© M. Eisenberg 2004 Information Literacy The Whole Enchilada Mike Eisenberg April 2004.

© M. Eisenberg 2004 Agenda 1.Setting the Scene: The Challenges of Information Age 2.Essential Skills for the Information Age: Information & Technology Literacy 3.Implementation: Context, Context, Context!

© M. Eisenberg 2004 Problems Everyone – information access, overload, quality Students – gaining essential information knowledge & skills Schools – providing meaningful learning opportunities Society – providing opportunity for our children to succeed at the highest possible levels.

© M. Eisenberg 2004 “More new information has been produced in the last 30 years than in the previous 5,000.” (Source: Large, P., The Micro Revolution, Revisited, 1984) Information Problem #1: Overload

© M. Eisenberg 2004 Today, a daily New York Times has more printed information in it than a person would come across in an entire lifetime in the 17th Century. David Lewis “Introduction to Dying for Information,” www.reuters.com/rbb/research/dfiforframe.htm, 1996 www.reuters.com/rbb/research/dfiforframe.htm Information Overload

© M. Eisenberg 2004 Found 145,000 sites via Google If spent 5 minutes on each, would take about 12,083 hours to review. Assuming at least 100-200 that appear to be right on target. Using these meaningfully could easily take an additional 50 - 100 hours. Total Potential time to spend: 503 days or almost 2 years!!!!! “Should my child be immunized? Are immunizations safe?” Overload Example

© M. Eisenberg 2004 Overload and Education But what does this have to do with us? With education? With learning & teaching? Everything!! Learning & teaching are fundamentally information-based activities. Information overload & technology affect every aspect of education.

© M. Eisenberg 2004 “More than 2/3 of teens said within the last year that they use the Internet as their major resource when doing a big project for school..." Lester, Will "High School Students Love Net for Research." Syracuse Post Standard, 8/21/01 (from AP ) Quality

© M. Eisenberg 2004 In a study of 500 sites used by Colorado high school students to do research, only 27% of the sites were judged to be reliable for academic research! Colhoun, Alexander. "But - - I Found It on the Internet!" Christian Science Monitor. 25 April 2000: 16. Ebersol, Samuel, “Uses and Gratifications of the Web among Students,” Journal of Computer-Mediated Communication, 6(1): September 2000, www.ascusc.org/jcmc/vol6/issue1/ebersole.html www.ascusc.org/jcmc/vol6/issue1/ebersole.html Quality

© M. Eisenberg 2004 Alternative Solution To have students use information and technology effectively and efficiently for success in school, work, and their personal lives. To focus on process as well as content. For students to be lifelong learners and independent thinkers.

© M. Eisenberg 2004 “To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” American Library Association, 1989 Information Literacy

© M. Eisenberg 2004 “Information literacy, the ability to locate, process and use information effectively, equips individuals to take advantage of the opportunities inherent in the global information society.” Assoc. for Supervision and Curriculum Dev, 1991 Information Literacy

www.big6.com/presentations www.big6.com

Big6 Examples Big6 Workshop Handbook p. 174 1st grade – language arts – ABC book 7th grade – Leon – recycling 10th grade – probability

Helping With Homework174 The Definitive Big6 tm Workshop Handbook The “Big6TM” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.org Information Problem-Solving in School, Life, and Work Contexts Information Problem- Solving Process 1st Grade Language Arts-Maria's homework is to make an ABC book. 7th Grade Social Studies-Leon has to do a social studies report (three minute oral with visual aids) on recycling. 10th Grade Math-Joanne is working on probability homework prOblems. She missed two days of school this week. Task Definition  After the teacher explains the assignment, Maria decides that she will make an ABC book based on the topic of food. In talking with her mother, she realizes she will need to gather lots of foods (and spellings).  Leon decides to narrow the topic of recycling to investigate ways of recycling tires.  Joanne realizes that because she missed school, she doesn't really know how to do the problems assigned. Information Seeking Strategies  Maria decides to ask her mother for help in getting information about foods. Together they realize that a cookbook might help and that maybe she can find one for kids in the library media center.  Leon talks to the school library media specialist about his idea. She suggests using CD-ROM magazine indexes and searching the World Wide Web as two good sources.  Joanne asks her older brother what she should do. He asks what the teacher relies on most-the textbook or class notes. Joanne says that the class notes are most important. Location & Access  The library media specialist helps Maria to find a children's cookbook.  Leon searches using the Magazine.Articles Summaries CD- ROM and also searches the World Wide Web using Yahoo.  Joanne calls her friend Tonya and arranges to go over to her house to look over her notes. Use of Information  Maria reads through the book to find the names of fruits, vegetables, and other foods. She writes each name on a card.  Leon reads the articles on the screen and is able to cut and paste directly into his word processor.  Tonya explains how the notes are organized and shows Joanne the pages that specifically relate to the homework. Joanne copies Tonya's notes. Synthesis  Maria uses pictures from magazines, construction paper, and crayons to illustrate her book. She puts all the pages in alphabetical order and staples them together. Maria practices reading her ABC book to her mother.  He practices his presentation. He makes a few changes in order to be more specific about the benefits of recycling tires.  Joanne is able to do three of the problems but gets stuck on the other three. She writes a note on her homework that she needs additional help. Evaluation  Maria decides that she likes her book but that coming up with an idea for the letter "X" was hard.  Leon reviews his draft and realizes he has plenty of specific information on recycling tires but needs to add more general information about recycling in the introduction.  Joanne realizes that she still needs direct information from her teacher and arranges to come in for extra help.

