Technology (CARET) http://caret.iste.org

9. Compelling Research Achievement in content area learning Higher-order thinking and problem solving development Workplace preparation Three Primary Curricular Goals

10. Compelling Research “Technology can have the greatest impact when integrated into the curriculum to achieve clear, measurable educational objectives.” CEO Forum (2001) Achievement in content area learning

11. Compelling Research Alignment between content-area learning standards and carefully selected technology uses can significantly increase test scores (Bain and Ross, 1999)

12. Teacher’s Report Research skills Ability to apply learning to real world situations Organizational skills Interest in the content Significant improvement in SAT scores Significant Increase in Student Learning (Cradler & Cradler, 1999)

13. Compelling Research Use of “thinking tools” among technology applications support development of higher order thinking “Learners are able to apply their content knowledge in a variety of ways leading to innovation and deeper understanding of content domains” Cradler, McNabb, Freeman & Burchett, May 2002)

14. Compelling Research Integrated use of technology Research using Internet Complete project Presentation of results Semi-structured lesson Becoming……Independent Critical Thinkers CAST research

15. Compelling Research There is significant change in student skills and knowledge acquired even after students’ first multimedia project (Cradler & Cradler, 1999)

16. Compelling Research Use of technology to communicate Working in groups Solving problems when answers are not self-evident Understanding how systems work Collecting, analyzing, and organizing data Olson (1998) School to Work Programs New BASICS

17. Let’s See What You Think Now? Get out your pencils This takes a village

18. What is Information Literacy? What is technology? What exactly do students need to know? How do you “teach” research? How will it impact on student learning? QUESTIONS to CONSIDER

19. Why is a problem solving model important? Why integrate? What does that involve? How do you integrate with existing lessons? QUESTIONS to ASK

20. What is information literacy? Information literacy is ability to access, evaluate and use information from multiple formats -- books, newspapers, videos, CD-ROMs, or the Web. Information literacy means application of problem-solving skills in situations students face in all their subject areas. set of competencies, skills that will grow with students, even when current operating systems, search engines or platforms are obsolete.

21. Philosophy/Guiding Principles- Plan guided by instructional objectives and beliefs about student learning Interweaving of –instructional design, –student learning, –effective teaching, –best practices

22. Technology is……………….. Technology Education Technology Education focuses on incremental skills in using and applying technology tools for relevant, meaningful, instructional activities Information Literacy’s Information Literacy’s focus is on content, communication, information searching, analysis and evaluation

23. What is a technology enhanced, student-centered classroom?   Connections to an exciting new world of hot and lively current information   Students make meaning and develop insight while the teacher shows them how to navigate and reason through the labyrinth of new sources   Front of the room disappears as computers support investigations, explorations and excursions

24.   Major focus of classroom activity is QUESTIONING   Effective searching, prospecting, gathering and interpretation techniques required   Tools and information used to explore solutions to contemporary issues   Questioning and information literacy become fundamental   Wires and cables transformed into powerful channels for learning What is a technology enhanced, student-centered classroom?

25. http://www.edu.pe.ca/bil/images/image002.jpg http://www.nutrisci.wisc.edu/grad_ns/g_ns_images/g_courses.jpg www.acnatsci.org/research/ pcer/fisheries.html www.les.com/community/ images/kids.jpg xmmlaunch.esa.int/images/ kids-nov24-3.jpg www.interactive-lafayette.com www.limsat.org library.ci.scottsdale.az.us www.ncrel.org/engauge/framewk/

26. The Standards Movement Addresses What Students Should Know from Content The use of technology as a tool for discovering and applying content knowledge in authentic contexts for: solving problems, making decisions, exchanging information and communicating has not been addressed in the content standards

27. Information Literacy Guide to Integration Best Practices in Teaching and Learning Best Practices in Increasing Student Achievement through Effective Media Center Programs Instructional Design “Tweaking Lessons” for RIGOR Teacher Technology Competencies Best Practices in Teaching and Learning Best Practices in Increasing Student Achievement through Effective Media Center Programs Instructional Design “Tweaking Lessons” for RIGOR Teacher Technology Competencies Research Based

28. Information Literacy/Technology Education K12 Integration Plan Integrates information literacy and technology education into problem solving and inquiry lessons and activities based on the CURRICULUM Standards and ISTE and AASL Standards Statewide Initiative

29. Purpose of Integration – Components of “teaching” research and problem solving?  Good research and problem solving activities just don’t happen – time planning, access  Developmentally and progressing through complexity - scaffolding  Questioning piece is the most important part – makes or breaks  Use a problem solving model  Need common, consistent model  What does it look like? Modeled and taught – not just assigned  Key person – the principal and how he/she views the value

30. Children exposed to interdisciplinary units of study use technology as a tool to become literate, cooperative, problem-solving, self- motivated learners. Linking technology with core instructional objectives is what makes good, effective use of technology. That's the message we need to communicate. It's a process - not a number. Why?

