Information Literacy and Partnering with 4-H Kasey Bozeman UGA Extension - Liberty County 4-H & Youth Development Agent Incorporating Georgia 4-H Project Achievement Into Classroom Projects

4-H Project Achievement

Overview self-directed individual competition oral presentations explore an area of interest and share their knowledge through a competitive process designed to meet youth development and age appropriate standards 50+ different project areas with nearly every topic of interest

Learning Outcomes Acquire an understanding of a subject matter in a given project area Develop skills in researching, assembling, and presenting information Demonstrate qualities of integrity, sportsmanship, cooperation and self- confidence Attain skills in leadership, service and communication

Steps in Project Preparation Topic Selection Research Outline Speech 5 paragraphs: Introduction, 3 Main Points, Conclusion Draft & Revise Speech Finalize Speech Create Visual Aids & Gather Props

Georgia 4-H Code of Ethics Except “Honesty, fairness, consistency, and sportsmanship are learned, not inherited traits. The most important role a 4-H leader (paid or volunteer) can play in a 4-H member's development is acting as a role model by exhibiting these characteristics. We understand, as youth educators, the only way a 4-H’er truly learns and expands his or her horizon is by making his or her own decisions. The process in 4-H work from Cloverleaf (Elementary) to Senior (High School) levels was created to challenge the young person's intellectual, creative, and emotional capacities. The Georgia 4-H Mission statement emphasizes that 4-H should encourage youth to become self- directing, productive, and contributing citizens.”

Link to Information Literacy The Presidential Committee on Information Literacy defined information literacy as a set of skills, which require an individual to: “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”

Link to Performance Standards ELAW1 the student produces writing that establishes an appropriate organizational structure, sets a context, and engages the reader, maintains a coherent focus throughout and signals a satisfying closure. ELAW2 the student demonstrates competence in a variety of genres. The student produces informational writing (e.g. report, procedures, correspondence) ELAW3 the student uses research and technology to support writing. ELALSV2 the student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. When delivering or responding to presentations, the student (a)shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members (b)uses notes, multimedia, or other memory aids to structure the presentation (c)engages the audience with appropriate verbal cues and eye contact (d)projects a sense of individuality and personality in selecting and organizing content and delivery (e)shapes contest and organization according to criteria for importance in resource materials (f)uses technology or other memory aids to structure the presentation

Link to Life Skills Self-Esteem Sharing & Social Skills Goal Setting Communication Cooperation Critical Thinking Problem Solving Decision Making Confidence

Why It Works “Project Achievement is one of the many 4-H events that molded me into the person I am today. It taught me the importance of and how to keep records and research effectively. It helped me boost my confidence and improve my public speaking skills.” - Sophia Rodriguez 9 th Grade Student at Bradwell Institute

Why It Works 232 youth completing a demonstration at the county level (149 evaluations) 76% of the respondents said they “agreed” or “strongly agreed” that they are confident in their ability to research information for a specific topic using different methods. 79% of the respondents claimed they “agree” or “strongly agree” that they are confident in using the information learned through this activity in other subjects/projects.

Why It Works When asked what is the most important thing they learned during the Project Achievement process, comments included “The most important thing I learned is to give good eye contact to the audience I am talking/presenting to. Another is to speak in a loud voice so the audience can hear me. Lastly, I learned that I don’t need to put the paper in front of my face because then no one can see or hear me.” “The most important thing is that it takes time and practice to get your Project Achievement right.”

Resources for You Website: Cloverleaf Friends Magazine: 4.pdf School Tube County Extension Agent: Kasey Bozeman

Where Do We Go From Here?

Timeline: 4 th -6 th Graders January 15 Schedule dates for in-school lessons with 4-H staff (optional) Schedule dates for in-school presentations (if you want 4-H staff to attend) February 28 All in-school presentations completed March 19 All presentations going to the District Contest must be approved by 4-H Staff March 21 District Contest in Alma

Barriers? Activity: Negative Brainstorming Why Not?

Kasey L. Bozeman 4-H & Youth Development Agent Liberty County