Additional+Resources

=__**Links to helpful websites:**__ =

A great article that summarizes ISTE and NET-S standards with associated links: Getting Started with Technology by Mary Beth Hertz

A PowerPoint presentation that describes different types of search engines and how to search: @http://www.readwritethink.org/lesson_images/lesson983/presentation.ppt

A great resource for Educators: @http://www.commonsensemedia.org/educators

K-12 Scope and Sequence: CyberSmart_Scope-1.pdf

10 Ways to use the NYTimes.com for Research, with links to additional resources: @http://learning.blogs.nytimes.com/2010/07/01/10-ways-to-use-nytimes-com-for-research/


 * __Annotated Bibliography __**

Gibson, C. (2007). Information Literacy and IT Fluency. //Reference& User Services Quarterly//, //46//(3), 23-59.
====Information literacy, information (IT) fluency, and information fluency used to be three unrelated topics. With the every evolving digital age, these topics are beginning to intertwine. This article discusses how the topics have evolved and how they intertwine. ====

====First there was information literacy. The seven “faces” of information literacy are: information technology, information sources, information process, the information control, knowledge construction, knowledge extension, and wisdom. Then came IT fluency with the demand for more training and education on technology, “its application and social implications.” ====

====This article is geared more towards librarians but I think it can also be of interest to teachers. Librarians are the custodians of a wealth of information however, teachers also have much to do with how students assimilate and access the information. ====


 * Gunasekara, C. (2008). Fostering independent learning and critical thinking in management higher education using an information literacy framework.//Journal of Information Literacy, 2//(2), p74-85, 12p. **

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Independent learning and critical thinking are perhaps equally blessed and cursed in the academe. As management academics we strive to foster these capabilities in our students, particularly our undergraduates, and we are often frustrated by our lack of success or impact. The thesis of this paper is that information literacy frameworks provide a 'way in' to constructing engaging, independent learning journeys as summative and formative assessment tasks.

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">A model for doing this is proposed using the Australian and New Zealand Information Literacy Framework. A case study is then provided of how this approach was applied in an Operations Management subject at The Queensland University of Technology, Australia, in a partnership involving academics and library staff. Far from being merely about library skills, the conclusion of the paper is that information literacy offers a rich platform for fostering independent learning and critical thinking that has for too long been ignored or undervalued.

<span style="font-family: Century Gothic,sans-serif;">Independent learning and critical thinking are two very important aspects to a students' ability to learn. This paper provides a framework for students that will catch their attention and foster values that are needed to be successful in the world today. As teachers, we want to see that we've had an impact on our students in some way.

<span style="font-family: Century Gothic,sans-serif;">Overall, the journal article shows that information literacy is more than learning and knowing library skills. It helps students be more independent in their search for information and allows them to critically evaluate the information they have chosen. The Framework provided is a good start for students needing to know more about information literacy and how to be more independent in their search.


 * //Information literacy [electronic resource (video)] : perils of online research / Cambridge Educational (Firm)//. (2006). New York, N.Y. : Films Media Group, [2006], c2006.**

<span style="font-family: Century Gothic,sans-serif;">This is a video that defines information literacy as the ability to find information online "within your daily life...in a whole host of different situations," whether it is work, school, or just finding things online daily. Information literacy also includes how the person goes about researching, creating a product, and presenting the item.

<span style="font-family: Century Gothic,sans-serif;">Research tools include the A+ Writing Guide website, library specialists, search engines, It includes excerpts from students and teachers that explain the reason it is important to be information literate, and especially how to tell if a site is credible. One way is to find more than one credible source to make sure the information can be backed up.

Research tools other than wikipedia and google can be useful. The video describes how to use the information in the references section on wikipedia to get to credible resources. There is so much information, students need to know what credible information is. I know that when I have looked up medical conditions on the internet, a lot of time sites that are just trying to sell me something also pop up.

