1. Preparing High School Students for a Bright Future OELMA Conference October 19, 2012 Ann Marie Smeraldi, M.L.I.S. Cleveland State University

2. AASLCommon Core for ELAACRL S1: Inquire, think critically, and gain knowledge S2: Draw conclusions, make informed decisions, apply new knowledge to new situations, create new knowledge S3: Share knowledge and participate ethically and productively as members of our democratic society S4: Pursue personal and aesthetic growth Anchor Standard: Writing Research to Build & Present Knowledge 7. Conduct short and sustained research projects based on focused questions, demonstrating understanding of the subject. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Anchor Standard: Reading Integration of Knowledge & Ideas 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. Anchor Standard: Speaking, Listening Comprehension & Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually. Presentation of Knowledge & Ideas 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective Anchor Standard: Language Vocabulary Acquisition & Use 6. Acquire and use accurately a range of academic and domain specific words and phrases. S1: Know S2: Access S3: Evaluate S4: Use S5: Ethical, Legal

3. Resources 0 AASL Common Core Crosswalk AASL Common Core Crosswalk 0 INFOhio Tool Kit – Common Core INFOhio Tool Kit – Common Core 0 INFOhio’s iMatrix INFOhio’s iMatrix 0 edutopia: Resources for Understanding the Common Core edutopia: Resources for Understanding the Common Core 0 School Librarians and the Common Core Standards School Librarians and the Common Core Standards

4. Overwhelmed?

5. What do these standards have in common? Questioning Evaluating Synthesizing Drawing conclusions Creating knowledge Sharing ideas Inquiry Collaborating Critical thinking understanding Communicating Applying

6. Preparing Students for a Bright Future A Closer Look at Academic Libraries Keyword Carousel Database Decisions Articles Under the Microscope Red Alert! Consequences of Plagiarism

7. A Closer Look at Academic Libraries Session 1. Distribute worksheets. Begin by telling students to fill in information about the school library for each category. This can be done as a class. 2. Next, explain to students that they will now take a virtual field trip to an academic library. 3. Direct students to the academic library’s virtual tour and tell them to take the tour. 4. Tell students to fill in information about the academic library for each category as they take the tour. 5. Instruct students to browse the academic library’s website to collect additional information for each category. Encourage students to locate the online catalog and try search. 6. Ask students to share what they discovered. As students share, elaborate on their comments and asking questions that help them become familiar with academic libraries. Through virtual exploration students compare and contrast their school library with an academic library to learn key differences.

8. A Closer Look at Academic Libraries AASLCommon Core for ELAACRL S1: Inquire, think critically, and gain knowledge 1.1.1 Inquiry based process 1.1.6 Read, view, listen for information 1.1.7 Make sense of information S2: Draw conclusions, make informed decisions, apply new knowledge to new situations, create new knowledge 2.1.1 Construct new understanding, knowledge 2.1.4 Draw conclusions S3: Share knowledge and participate ethically and productively as members of out democratic society 3.1.1 Share, reflect 3.1.2 Collaborate 3.1.3 Communicate new understanding Anchor Standard: Writing 7. Conduct short based on focused questions, demonstrating understanding of the subject. 8. Gather relevant information from sources 9. Draw evidence from informational texts Anchor Standard: Reading 7. Integrate and evaluate content Anchor Standard: Speaking, Listening 1. Prepare for and participate effectively in conversations and collaborations 2. Integrate and evaluate information presented in diverse media and formats, including visually. 4. Present information, findings, and supporting evidence Anchor Standard: Language 6. Acquire and use accurately a range of academic and domain specific words and phrases. S2: Access Indicator 2: Constructs and implements effectively- designed search strategies. Indicator 3: Retrieves information online... using a variety of methods. Indicator 4: Refines the search strategy Indicator 5: extracts, records, and manages the information S3: Evaluate Indicator 1: Summarizes the main ideas to be extracted from the information Indicator 6: Validates understanding and interpretation of the information through discourse with other

9. Keyword Carousel Session 1. Briefly explain / model concept mapping (or show video). 2. Divide students into 6 groups, distribute markers, and assign each group to a poster. 3. Instruct students to identify main concepts of the question and then draw circles extending off research question with one main concept per circle. (2 – 3 minutes). 4. Instruct students to move to the poster on their right. 5. Ask students to identify alternate terms (synonyms, broader/narrower, related) for each main concept and then draw squares off main concepts with one alternate term per square. (2-3 minutes). 6. Repeat steps 4 and 5 three more times. 7. Tell students to rotate to new poster one final time. 8. Using terms on posters, final group reports back possible search statements using the AND and OR Boolean operators. Students use concept maps to create visual representations of research questions, identify search terms, and construct search statements.

10. Keyword Carousel AASLCommon Core for ELAACRL S1: Inquire, think critically, and gain knowledge 1.1.2 Use prior knowledge 1.1.4 Develop questions 1.1.9 Collaborate with others S2: Draw conclusions, make informed decisions, apply new knowledge to new situations, create new knowledge 2.1.1 Critical thinking 2.1.2 Organize knowledge 2.1.5 Collaborate, exchange ideas S3: Share knowledge and participate ethically and productively as members of out democratic society 3.1.1 Share new knowledge 3.1.3 Use speaking skills Anchor Standard: Writing 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate Anchor Standard: Speaking, Listening 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective Anchor Standard: Language 6. Acquire and use accurately a range of academic and domain specific words and phrases. S1: Know Indicator 1: Defines and articulates the need for information. S2. Access Indicator 2: constructs and implements effectively- designed search strategies.

