Evaluating Information Literacy Process Models

1. Evaluating Information Literacy Process Models ISTC 651 CLAIRE DEROSE

2. 13 Information Literacy Process Models • PLUS Model • 8Ws of Information Inquiry • Louisiana Information Literacy Model for Lifelong Learning • Big6 • Research Steps to Success • Stripling and Pitts Research Process Model • SAUCE • Seven Steps of the Research Process • Digital Information Fluency Model • Super3 • Seven Pillars • Research Cycle • Alberta Model for Teaching the Research Process

4. W W W W W W W W

16. Claire’s Three Choices:

17. Similarities and Differences

18. Instructional Generalizations • all three models start with a planning stage; place to organize thoughts • elementary model is the one with the most steps- is clear, and regimented to guide student(s) to success • while the elementary and middle models use broad terms that are more clearly defined in each model, the high school model uses more open-ended questions, to allow for individual interpretation and use

19. Poetry through k-12 in HCPS and MSDE Language Arts Curriculum

20. AASL STANDARDS FOR THE 21ST CENTURY LEARNER • To inquire, think critically, and gain knowledge • To draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge • To share knowledge and participate ethically and productively as members of our democratic society • Pursue personal and aesthetic growth

21. MSDE VOLUNTARY STATE CURRICULUM • “In English Language Arts, the alignment of curriculum, instruction, and assessment is needed if our students are going to experience success. The essential English Language Arts that should be taught in every classroom throughout Maryland can be found in the State Curriculum. • Teaching the curriculum in a way that helps students make sense of what they are learning helps them to view English as a useful subject as opposed to a set of rules to memorize. Finally, formative and summative assessments should reflect the instruction while spanning the various levels of cognitive demand in reading.”

22. Curriculum Used in Evaluation: HCPS

23. Language Arts in HCPS • “The Harford County English/language arts curriculum, kindergarten through grade twelve, is structured so that students recognize the authentic relationships among reading, writing, listening, and speaking in the real world. • In child-centered, positive learning environments, students strive to master developmental and sequential learning expectations to become self-directed, productive life-long learners.”

24. ILA in HCPS: Elementary Level • “In the elementary Integrated Language Arts program, teachers model the processes of reading, writing, listening, and speaking while integrating instruction which supports appropriate expectations for the development of basic skills as well as higher level thinking and learning skills. • Teachers, students, and parents work collaboratively to accomplish instructional goals that prepare students to move on to the middle school experience.”

25. Poetry at the Elementary Level: • Standard 3.0 Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary text • Indicator 4. Use elements of poetry to facilitate understanding • Objectives: • Use structural features such as structure and form including lines and stanzas, shape, refrain, chorus, rhyme scheme, and types of poems such as haiku, diamonte, etc., to identify poetry as a literary form and distinguish among types of poems • Identify and explain the meaning of words, lines, and stanzas • Assessment limit: Literal versus figurative meaning • Identify and explain sound elements of poetry • Assessment limits: Rhyme, rhyme scheme, Alliteration and other repetition • Identify and explain other poetic elements such as setting, mood, tone, etc., that contribute to meaning • Assessment limit: Elements of grade-appropriate lyric and narrative poems that contribute to meaning

26. IL Standards Applied to Language Arts Curriculum: Elementary Level (Grade 4) Curriculum Objective IL Standard (s) • Identify and explain other poetic elements such as setting, mood, tone, etc., that contribute to meaning • To draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge

27. IL and Diverse Populations: Elementary Level • Using the BIG6 with diverse populations: • students with special needs: • BIG6 can be broken down into sub steps to help chunk any research activity • enrichment students: • BIG6 allows for students to move through the research process independently, or to spend as much time on one step but not another as needed • non-motivated students: • BIG6 can be used for any research topic, and focuses on the student’s involvement. Students could use it for relevant topics to foster motivation. Student can also become invested in the project by being able to check off steps and feel accomplished.

28. ILA in HCPS: Middle School Level • The middle school language arts program continues to focus on the development of student skills in the areas of reading, writing, listening, and speaking. • Through an integrated, thematic approach, students explore the richness of the human literacy experience. • They refine basic skills and strive to accomplish a higher level of skill development in all areas of the language arts. • Instruction targets success for all students by the time they leave middle school and enter high school.

29. Poetry at the Middle School Level: • Standard 3.0 Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary text. • Indicator 4. Analyze elements of poetry to facilitate understanding and interpretation • Objectives • Use structural features to distinguish among types of poetry such as ballad, narrative, lyric • Analyze language and structural features to determine meaning • Assessment limit: Literal versus figurative meaning • Analyze sound elements of poetry that contribute to meaning • Assessment limits: Rhyme, rhyme scheme, Alliteration and other repetition, Onomatopoeia • Identify and explain other poetic elements such as setting, mood, tone, etc., that contribute to meaning • Assessment limit: Elements of grade-appropriate lyric and narrative poems that contribute to meaning

30. IL Standards Applied to Language Arts Curriculum: Middle School Level (Grade 7) Curriculum IL Standard(s) • Use structural features to distinguish among types of poetry such as ballad, narrative, lyric • To inquire, think critically, and gain knowledge • To draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge

31. IL and Diverse Populations: Middle School Level • Using Focus on Research with diverse populations: • Using the Focus on Research with diverse populations: • students with special needs: • The reviewing the process stage helps students who are not confident in their research skills to make sure they have completed the step thoroughly before moving on. The fact that reviewing the process is included at each step makes the reflection mandatory and does not single any student out. • enrichment students: • Enrichment students can have more freedom in the planning stage when figuring out what to research. They can also have more control over their project by doing the reviewing the process stages independently instead of with the teacher or librarian. • non-motivated students: • The information sharing stage can help motivate students by knowing in advance that not only will the teacher see their finished product, but other members of the class will as well.