31. Technology-rich environments can support initiatives focused on improving learning outcomes. Teachers are the first to recognize increases in students' self-esteem and confidence, enhanced content area understanding, and more informed and empathic responses to world events as a result of using technology. Why?

32. Leading the way to Information Literacy and Technology Education Research Problem Solving Communication The three most important school- to-life critical skills

33. This is what we have for South Carolina 1. 1.Performance Matrix 2. 2.Curriculum Overlay 3. 3.Process Model (Big6) 4. 4.Sample Modified Lesson 5. 5.Content integration vs. Laundry List of Skills Major Components Statewide Initiative

34. Let’s take a good look and see how this can be the catalyst that changes the way in which instruction is delivered so that student achievement happens !! catalyst

35. What do students need to know and be able to do at each grade level to provide an orderly progression of learning? What do students need to know and be able to do at each grade level to provide an orderly progression of learning?ISTE AASL Content Curriculum

36. First Things First Standards Performance Matrix Standards Performance Matrix What do students: need to know? be able to do at each grade level How can we scaffold learning?

37. Next Component Curriculum Overlay Curriculum Overlay Exactly what skills should students be learning based on curriculum and standards? What are some activities that reflect integration of skills? What are some resources that make it happen?SKILLS Activities Resources

38. Third Big6 TM Problem Solving Model Big6 TM Problem Solving Model 1. Task Definition 2. Information Seeking Strategies 3. Location and Access 4. Use of Information 5. Synthesis 6. Evaluation

39. Assignments and Assessment What exactly is the assignment? How will student accomplishments be assessed?How will student accomplishments be assessed? What are the expectations for student learning?What are the expectations for student learning?RUBRICS

40. What do students need to know? Learn, practice, and use information skills and strategies Within the instructional program Within the subject areas For authentic learning

41. What do students need to know? Learn the information process –A process is a step by step set of procedures designed to solve a problem. Develop effective strategies – –A strategy is a plan of action for searching to find the information you want and NEED.

42. What are Information Skills? Making decisions Analyzing Locating Accessing Using Synthesizing Evaluating Cooperating Presenting Discussing Trouble Shooting Problem solving Designing Creating Reading Comparing Contrasting

43. Recognize What Is Really Important in Student Research Know what is fluff and puff bells and whistles paste and waste surfing and saving

44. Understand that this is not intuitive It doesn’t just happen!

45. FOR Effective Lessons What do kids need to learn? When? What EXACTLY do I want them to accomplish? What are we studying now? What will our focus be? How much do they know now? At what level should I begin?

46. How will I know that students have learned what I set out to teach and what I wanted them to experience? Effective Research Assessment

47. Curriculum Integration Reference Activities Learning process Learning strategies Learning content

48. Good Assignments Students have a choice Students have ownership Students can relate

49. Good Assignments Clear purpose and expectations (rubrics) (checklists)

50. Good Assignments Go beyond the written word... drawings, photos, music, oral presentations interviews desktop publishing

51. Allow Yourself to lose Control Over time The final product The correct answers Knowing all the answers Being more knowledgeable than the kids Educators

52. What do media specialists need to do? Totally familiarize yourself to talk the talk and walk the walk Know information literacy and READ journals Don’t try it on your own Develop a plan Plug it, squeeze it, and don’t let it dry out!

54. Learning is Learning is a complex process…….through which learners constantly change their internally constructed understandings of how their worlds function. New information New information either transforms their current beliefs—or doesn't. The learning environment paper-and-pencil assessments The learning environment is a function of many complex factors, including curriculum, instructional methodology, student motivation, and student developmental readiness. Trying to capture this complexity on paper-and-pencil assessments severely limits knowledge and expression. Martin G. Brooks and Jacqueline Grennon Brooks. The Constructivist Classroom. November, 1999 Learning is Learning is a complex process…….through which learners constantly change their internally constructed understandings of how their worlds function. New information New information either transforms their current beliefs—or doesn't. The learning environment paper-and-pencil assessments The learning environment is a function of many complex factors, including curriculum, instructional methodology, student motivation, and student developmental readiness. Trying to capture this complexity on paper-and-pencil assessments severely limits knowledge and expression. Martin G. Brooks and Jacqueline Grennon Brooks. The Constructivist Classroom. November, 1999

55. What is Information Literacy? What is technology? How do you “teach” research? What exactly do students need to know? How will it impact on student learning? QUESTIONS to Review

56. Why is a problem solving model important? Why integrate? What does that involve? How do you integrate with existing lessons? QUESTIONS to Review