© M. Eisenberg 2004 The Big6 Example (p. 174): 7th Grade Social Studies Leon - Recycling project Short paper and oral presentation on the problems and solutions regarding recycling of one type of waste.

© M. Eisenberg 2004 The Big6 Example (p. 174): 7th Grade Social Studies Leon - Recycling project Short paper and oral presentation on the problems and solutions regarding recycling of one type of waste. #1.1 - Problem? #1.2 - Information Needed?

SREB Big6 Example South Carolina

Agenda 1.Setting the Scene: The Challenges of Information Age 2.Essential Skills for the Information Age: Information & Technology Literacy 3.Implementation: Context, Context, Context!

© M. Eisenberg 2004 #1 - the process  Not isolated skills; within a problem-solving process (e.g., the Big6) #2 - technology in context  not isolated technologies; within a problem- solving process (e.g., the Big6) #3 - curriculum  connected to assignments  standards  state tests Context

© M. Eisenberg 2004 Everyday Contexts  buying a birthday gift  deciding what movie to attend  finding out if somebody likes you  winning in a sport  choosing colleges or careers or jobs  making a banana split  ________________???

© M. Eisenberg 2004 Technology - Out of Context Multimedia production (PowerPoint) ftp Programming Instant Messaging HTML Telnet Algorithms Video production E-Mail Word processing Group discussion Use of operating systems Statistical analysis presentation Database management systems CAD/CAM Copy/paste Web page design Graphics Chat Web browsing Electronic indexes Web searching Online catalogs Electronic spreadsheets Upload/download Spell/grammar check Brainstorming software PDAs Inspiration Hyperstudio

© M. Eisenberg 2004 E-Mail Word processing Group discussion Online catalogs Electronic indexes Web browsing Web searching Electronic spreadsheets Upload/download HTML Spell/grammar check Brainstorming software PDAs Video production Algorithms Multimedia production (PowerPoint, Hyperstudio) ftp Chat Graphics Database management Inspiration Use of operating systems Web page design Copy/paste Statistical analysis presentation CAD/CAM Telnet Programming Instant Messaging Better, But Still Out of Context

© M. Eisenberg 2004 Technology in Context TASK DEFINITION Students use e-mail, listservs, newsgroups, chat, videoconferencing, and other online communication methods to clarify assignments and brainstorm problems. May also use software to generate timelines, organizational charts, etc. to plan and organize complex problems INFO SEEKING STRATEGIES Students identify and assess computerized resources as they develop information seeking strategies toward their problem. LOCATION & ACCESS Students use online catalogs, searchable periodical indexes, electronic encyclopedias, Web search engines, and other online searching tools to locate useful information. USE OF INFORMATION Students connect to and access online or locally stored electronic information sources, view, download, and decompress files, and use copy-and-paste features to extract relevant information. SYNTHESIS Students organize and communicate their results using word processing, database management, spreadsheet and graphics software, and distribute their projects via e-mail, Web publishing, or other media. EVALUATION Students evaluate the impact of the technology they used, including its effectiveness and efficiency

© M. Eisenberg 2004 Technology in Context TechnologyBig6 Word processing Electronic indexes/Web searching/Online catalogs Spell/grammar check Brainstorming software Presentation software (PowerPoint, Hyperstudio) Email

© M. Eisenberg 2004 Technology in Context TechnologyBig6 Word processingSynthesis, Use of Information Electronic indexes/Web searching/Online catalogs Location & Access Spell/grammar checkEvaluation Brainstorming softwareTask Definition, Synthesis Presentation software (PowerPoint, Hyperstudio) Synthesis, Use of Information EmailTask Definition, Evaluation