The internet is a great source, but other information like books and journals can't be ignored. Fortunately, we are able to access more and more information online that is contained in books and sources. Understanding the types of information is a big part of being information literate. This video can explain a lot about being responsible researchers.


 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Landreau, J. (2011). Research: Why Wait Till High School?.//Phi Delta Kappan//,//92//(6), 55-57. **

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Teaching young children research skills is the topic of this article. It begins by describing a young child's eagerness and excitement when visiting a library, leaving with a large variety of books on many topics. The theme of keeping research exciting in the young child so they see research and organization of information is a natural process is continued throughout the article.

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Some tools to help young students develop into researchers include giving them sticky notes to write on as they find topics that interest them; reading out loud to each other to find ways to improve topics and papers; playing search and find games in the library; and having students write information on note cards, then shuffling them and trying to organize the cards into groups so they see the need for grouping.

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Of particular interest in the article is the way that the author describes the natural evolution of research that is taught in the younger years. She is a proponent of letting the students learn to pick topics and organize as they find reason. If students can create their own reason for learning, teaching becomes much easier because they can then become the coach. I like the statement in the article: "If you listen to their interest, a paper will emerge" (Landreau, 2011, p. 55)

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">The author also describes the need to teach students to research at a young age, stating that many teachers feel research is something for older children. I agree with her statement. Anyone that has worked with young children can see they are already researching from the moment they are born. They are researching how to walk, how to talk, how to get what they want. Having some tools to direct these already existing abilities so young children can evolve into even better researcher as older children and adults is a better idea.


 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Markless, S., & Markless, S. (2009). A ** <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;"> **<span style="font-family: 'Century Gothic','sans-serif';">New **  **<span style="font-family: 'Century Gothic','sans-serif';">Conception **  **<span style="font-family: 'Century Gothic','sans-serif';">of **  **<span style="font-family: 'Century Gothic','sans-serif';">Information **  **<span style="font-family: 'Century Gothic','sans-serif';">Literacy **  **<span style="font-family: 'Century Gothic','sans-serif';">for **  **<span style="font-family: 'Century Gothic','sans-serif';">the **  **<span style="font-family: 'Century Gothic','sans-serif';">Digital **  **<span style="font-family: 'Century Gothic','sans-serif';">Learning **  **<span style="font-family: 'Century Gothic','sans-serif';">Environment **  **<span style="font-family: 'Century Gothic','sans-serif';">in **  **<span style="font-family: 'Century Gothic','sans-serif';">Higher **  **<span style="font-family: 'Century Gothic','sans-serif';">Education **  **<span style="font-family: 'Century Gothic','sans-serif';">.//Nordic// **  **//<span style="font-family: 'Century Gothic','sans-serif';">Journal //**  **//<span style="font-family: 'Century Gothic','sans-serif';">Of //**  **//<span style="font-family: 'Century Gothic','sans-serif';">Information //**  **//<span style="font-family: 'Century Gothic','sans-serif';">Literacy //**  **//<span style="font-family: 'Century Gothic','sans-serif';">In //**  **//<span style="font-family: 'Century Gothic','sans-serif';">Higher //**  **//<span style="font-family: 'Century Gothic','sans-serif';">Education //**  **//<span style="font-family: 'Century Gothic','sans-serif';">, 1 //****<span style="font-family: 'Century Gothic','sans-serif';">(1), 25-40. Retrieved from [] **

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">The aim of this paper is to explore the problem of how best to conceptualize information literacy in the higher education environment, in order to ensure that any model used is ‘fit for purpose’ and able to effectively support IL teaching and learning. The nature of this problem was illuminated during consultancy for a UK University in which the author was invited to recommend an appropriate IL framework for student use in a specially designed Virtual Learning Environment. This paper outlines the journey that the author took to gain deeper understanding of the nature of information literacy so that a suitable framework could be recommended. The journey involves consideration of relevant principles of learning, the place of student reflection when learning to be information literate, what IL in higher education (HE) should encompass, the importance of context in developing IL, and the influence of the digital environment, especially Web 2.0.

