High School Project

Information Competence: A Forum Series for High Schools

Forum II: Record of Activities

March 30, 1998 * California Center for the Arts, Escondido

Marilyn Snider, Facilitator--Snider and Associates (510) 531-2904 and (916) 483-9802

Gail Tsuboi, Recorder -- Tsuboi Design (925) 376-9151

SELECTED INFORMATION COMPETENCIES FOR SPECIAL FORUM FOCUS

To address how students will develop the information competency

and who will direct the learning. Ideas have been brainstormed by the participants.

ACTIVITIES:

1. Possible strategies for learning resources (guided by teacher and librarian):

   • Trivia Hunt
   • Research Log/Journal (record of resources used)
   • Pathfinder (Librarian asks teacher the type of resources to be used)
   • Process Log (reflective record of processes used)
   • General to specific resources

2. Students will be given a research question. Students will choose appropriate resources discovered using the learning the objectives (Guided by teacher & librarian in collaboration).

ACTIVITIES:

1. Freshman students will go through a general orientation of the library at the beginning of the school year which shall include a scavenger hunt and will produce an end product. Option: Use a scavenger hunt as a test at the end on how to use sources. (Guided by the librarian)
2. Provide a general video or web-based orientation to the library. (Students (e.g. those in multimedia program), librarian, teacher)
3. Provide a subject-specific orientation to the library. (Collaboration of librarian and instructor)
4. The student will build a research paper step-by-step using index cards to document his/her sources and notes and to provide a relevant framework for information gathering. (Guided by the teacher)
5. Teach a specific reference tool. (Team taught by the teacher and the librarian)
6. The student will conduct a real-world research assignment (i.e. a personally significant project such as a scholarship or career search). (Guided by teacher, librarian, and career counselor)

ACTIVITIES:

1. Visit El Nino Internet sites and determine the value of the sites sponsored by education (.edu), government (.gov), and commercial. (Guided by teacher and librarian)
2. Hyperlink from one site to another in an effort to determine prior validity of Internet sites. (Student/teacher/librarian)
3. Gather information from a reference book, circulating source, CD-ROM, Internet, and periodical. Develop a list of criteria to eliminate the least valid or useful sources. (Student - guides the process; librarian and teacher develop the criteria)

ACTIVITIES:

1. Circuit Training (students rotate among stations) activity: Students will be able to gather content area information in the media center using a variety of technology resources in a circuit training format. Students document the hits and misses for the information they assessed. (Guided by teacher and librarian)
2. I Search: Students will be able to access information/find supporting information for their own thesis. Topics are student-generated. (Librarian introduces each tool)
3. Students will use technological tools to explore information generated from a classroom experience, e.g. following a speaker, students would develop focused questions to explore using technological tools. (Student-directed, teacher and librarian assisted)

ACTIVITIES:

1. Compare/contrast multiple sources of information on the same topic for content, bias, point of view, etc. (Guided by classroom teacher)
2. Generate/provide a list of questions to ask about research sources. (Guided by the classroom teacher)
3. Use political cartoons and/or posters from World War II to teach about slant/bias. (Guided by the classroom teacher)
4. Teachers and librarians will create a continuum/curriculum (with appropriate approvals) of skills and concepts for analyzing media information.
5. Study advertising and commercials for audience, purpose, bias, technique, etc. (Guided by the classroom teacher)

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