Sample Skills by Unit Matrix: Mr. Hancock p. 163

South Carolina Standards – Big6 Content Area StandardBig6 ELA Reading Reading Goal (R) The student will draw upon a variety of strategies to comprehend, interpret, analyze, and evaluate what he or she reads. ELA Reading Gr 3-5 R1.2 Demonstrate the ability to read independently for extended periods of time to derive pleasure and to gain information. ELA Writing 3-4-5 3-4-5-W1.1 Demonstrate the ability to choose a topic, generate ideas, and use oral and written prewriting strategies. ELA Writing Writing Goal (W) The student will write for different audiences and purposes. ELA Research Research Goal (RS) The student will access and use information from a variety of appropriately selected sources to extend his or her knowledge. ELA Research RS3 The student will use a variety of strategies to prepare and present selected information.

© M. Eisenberg 2004 South Carolina Standards – Big6 Content Area StandardBig6 ELA Reading Reading Goal (R) The student will draw upon a variety of strategies to comprehend, interpret, analyze, and evaluate what he or she reads. Use of Info ELA Reading Gr 3-5 R1.2 Demonstrate the ability to read independently for extended periods of time to derive pleasure and to gain information. Synthesis ELA Writing 3-4-5 3-4-5-W1.1 Demonstrate the ability to choose a topic, generate ideas, and use oral and written prewriting strategies. Task Definition ELA Writing Writing Goal (W) The student will write for different audiences and purposes. Task Definition ELA Research Research Goal (RS) The student will access and use information from a variety of appropriately selected sources to extend his or her knowledge. Info SeekStrat Loc & Access ELA Research RS3 The student will use a variety of strategies to prepare and present selected information. Synthesis

Maryland Standards – Big6 Content AreaStandardBig6 LA Gr 4 Generate topics independently using strategies, such as graphic organizers, prior writing, and/or prior experiences LA Gr 4 Plan and organize ideas for writing LA Gr 4 Write a first draft for a specified purpose and/or audience LA Gr 4 Share/Present/ Publish using a variety of formats Math Gr 6 Identify the question in the problem Math Gr 6 Decide if enough information is present to solve the problem Math Gr 6 Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation

© M. Eisenberg 2004 Maryland Standards – Big6 Content AreaStandardBig6 LA Gr 4 Generate topics independently using strategies, such as graphic organizers, prior writing, and/or prior experiences Task Definition LA Gr 4 Plan and organize ideas for writing Task Definition Synthesis LA Gr 4 Write a first draft for a specified purpose and/or audience Synthesis LA Gr 4 Share/Present/ Publish using a variety of formatsSynthesis Math Gr 6 Identify the question in the problemTask Def Math Gr 6 Decide if enough information is present to solve the problem Task Def Eval Math Gr 6 Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation Synthesis

Florida Standards – Big6 Content Area StandardBig6 LA Gr 3 – 5 A.2.2.8: The student selects and uses a variety of appropriate reference materials, including multiple representations of information, such as maps, charts and photos, to gather information for research projects. LA Gr 6-8 A.2.3.5: The student locates, organizes, and interprets written information for a variety of purposes, including classroom research, collaborative decision making, and performing a school or real-world task. Sci 3-5 (Nature of Science) SC.H.1.2 The student uses the scientific processes and habits of mind to solve problems Sci 3-5 SC.H.1.2 1. knows that it is important to keep accurate records and descriptions to provide information and clues on causes of discrepancies in repeated experiments. Sci 3-5 SC.H.1.2 2. knows that a successful method to explore the natural world is to observe and record, and then analyze and communicate the results.

© M. Eisenberg 2004 Florida Standards – Big6 Content Area StandardBig6 LA Gr 3 – 5 A.2.2.8: The student selects and uses a variety of appropriate reference materials, including multiple representations of information, such as maps, charts and photos, to gather information for research projects. Info Seeking Strategies LA Gr 6-8 A.2.3.5: The student locates, organizes, and interprets written information for a variety of purposes, including classroom research, collaborative decision making, and performing a school or real-world task. Use of Info Synthesis Sci 3-5 (Nature of Science) SC.H.1.2 The student uses the scientific processes and habits of mind to solve problems ALL Sci 3-5 SC.H.1.2 1. knows that it is important to keep accurate records and descriptions to provide information and clues on causes of discrepancies in repeated experiments. Use of Info Sci 3-5 SC.H.1.2 2. knows that a successful method to explore the natural world is to observe and record, and then analyze and communicate the results. Use of Info Synthesis