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">The main features of the most common IL frameworks used in higher education are critiqued. A new IL framework is then offered along with a rationale for its appearance and use. However, it is not presented as an ‘answer’ or blueprint but to encourage critical reflection on current theory and practice. Finally, the author puts forward some ideas for future research.

<span style="font-family: Century Gothic,sans-serif;">The author takes many things into account before recommending a suitable framework for information literacy in the higher education setting. This allows him to put forth the best proposal for a specific learning environment. The students will benefit more from this specific framework design.

<span style="font-family: Century Gothic,sans-serif;">After the framework is critiqued, ideas are presented to help improve the current framework. These ideas can be used to implement a new framework in the near future that will be applicable to all in the higher education setting. The framework that is provided should be reviewed each year to see if any improvements can be made.

===<span style="font-family: Arial,Helvetica,sans-serif;">**McClure, R., & Clink, K. (2009). How Do You Know That? An Investigation of Student Research Practices in the Digital Age. //Portal: Libraries & The Academy//, //9//(1), 115-132.** ===

====<span style="font-family: Arial,Helvetica,sans-serif;">Sources are an important part of a research paper or essay. Randall McClure and Kellian Clink evaluate 100 essays with a combined total of 633 citations in this study. The study focuses on the sources that are web based and they are judged on their value based on the following three criteria: timeliness, authority, and bias. Then they go on to focus groups with the students and teachers and compare their point of views. ====

====<span style="font-family: Arial,Helvetica,sans-serif;">McClure and Clink find that students tend to use the sources that are easier to find through search engines which usually include personal, advocacy, and commercial websites. Search engines are popular because they are “easy to use, available to anyone with internet connection and quick and bountiful in their returns.” It was also determined that students use the library less than online sources because they find it “intimidating and inconvenient.” In the discussions they found that bias is the hardest to teach and timeliness is the easiest. The student understanding is similar with bias being the least understood. ====

====<span style="font-family: Arial,Helvetica,sans-serif;">The article is presented in a very easy to read format. They do not use the hypothesis/experiment format but analyze the data they have very well. The article clearly defines variables and base-lines for understanding their comparisons. For example, McClure and Clink clearly explain how they rate students’ use of sources a 1, 2, or 3 in authoritativeness. They also include information about other similar studies and explain how their study is different. ====


 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Niedbala, M., & Fogleman, J. (2010). Taking Library 2.0 to the Next Level: Using a Course Wiki for Teaching Information Literacy to Honors Students.//Journal Of Library Administration//,//50//(7/8), 867-882. doi:10.1080/01930826.2010.488986 **

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">This article provides research on ways to teach information literacy skills to education honors freshman by using wikis (Web 2.0 tools). The students were selected from Honors students in an Introduction to Education class at the University of Rhode Island. The professor and education librarian were asked to work together to design a course research project that incorporated research scaffolds and virtual collaboration.

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">While the research was done through a research project in a class, the main focus of the article was focused on ways to build on students' online searching skills and to strengthen the ir academic research skills. Research-based theories studied, and used with success are backward design, scaffolding, and writing to learn can help the students become stronger in research and more capable at utilizing the online tools.

I was particularly interested in the backward design approach. It approaches instruction by organizing around questions relevant to the topic and around big ideas. Students can connect facts and transfer the information to new ideas. This approach, if utilized will take careful planning to be sure course objectives are met. According to the data in the paper, this concept, used with the other tools, did provide satisfaction in the learning process and a good understanding of the topics involved.

It is good to have some guidance in techniques that have worked. So often, teachers are told to use more technology, but not told how. This article provides some guidance in that area with information on techniques that have been used successfully.