58. Resources American Association of School Librarians. Information power: Building Partnerships for Learning. Chicago: American Library Association, 1998. Smink, Anna, “Information Literacy: A Plan and a Practice.” Knowledge Quest 28 March/April 2000: 40-42. O’Sullivan, Michael, Scott, Thomas. “Teaching Internet Information Literacy.” Multimedia Schools: March/April 2000: 41-44. South Carolina Department of Education, South Carolina’s K-12 Curriculum Standards. Barckay, Donald A, Editor. Teaching Electronic Information Literacy: A How-To-Do-It Manua. Neal-Schuman Publishers,1995. Berger, Pam. Internet for Active Learners; Curriculum-Based Strategies for K-12. American Library Association, 1998. Chirinian, Alain. Internet Activities for Science: Prirmary. Teacher Created Materials,1999. Donham, Jean: Enhancing Teaching and Learning: A Leadership Guide for School Media Specialists. Neal- Schuman Publishers, 1998. Donato, Diane. Integrating Technology into the Science Curriculum: Primary. Teacher Created materials, Inc., 1998. Eisenburg, Michael and Berkowitz, Robert. Information Problem Solving: The Big Six Skills Approach in Library and Information Skills Instruction. Ablex, 1990.

59. Resources Eisenberg, Mike and Berkowitz, Bob. The New Improved Big6 Workshop Handbook. Linworth Publishing, 1999. Fitspatrick, Kathleen A. Program Evaluation: Project Director. Library Media Services. National Study of School Evaluation, 1998. Haycock, Ken. The School Library Program in the Curriculum. Libraries Unlimited, 1990. Johnson, Doug. Handout for the Indispensable Librarian. March 19, 1999 taken from The Indispensible Librarian and the Indispensable Teachers Guide to Computer Skills, Linworth Publishing. Kovacs, Michael and Diane Kovacs. The Cyberian’s Guide for Developing Successful Internet Programs and Services. Neal Schuman Publishers, 1997. McElmeel, Sharron L. Research Strategies for Moving Beyond Reporting. Linworth Publishing, 1997. Miller, Elizabeth. The Internet Resource Directory for K-12 Teachers and Librarians. Libraries Unlimited, 2002. Moursund, David. Project-Based Learning Using Information Technology. ISTE Publications, 1999. Pritzl, Amy. “What do they really need to know? Adventures in Curriculum Writing.” Book Report. March-April 2000: 30-33. Thompson, Helen M. and Henley, Susan A. Fostering Information Literacy: Connecting National Standards, Goals 2000, and the SCANS Report. Libraries Unlimited, 2000. Wiggins, Grant. and McTighe, Jay. Understanding by Design. Association for Supervision and Curriculum Development, 1998. Zweizig, Douglas and others. The TellIt! Manual: the Complete Program for Evaluating Library Performance. American Librarian Association, 1996.

60. Resources Big6 http://www.big6 Infosearcher http://www.infosearcher.com NETS for Students. ISTE Standards http://cnets.iste.org/index2.html Washington State Library Media Association http://wlma.org/Instruction/infolit.htm Oregon School Library Information System http://www.oslis.k12.or.us/elem/howto/index.html http://www.oslis.k12.or.us/tutorials/ Library Research Goal: Implementation The Building Blocks of Research: An Overview of Design, Process and Outcomes http://nuevaschool.org/~debbie/library/research/il/infolit1.html Rubrics http://www.ncsu.edu/midlink/rub.multi.htm

61. Resources Mankato Schools Information Literacy Curriculum Guidelines. http://www.isd77.k12.mn.us/resources/infocurr/infolit.htm http://www.isd77.k12.mn.us/resources/infocurr/infolit.htm Full-Text Research Articles from School Library Media Quarterly This site consists of past articles from School Library Media Quarterly (SLMQ) that are referenced in Information Power: Building Partnerships for Learning (1998). http://www.ala.org/aasl/SLMR/slmr_resources/slmr_select_toc.html http://www.ala.org/aasl/SLMR/slmr_resources/slmr_select_toc.html Computer Skills for Information Problem-Solving: Learning and Teaching Technology in Context. ERIC Digest. http://www.ed.gov/databases/ERIC_Digests/ed392463.html Applying Big6 Skills™and Information Literacy Standards to Internet Research http://www.surfline.ne.jp/janetm/big6info.htmBig6 Skills™Information Literacy Standards Montgomery County Public Schools: Electronic Literacy Skills Outcomes Continuum www.mcps.k12.md.us/departments/isa/elit/tea/outcomescontinuum.htm www.mcps.k12.md.us/departments/isa/elit/tea/outcomescontinuum.htm K - 4 Information Skills Curriculum Moorestown Township Public Schools Moorestown New Jersey http://www.mtps.com/south/simpsonc/Informat.htm http://www.mtps.com/south/simpsonc/Informat.htm Noodletools http://www.noodletools.com/