© M. Eisenberg 2004 Big6 - Standards Connection Big6StateAreaContent Standard Task Definition SC ELA Writing 3-4-5 3-4-5-W1.1 Demonstrate the ability to choose a topic, generate ideas, and use oral and written prewriting strategies. Info Seeking Strategies FL LA Gr 3 – 5 A.2.2.8: The student selects and uses a variety of appropriate reference materials, including multiple representations of information, such as maps, charts and photos, to gather information for research projects. Location & Access SC ELA Research Research Goal (RS) The student will access and use information from a variety of appropriately selected sources to extend his or her knowledge. Use of Information FL Sci 3-5 SC.H.1.2 1. knows that it is important to keep accurate records and descriptions to provide information and clues on causes of discrepancies in repeated experiments. SynthesisMD Math Gr 6 Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation EvaluationMD Math Gr 6 Decide if enough information is present to solve the problem

© M. Eisenberg 2004 Approach 1.Analyze state standards to determine direct connections to information skills instruction. 2.Analyze test items to determine direct connections to information skills instruction. 3.Target information & technology skills instruction to specific test items (connected to standards). 4.Evaluate the impact of these interventions on student performance on test items.

Use of Information Lesson How to skim and scan a text.  Key element - read for a purpose  Look at the questions being asked of them before you start reading the text. How to highlight relevant parts of a reading passage.  Look at the questions being asked, highlight relevant words in the question.  Read the text and highlight key parts.

Other Information Skills Lessons

© M. Eisenberg 2004 Task Definition Lesson Learning key words in questions:  Highlight and define the key words in questions.  Students make flash cards to help them study and remember terms.  Some terms tell the students what they are to do (usually the verbs). Other terms tell the students what they should be looking for (usually nouns).

Task Definition Lesson To Do – To Look For To do:  Use information from the passage.  Write using complete sentences. To look for:  Extinct – what and why

© M. Eisenberg 2004 Other Task Definition Lessons Teach students how to analyze questions and identify the requirements. Give exercises and homework that have students practice analyzing questions and identifying requirements.

Use of Information/Synthesis Lesson: Charting Questions History Interesting Features Why a Landmark

© M. Eisenberg 2004 Use of Information/Synthesis Lesson: Charting Questions History- In 1847, settlers arrived in Salt Lake City - Once, during a swarm of crickets, seagulls saved the settlers’ crops Interesting Features - 25 percent salt - 75 miles long by 50 miles wide - the largest body of water west of the Mississippi River. Why a Landmark- the largest body of water west of the Mississippi River.

Evaluation Lesson Process in Mathematics

© M. Eisenberg 2004 Evaluation Learning to Explain Process Students should be able to reflect on their process and communicate what they did. Learn to break down their thoughts and actions into steps:  List actions and thoughts - one at a time - on index cards or PowerPoint slides (or Inspiration).  Review the order and revise until satisfied.  Add actions or thoughts if necessary.  Look at the result as a “process with steps.”  Be able to describe the process orally and verbally. Practice written self-reflection on various assignments, classwork, and tests.

© M. Eisenberg 2004 This is Not An Add-on! It is possible AND HIGHLY DESIRABLE:  to link individual information skills and technology skills to process—the information problem-solving (Big6) process.  to link information and technology skills standards to content area standards.  to integrate information & technology skills instruction to existing assignments, units, and lessons.  to get much more specific – to link information & technology skills instruction to student success on standardized tests.

© M. Eisenberg 2004 TEACHERteach essential information & technology skills READING ADVOCATE provide reading guidance and promotion INFORMATION MANAGER (CIO) provide information & technology services, systems, resources, and facilities Teacher-Librarian Roles

© M. Eisenberg 2004 Library & Information Program Connection ROLEDESCRIPTIONCONNECTION TO STATE TESTS TEACHER teach essential information & technology skills Combine information and technology skills curriculum – focused on process Connect to State Tests Analyze State Tests for grades in school Target teaching and learning to State Test requirements Integrate teaching with classroom curriculum Assess Performance READING ADVOCATE guide and promote reading, books, media, technology Focus on skills and process Connect to State Tests Analyze State Tests for grades in school Target teaching and learning to State Tests requirements Integrate reading advocacy with classroom curriculum Assess Performance INFORMATION MANAGER (CIO) provide information & technology services, systems, resources, facilities Analyze State Tests in relation to information skills and reading advocacy Document in matrices specific learning activities in the school targeted to State Tests and Standards Analyze report card scores Work with classroom teachers and administrators on understanding report card scores and targeting instruction

© M. Eisenberg 2004 The Result Schools – providing meaningful learning opportunities Society – providing opportunity for our children to succeed at the highest possible levels. Students – gaining essential information and technology knowledge & skills Students – achieving and succeeding throughout their lives.

© M. Eisenberg 2004 Information Literacy The Whole Enchilada Mike Eisenberg April 2004.

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