11. Database Decisions Session 1. Divide students into 5 groups and give each group a container. 2. Tell students each container represents a database they could use to find sources for their assignments. 3. Instruct groups to explore the contents of their containers and prepare to describe their database to the class. 4. Groups report back about their database. 5. After all the containers are described, read prepared research questions to class and ask which database would be most useful for answering the question. Students explore the differences between Google and various subscription databases to identify the best database for satisfying specific information needs.

12. Databases Decisions AASLCommon Core for ELAACRL S1: Inquire, think critically, gain knowledge 1.1.8 Mastery of technology tools 1.1.8 Collaborate for understanding S2: Draw conclusions, make informed decisions, apply new knowledge to new situations, create new knowledge 2.1.1 Critical thinking, construct new understanding 2.1.3 Draw Conclusions S3: Share knowledge and participate ethically, productively as members society 3.1.1 Share, reflect 3.1.2 Collaborate 3.1.3 Communicate new understanding Anchor Standard: Writing 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy, and integrate the information while avoiding plagiarism. Anchor Standard: Speaking, Listening 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually. 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective Anchor Standard: Language 6. Acquire and use accurately a range of academic and domain specific words and phrases. S2: Access Indicator 1: Selects the most appropriate information retrieval systems Indicator 2: Constructs and implements effective search strategies. S3: Evaluate Indicator 6: Validates understanding and interpretation of the information through discourse

13. Articles Under a Microscope Session 1. Introduce criteria for evaluating sources. (CRAAP test works well) 2. Tell students to select a partner; each pair gets the 3 articles and evaluation worksheet. 3. Tell students to pretend they have to write a paper that answers the research question you have chosen and that they have found 3 articles on the topic. Now they must evaluate the articles to decide which one is best. 4. Librarian circulates as groups work and offers guidance as needed. 5. Review the articles as a class, asking each pair for feedback on all 3 articles. 6. Record findings on whiteboard, Smart Board or flip chart. 7. Explain characteristics of academic journals and their importance, and the peer review process. Students compare and contrast an article from a website, a popular magazine, and a scholarly journal to select the best source for academic research.

14. Currency Relevance Authority Accuracy Purpose

15. Articles Under a Microscope AASLCommon Core for ELAACRL S2: Draw conclusions, make informed decisions, apply new knowledge to new situations, create new knowledge 2.1.1 Critical thinking, construct new understanding 2.1.3 Draw conclusions 2.1.5 Collaborate with others S3: Share knowledge and participate ethically and productively as members of out democratic society 31.1 Share understandings 3.1.2 Participate in network of learners Anchor Standard: Writing 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Anchor Standard: Reading 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. Anchor Standard: Speaking, Listening 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually. 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective Anchor Standard: Language 6. Acquire and use accurately a range of academic and domain specific words and phrases. S1: Know Indicator 2: Identifies a variety of types and formats of sources S3: Evaluate Indicator 2: Articulates and applies initial criteria for evaluating both the information and its sources Indicator 6: Validates understanding and interpretation of the information through discourse

16. Caught Red Handed Session 1. Ask students what they already know about plagiarism; record answers on flip chart, whiteboard or Smart Board. 2. Distribute copies of the case study, “Caught Red Handed.” 3. Read the article as a class. Ask student to volunteer to read parts of the article aloud. 4. Instruct students to form small groups and discuss the questions at the end of the case study. 5. As k groups report back, ask students to take notes. 6. Close with a one minute paper asking students to write the most important thing they learned and one question they still have about plagiarism. Using a case study, students apply critical thinking skills to examine the circumstances that led a college student to plagiarize a paper and suggest actions the student could have taken to avoid the situation. Students will explore student code of conduct and discover the consequences of plagiarism. Consequences of Plagiarism

17. Caught Red Handed Session 1. Ask students what they already know about plagiarism; record answers on flip chart, whiteboard or Smart Board. 2. Distribute copies of articles reporting real life cases of plagiarism; 4 - 5 students should get the same article. 3. Students read articles and complete the handout on their own. 4. Instruct students that read the same article to form a group and decide what they learned from the article. 5. As groups report back, ask students to take notes. 6. Close with a one minute paper asking students to write the most important thing they learned and one question they still have about plagiarism. Using real life examples, students explore the types of works that can be plagiarized and the consequences of plagiarizing. Consequences of Plagiarism

18. Red Alert! Consequences of Plagiarism AASLCommon Core for ELAACRL S3: Share knowledge and participate ethically and productively as members of out democratic society 3.1.6 Use information and technology ethically and responsibly Anchor Standard: Writing 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Anchor Standard: Reading 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. Anchor Standard: Speaking, Listening 1. Prepare for and participate effectively in a range of conversations and collaborations 2. Integrate and evaluate information presented in diverse media and formats, including visually. 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective Anchor Standard: Language 6. Acquire and use accurately a range of academic and domain specific words and phrases. S5: Ethical, Legal Indicator 1: understands many of the ethical, legal, socio-economic issues surrounding information and information technology Indicator 2: Follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources.

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