 * Scott, T. J., & O'Sullivan, M. K. (2005). Analyzing Student Search Strategies: Making a Case for Integrating Information Literacy Skills into the Curriculum. //Teacher Librarian//, //33//(1), 21-25.**

How high school student research to find the answers to specific questions is the topic that was studied and reported on in this article. This study focused on the structure and location of hypertext and how it affected students' abilities to research on the internet. Ninth grade students were given four websites to navigate and observers watched as specific tasks were accomplished. Information was also gained by researchers from the reflective essays written by each student. Instead of looking at the websites and looking for relevant links, many of the students opted to use the search box and ask the search engine for the requested information. They had a hard time narrowing down searches, and distinguishing between relevant and irrelevant links.

High school students have a large amount of information available to them, and yet get frustrated, being unable to define clearly what they need so they can get to the information they want efficiently. The summary of the article is that students need to be taught how to research on the internet in an efficient manner.

At the beginning of the school year, my students were given a simple task: add a quilt block picture to a classroom wiki. I, too, observed the student's difficulties in finding information. After I explained what a quilt block was, they took off to search. Some had to ask what they were to put into the search engine. Some found a site by typing in quilt blocks, and then did not know how to upload the files, or how to copy and paste and image. After that activity, I could see that teaching students to research is a part of what I need to be doing.

The author also states that "we cannot allow our students to depend solely on the Internet for their information. We need to emphasize and require students to use a variety of sources for their research." (Scott, O'Sullivan, 2005). I agree. We need to teach them how to access the valuable resource of the internet, and to realize that there is a whole lot of useful information for those who know to search.


 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Stripling, B. (2007). Assessing Information Fluency: Gathering Evidence of Student Learning.//School Library Monthly//,//23//(8), 25-29. **

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">This article defines information fluency as "the ability to access, make sense of, and use information to build new understandings" (Stripling, 2007). Fluency is the word chosen because students must know how to apply information skills fluently in any "personal or academic learning situation" (Stripling, 2007). The purpose of this article is to describe how the relationship between a library media specialist and teachers can help to "strengthen student interest and success (Stripling).

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">It also describes when and why to apply diagnostic, formative, and summative assessments to aid librarians and teachers in understanding the effectiveness of information gathering and usage. Diagnostic assessments are important because they can show what pre-existing misconceptions and understanding exists relating to a particular subject. Formative assessments examines the understanding during the learning process, and can include items such as exit cards and observation checklists. They suggest teaching students to do their own formative assessments. Summative assessments happen at the end of the learning and include collaborative projects, presentations, and projects tied to the real world.

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">It was particularly nice to see examples of each type of assessment in the article. Using pre-tests or a concept map or some other tool before a lesson was also discussed as tools for diagnostic assessment. Ms. Stripling also described exit cards as a good summative assessment. A particular question or problem is on the card and then is given to the students at the beginning of the class so students have a clear idea of what it is that they are to learn in the lesson. The answer is then collected from the students, written on the exit ticket, when they leave class.

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">It was also emphasized that by making creative assessments, adjusted for different levels of thinking, if the assignment allows. Creativity is key. Writing a closing task, a summative assessment like the exit ticket, but put in a spiral, can be useful once in awhile, but how much better to have variety to spark interest and be a contributor to student success.


 * <span style="color: #333333; font-family: 'Century Gothic','sans-serif'; font-size: 13px;">O'Sullivan, M. K., & Dallas, K. B. (2010). A Collaborative Approach to Implementing 21st Century Skills in a High School Senior Research Class. //Education Libraries//, //33//(1), 3-9. **

<span style="color: #333333; font-family: 'Century Gothic','sans-serif'; font-size: 13px;">The purpose of this article is to emphasize how important 21st century skills are to students advancing to schools of higher education and the business world. The article recognizes recent studies that show college freshmen struggling with the rigor of higher education and that their high school education may not have prepared them adequately. The authors of this article present a case study of the efforts of an English teacher and a high school librarian at Rosemont High School to better equip their seniors when it comes to research and information fluency. Like Rosemont, high schools around the country are working to address this gap in college readiness, but there has been little success at reaching an agreement on what defines college readiness. Requiring high school students to take more years of English and math may not be the answer. These courses must meet or at least scaffold to the beginning level of rigor colleges and the work place provide. Several “higher-order” skills are mentioned in the article and high school students need to be taught these sophisticated "higher-order" skills, such as the ability to locate and analyze complex information in order to solve real world problems (O’Sullivan 2010).