32. ILA in HCPS: High School Level • “High school English is a four-year, sequential program of study through which students earn credits toward graduation, as well as a broad selection of electives through which students enrich their learning experiences. • Learning expectations for high school students are aligned with the Maryland Core Learning Goals for English. • As curriculum undergoes revision, this alignment will be clarified and strengthened in order to support success on the Maryland High School Assessments in English. • Electives in drama, journalism, public speaking, humanities, and creative writing offer students a variety of avenues for creative expression and authentic performance. • The high school program strives to prepare all students for success in college and the world of work.”

33. Poetry at the High School Level: • Standard 2: The student will analyze and evaluate a variety of print, non-print and electronic texts, and other media. • Indicator 2.1: The student will analyze and evaluate a variety of texts, including fiction, nonfiction, poetry, drama, and informational texts. • Objective: The student will analyze stylistic elements in a text or across texts that communicate an author’s purpose. • Determine the tone or voice of a text or a portion of a text or across texts • Determine and/or explain the significance of the following as each contributes to the author’s purpose o repetition and/or exaggeration, parallelism, allusion, analogy, figurative language, imagery, symbolism, a particular speaker or point of view, transitions, choice of details (e.g., specific examples, events, dialogue), features of language that create tone and voice • Explain the effectiveness of stylistic elements in accomplishing a purpose • Evaluate an author’s choice of words, phrases, and sentences for a particular audience or effect, for a given purpose, to extend meaning in a context, or to provide emphasis • Distinguish among types of irony (e.g., verbal, situational, dramatic)

34. IL Standards Applied to Language Arts Curriculum: High School Level • Determine and/or explain the significance of the following as each contributes to the author’s purpose o repetition and/or exaggeration, parallelism, allusion, analogy, figurative language, imagery, symbolism, a particular speaker or point of view, transitions, choice of details (e.g., specific examples, events, dialogue), features of language that create tone and voice • To inquire, think critically, and gain knowledge • To draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge

35. Metacognitive Implications

36. IL and Diverse Populations: High School Level • Using the Digital Information Fluency Model with diverse populations: • Using the DigitalInformation Fluency Model with diverse populations: • students with special needs: • each question is supplemented with specific objectives to guide students in understanding what to do in each step • enrichment students: • questions are focused on independent work • questions are open-ended to allow for creative interpretation and ability to cater each question to fit the students’ needs • ethic oriented question will challenge students to make sure they research appropriately- could also allow for peer teaching the appropriate way to cite/ use sources • non-motivated students: • general questions will not overwhelm the students • basic outline will not overwhelm the students

37. Interpretations and Conclusions • Models with less steps are clearer and easier to understand • Just because an alliteration is used doesn’t make it easier to use • More open-ended questions work better with higher level students • Elementary students need a mix of a flexible but still structured model

38. References • Bent, M. (2007, Nov). The seven pillars of information literacy model. Retrieved from http://www.sconul.ac.uk/groups/information_literacy/sp/sp/model.html • Bond, T. (2009, April 23). Sauce. Retrieved from http://ictnz.com/sauce-resources/SAUCE-description2.htm • (1997, June 11). Brainstorms & blueprints teaching library research as a thinking process. Retrieved from http://slisweb.sjsu.edu/courses/250.loertscher/modelstrip.html • Callison, D. & Lamb. A. (2009). 8Ws of information inquiry. Retrieved from http://www.virtualinquiry.com/inquiry/ws.htm • Eisenberg, M. (2007, Oct 6). What is the big6? Retrieved from http://www.big6.com/what-is-the-big6/ • Engle, M. (2010, Nov 23). The seven steps of the research process. Retrieved from http://olinuris.library.cornell.edu/ref/research/skill1.htm • Heine. C. & O’Connor. D. (2009, Dec 13). Digital information fluency model. Retrieved from http://21cif.com/resources/difcore/index.html • Herring, J. E. (2004). The plus model. Retrieved from http://athene.riv.csu.edu.au/~jherring/PLUS%20model.htm • Hughes, S. (2009, Feb 26). Research steps to success. Retrieved from http://www3.sympatico.ca/sandra.hughes/sandra.hughes/research/researchs.html • Little, T. The super3. Retrieved from http://academic.wsc.edu/redl/classes/tami/super3.html • Louisiana information literacy model for lifelong learning. Retrieved from http://mconn.doe.state.la.us/lessonplans/lit_model.htm • McKenzie, J. (2000). The research cycle. Retrieved from http://questioning.org/rcycle.html • Needham, J. (2010). Meeting the new aasl standards for the 21st-century learner via big6 problem solving. Library Media Connection, 42-43. • Oberg, D. (1999, June 9). Teaching the research process- for discovery and personal growth. Retrieved from http://archive.ifla.org/IV/ifla65/papers/078-119e.htm