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(NC Information Skills Curriculum Philosophy, 1999).

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(NC Information Skills Curriculum Philosophy, 1999).

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  1. “Today’s student lives and learns in a world that has been radically altered by the ready availability of vast stores of information in a variety of formats. The learning process and the information search process mirror each other: students actively seek to construct meaning from the sources they encounter and to create products that shape and communicate that meaning effectively. Developing expertise in accessing, evaluating and using information is in fact the authentic learning that modern education seeks to promote.” (NC Information Skills Curriculum Philosophy, 1999).

  2. Prescription for Research Myopia: Implementing a School-wide Research Model Michelle Mills & Tammy Young Media Specialists, Charles D. Owen High School Black Mountain, NC

  3. Living in an information society is NOT always easy … A weekday edition of the New York Times Number of Web Pages • 1995: 1.3 million • January 2000: more than 1 billion Rate at whichinformation doubles: • 1900: Every 1500 years • 1990: Every 3 years • 1998: Every 18 months • In 2010: Every 40 days

  4. OK, Why a research model? IMPACT: Guidelines for North Carolina Media and Technology Programs, p. 20 “…used whenever students are in a situation, academic or personal, that requires information to solve a problem, make a decision, or complete a task.” “A systematic research model … provides an information problem-solving process, and a set of skills that provide a strategy for effectively and efficiently meeting information needs.” IMPACT: Guidelines for North Carolina Media and Technology Programs, p. 20

  5. OK, Why a research model? To prepare students for the 21st century workforce To prepare students to become proficient problem solvers To integrate information and computer skills SCOS within other curriculum areas

  6. Research Backs This Up Lance, Wellborn & Hamilton-Pennell Todd and Kuhlthau “More LMC hours open = Higher student usage and consequently, higher test scores” “… a school librarian (with) a clearly defined role in information-centered pedagogy plays a critical role in facilitating student learning for building knowledge” “…more often students receive library/information literacy instruction … (with library staff involved), the higher the test scores.” “Test scores increase as school librarians teach cooperatively with teachers (2000 Pennsylvania study) IMPACT: Guidelines for North Carolina Media and Technology Programs, p. 167-169 “Reading scores rise when librarians spend more time planning and teaching cooperatively with classroom teachers” (Michigan, 2003)

  7. Research Model Resources • THE BIG SIX OR THE SUPER THREE www.big6.com • FLIP-IT www.aliceinfo.org/FLIPit.html • FOLLETT’S INFORMATION SKILLS MODEL www.sparkfactor.com/clients/follett/home.html • JAMIE MCKENZIE’S RESEARCH CYCLE http://questioning.org/rcycle.html • IIM Independent Investigation Method http://www.iimresearch.com/ IMPACT: Guidelines for North Carolina Media and Technology Programs, p. 21

  8. Buncombe County’s Timeline for Implementation 2008-09 Teacher teams spend 2 full days preparing Big 6 projects. Summer 2008 2007-08 Summer 2007 New teacher team from each school along with media specialist receive training. Teacher teams from each school along with media specialist receive training. Big6 Celebration Teacher teams spend 3 half-days preparing Big 6 projects. Media Specialist Focus Group Researches Models – Big 6 or IIM Spring 2006 2006-07 – Media Specialists receive training in Big 6 Media Specialists @ each school present models to faculty. Each school votes - Big 6 selected.

  9. Step I: Topic Students are required to properly generate their own questions and/or problems around a particular topic. Teacher Steps: • Choose a unit based on SCS goals • Begin unit with class immersion activites • Introduce/review IIM vocab. and steps • Model development of concept map • Assist students with topic selection • Help students complete concept maps/questions using prior knowledge (if applicable) • Encourage students to find new vocabulary and create a glossary or vocabulary list Student Steps: • Work with teacher to develop class concept map of possible topics • Choose or be assigned a possible topic of study • Record information • Web ideas about topic on individual concept map • Begin to develop a key vocabulary list The competitors The student demonstrates the ability to: • Determine the information problem to be solved • Reformulate a complete statement of the task • Ask a good question. • Understand and follow printed and/or oral directions

  10. Selection of Teacher Teams • Individual school decision • Training – Summer 2 days Fall/Spring 3 days • Renewal credit • Incentive to attend $$ or trade day • Unit topic vs. individual topics

  11. Big 6 Celebration

  12. Getting Started at School • Administrative Support • Introduction at beginning of school • Designated TWD training • Required lesson plans and observation

  13. Hmmmm….. • Flexibility and easy integration • Continuous Improvement Plans • IGPs • Research Models pull it all together: • Thinking Maps • Graphic Organizers • Intel • Project Based Learning • Graduation Projects

  14. Good Morning Owen High School Your mission, should you choose to accept it, is to use the next 45 minutes to prepare for a trip to a secret destination. As always should any member of your imf force be caught or killed, Mr. Johnson will disavow all knowledge of your actions. This PowerPoint will self-destruct in five seconds. Good luck.

  15. Eating Disorders – 1st try

  16. So this is why I went to Library School! Seeking, Locating, and Using Information:

  17. Foodborne Illnesses

  18. Used car vs. New car

  19. Wrapping all the Candy • Using Databases • Using Books (yes, books!) • Using the Web Effectively

  20. A Few Good Examples • Civil Rights Magazine • Atomic Theory • Genetic Disorders • Alternative Energy • Vitamins/Minerals Poster • Pure Poetry

  21. Arm Your Students… Use a consistent research model to teach your students how to arm themselves with information literacy skills that will prepare them to do battle in a world filled with dubious data! …with the library arsenal

  22. Resources Berkowitz, Robert E., Robert Darrow, Michael B. Eisenberg, and Kathleen L. Teaching Information & Technology Skills: The Big6 in Secondary Schools. Worthington, Ohio: Linworth Publishing, Inc., 2000. Hendler, Jordan. "SkillsUSA and its Business & Industry PartnersLeadership in Skilled Workforce Development." Collision Industry Conference (CIC). 23 Oct. 2008 <http://www.ciclink.com/ SpecialPresentations/SkillsUSA.pdf>. Impact: Guidelines for North Carolina Media and Technology Programs. Raleigh, NC: NC Department Of Public Instruction, 2005. "Mission: Impossible." MovieWavs. 2007. 10 Oct. 2007 http://www.moviewavs.com/php/sounds/?id=bst&media=WAVS&type=Movies&movie=Mission_Impossible&quote=theme1.txt&file=theme1.wav "Awesome Powerpoint Military Backgrounds Set." Awesome Backgrounds. 10 Oct. 2007 <http://www.awesomebackgrounds.com/s-military.htm>. "Tooth and Claw." Doctor Who. BBC. Sci Fi, London. 22 Apr. 2006.

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