<span style="color: #333333; font-family: 'Century Gothic','sans-serif'; font-size: 13px;">The article describes a research paper class at Rosemont High School. This class addresses the issues previously discussed. The purpose of the class would be to introduce high school seniors to the depth of research required to analyze a subject and write about their findings and conclusions. Throughout this class the teacher can also teach students how to manage their time when writing a research paper and effective work habits. The article then explains how the course operates and goes through each step of the research process students are expected to complete. Students who completed this course have had much success with completing research and writing papers and have been able to handle the stress of that type of rigor.

<span style="color: #333333; font-family: 'Century Gothic','sans-serif'; font-size: 13px;">The author’s perspective aligns with our instructional technology course in that high school students must be taught valuable 21st century skills in order to prepare them for a higher education institution and the work force. Higher-order skills mentioned included skills highlighted in our survival guides that would be incorporated in a project-based learning approach. While these skills must be taught educators should also keep in mind what their level of expectation is for their students. Do their student expectations align to that of a college professor’s? There is a difference between the skills needed to research and write a report and the skills required to research and write an analytical paper that actually applies the knowledge a student obtains to a specific social problem or issue (O’Sullivan 2010).

<span style="color: #333333; font-family: 'Century Gothic','sans-serif'; font-size: 13px;">The research paper class case study was a very effective example for this particular article. I found it to be a strong solution that high schools should consider when they look for ways to prepare their students for college and the work force. High school administrators and educators could benefit from reading this article and would have an excellent guide to help them incorporate this course into their institution.


 * <span style="color: #333333; font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Zhang, W. (2002). Developing Web-Enhanced Learning for Information Fluency: A Liberal Arts College's Perspective. //Reference & User Services Quarterly//, //41//(4), 356-63. **

<span style="color: #333333; display: block; font-family: 'Century Gothic','sans-serif'; font-size: 13px; text-align: justify;">This article discusses the development of an information fluency course at Rollins College and the experience of the faulty involved. The author reflects on how the continuing growth of technology has made a huge impact on education. Higher level education institutions can no longer completely rely on the traditional way of teaching and are now offering more web-based learning courses for their students. There are many positive features of web-based learning, but educators of these courses must keep in mind the new skill set required in order for their students to be successful. Some probably won’t agree that this skill set can be taught through a web-based course and will argue that it isn’t as effective as the traditional in-class learning approach. <span style="color: #333333; font-family: 'Century Gothic','sans-serif'; font-size: 13px;">The article also discusses the implications of web-based education on libraries and librarians. Some fear that courses relying so much on technology will eventually have no need for a library. To confront the challenge, librarians must play a more active instructional, technical, and pedagogical role through online bibliographic instruction and information literacy among other venues (Zhang 2002).

<span style="color: #333333; font-family: 'Century Gothic','sans-serif'; font-size: 13px;">I appreciated the information about campuses taking an information fluency initiative to teach students the skills required to acquire and use information effectively. It should give educators and employers in the work force hope that colleges will be training their students in the critical thinking skills they feel may be missing in their current employees.

<span style="color: #333333; font-family: 'Century Gothic','sans-serif'; font-size: 13px;">This article brought on the concern of libraries being obsolete as classroom settings become more digital. The considerations given for faculty and staff of institutions with web-based courses were excellent for those organizing this type of instruction. These educators should base their instruction on how to effectively use the digital learning environment to develop critical thinking skills in their students