1. Presented by Michael Poropat

2.  Information and technology literacy model and curriculum  A set of basic, essential life skills  An information problem-solving strategy  Stages - Task Definition, Information Seeking Strategies, Location and Access, Use of Information, Synthesis, & Evaluation Microsoft clip art

3.  Task Definition  Information Seeking Strategies  Location and Access  Use of Information  Synthesis  Evaluation Microsoft clip art

4.  Become discriminating users of information  Learn to use essential information & technology skills in context  Become a master information problem solver  Develop skills which advance student achievement Microsoft clip art

5.  21 st century – information literacy is essential  The model is organized  The 6 stages are easy to identify & define  The process is learner friendly  Instructors are guides/facilitators  Students are explorers Microsoft clip art

6.  This is a interdisciplinary unit that emphasizes Social Studies, Writing, & Information Literacy Skills  Students in a sixth grade class need to develop note-taking skills in order to complete the research and writing portions of a resource/project based unit on Indian Civilizations of Central America. Unit/Lessons written by: Cathy Lechien & Heidi Welham Microsoft clip art

7.  Define the information problem: Students in a sixth grade class need to develop note-taking, information literacy & technology skills.  Identify information needed: Students need the information & skills to complete a resource/project based presentation on Indian Civilizations of Central America. Microsoft clip art

8.  Determine all possible sources: The instructor has provided the students a list of over 50 web sources of Indian Civilizations including Incan, Mayan, & Aztec.  Select the best sources: Having skimmed the web sources, several were dead sites. However most were active, easy to navigate & informative. Microsoft clip art

9.  Locate sources (intellectually and physically): Everything that the students needed was pre- prepared & provided by the instructors.  Find information within sources: Students accessed information from the websites for their research report. Microsoft clip art

10.  Engage (e.g., read, hear, view, touch): The information was provided via the internet, so by using technology, it was engaging to students.  Extract relevant information: The internet exploration was used to guide the note-taking lesson. Microsoft clip art

11.  Organize from multiple sources: The teacher taught the students to rearrange their note-card slides in order to develop their written reports.  Present the information: The student groups presented their reports in written and oral form, dressed in full Indian traditional period attire. Microsoft clip art

12.  Judge the product (effectiveness): Teachers need to continue to identify points to work on in the future.  Judge the process (efficiency); Teachers determine the quality of the students’ notes. Microsoft clip art

13.  Eisenberg, M. (2007, October 09). What is the big6?. Retrieved from http://www.big6.com/what-is-the-big6/  Eisenberg, M. (Designer). (2004). Big6 higher ed audience overview. [Web]. Retrieved from http://www.slideshare.net/secret/jDZZTndJbdZytb  Eisenberg, M. (2001, November 19). Big6 skills overview. Retrieved from http://www.big6.com/2001/11/19/a- big6%E2%84%A2-skills-overview/  Lechien, C. (2005, February 28). The great indian civilizations unit. Retrieved from http://www.big6.com/2005/02/28/the-great-indian- civilizations-unit-note-taking-lesson-note-taking-using- powerpoint-note-cards-grade-6/