The Process is the Product: Empowering Students to Become Information Literacy Expers

This presentation is a teacher artifact that provides information for students about the presentation and offers teachers points to share with students.

Transcript

1. The Process is the Product: Empowering Students to Become Information Literacy Educators Created by: Jenny Castel & Tasha White
2. Super 3
3. Step 1: The Plan 5
4. Slide 3 5 Information literacy involves these steps: Planning research or posing a question — for example, "Is global warming real?" T White, 7/29/2016
5. Brainstorm... 4
6. Slide 4 4 Organizing a way to search for the answer — divide students into groups and use a research model like the Super3™ or the Big6™. T White, 7/29/2016
7. Step 2: Do 4 3
8. Slide 5 4 Students can use databases accessible through the library, search engines, or print sources (information books) to find information about their topic/inquiry question Jenny Castel, 7/29/2016 3 Finding resources — such as databases, documentary films, Web sites (like the National Oceanic and Atmospheric Administration), print sources, and local experts. T White, 7/29/2016
9. Do the research…
10. Create your project! 3 1 2
11. Slide 7 3 Students think about to whom are they presenting their project and sharing their knowledge? The intended audience may guide how they present this information in this project. Jenny Castel, 7/29/2016 1 Expressing the information learned in meaningful ways — for example, student-produced podcasts, e-zines, and wikis T White, 7/29/2016 2 Evaluating the resources and thinking critically about them — Who made the message and why? What is left out of the message? How might others view the message differently? T White, 7/29/2016
12. Step 3: Review
13. Share your work with others... 2
14. Slide 9 2 In this step, students share their expertise and become the teachers. Students may want to think about their audience again: do they have questions for their audience? Jenny Castel, 7/29/2016
15. Think about how you did... 1
16. Slide 10 1 In this step students participate in peer review and self assessment (rating their experience and learning). This is a good time introduce constructive feedback and meaningful comments: each student creates a padlet (depending on grade level and with the help of the teacher/librarian). His or her audience will then post comments or ideas that offer feedback about their experience in the audience and about the presentation. The rubric may be completed in print or digitally and allows the student to reflect on the learning process. Jenny Castel, 7/29/2016