Everybody Needs Information!

Subject Area(s):

• K-12: Language Arts
• Thinking and Reasoning
• K-12: General

Grade Level(s):

• 9th Grade

Description:

This information literacy skills lesson will describe various reference sources of information and where they are located in the library. The lesson will help students recognize the need of various types of information and where this information can be found.

Goals & Objectives:

Students will learn how to use the different types of reference materials in the school library and where they are located.  This lesson will reinforce concepts introduced earlier in the school year and will prepare students for a subsequent research project.   The lesson will be broken down into two days of activities.  Day one will focus on the differences between main reference sources.  Day two will focus specifically on using the World Almanac.

Materials:

Day One:

• Computer
• Computer projection unit
• Projector screen
• Speakers
  
• Beach ball with reference sources written in each panel for class participation assessment.
• PowerMedia Plus video clips on reference books (this requires a subscription to this service)
  
• List of questions to ask during assessment activity with answers available

Day Two:

• Computer
  
• Computer projection unit
  
• Projector screen
• PowerMedia Plus video clips related to Almanacs (this requires a subscription to this service)
  
• Class set of the "Almanac Activity" worksheet
• Class set of World Almanac 2006

Procedures:

Day One: 

1. Discuss why it is important to know how to find information.  Relate to life skills.  As a motivational and instructional strategy, I use the example of how my family breeds chocolate Labrador Retrievers and how it is necessary for us to find good, accurate and authoritative information so we can be successful at guaranteeing the safety of our dogs, raising the puppies and keeping the business lucrative.
2. Show the PowerPoint presentation titled "Introduction to Reference Sources" which explains the different types of reference sources.  This includes dictionaries, encyclopedias, atlases, almanacs, thesauri and the library catalog.
3. Within the PowerPoint presentation, show the embedded reference sources introduction video from PowerMediaPlus titled "Reference Materials."  This video demonstrates why people would be searching for information and the different sources to choose from (motivational and instructional strategy).
4. Show the students how to use the library catalog for this school library.  Use a topic of their choice and show them how to search for items in this library using the catalog.  Explain the different  results that are found.
   
5. Reinforce the lesson by taking the students over to the reference section of the library and showing them the different types of reference books and where they are located.
6. Play "Beach Ball Hot Potato Game" as assessment activity with class.

Day Two:

1. Reinforce prior lesson with a quick review of all reference types.
   
2. Introduce the purpose of this lesson as centered on using the general almanac.
3. Show the PowerPoint titled "Almanac Lesson" which contains specific information on how to use the general almanac.  Different PowerMediaPlus streaming videos will be included in the presentation which show why someone might need information, the different types of almanacs ("Fact Attack: Introduction to Almanacs"), when to use the general almanac ("When to Use an Almanac") and how to use the different sections of the general almanac ("How to Use an Almanac").
4. Model the behavior of using the general almanac index to find information using an example questions.
5. Pass out the "Almanac Activity" sheet to students as their assessment activity.  Allow students the remainder fo the period to complete this assignment.
   

Assessment:

Day One: "Beach Ball Hot Potato Game"



Label each side of a beach ball with the possible reference sources discussed (dictionary, atlas, almanac, thesaurus, encyclopedia and library catalog). Have students form a large circle in large open space. Play music (something fun and engaging) and have students pass the ball around the circle (similar to hot potato). After varying time and different students, stop the music. The student holding the ball is the one the next question will be directed at. The probability of success is high as the student will be able to see what the possible options for answers are directly on the beach ball. This will reduce the anxiety around answering questions and keeps the game fun and engaging. Observe to see that each student has answered at least one of the questions correctly.



Day Two: Almanac Activity



Students will be given an "Almanac Activity" worksheet contains questions related to facts that can be found in the World Book Almanac. All questions will be relevant and interesting to students of this age level and ability (motivational strategy). Proficiency will be measured for this group at the 80% level.

Supporting Files:

• Introduction to Reference Sources.ppt
  This PowerPoint file is used for the Day One "Introduction to Reference Sources" lesson. There is an embedded PowerMediaPlus streaming video file which must be downloaded and reattached to make this work. This file is called: Reference Materials within: The Animated Reference Library: The Animated Atlas. CLEARVUE
• Almanac Lesson Presentation.ppt
  This PowerPoint file is used for the Day Two "Almanac Lesson". There are three embedded PowerMediaPlus streaming video file which must be downloaded and reattached to make this work. These files are called "Fact Attack: Introduction to Almanacs", "How to Use an Almanac" and "When to Use an Almanac" found in: The Animated Reference Library: The Animated Almanac. CLEARVUE
• Beach Ball Hot Potato Questions.doc
  This document contains the questions and the answers for the "Beach Ball Hot Potato" assessment game. The questions can be cut out and glued to index cards to appear more like a game show.
• Almanac Activity Worksheet.doc
  This document is the "Almanac Activity" assessment worksheet that is to be handed out to students as the culminating activity on Day Two.
• Almanac Activity Answer Key.doc
  This document is the answer sheet for the "Almanac Activity" worksheet.

Standards:

ACRL Standards (Higher Education IL Standards)

Determines the nature and extent of information needed

• Defines and articulates the need for information
• Identifies a variety of types and formats of potential sources for information
• Considers the costs and benefits of acquiring the needed information
• Reevaluates the nature and extent of the information need

Accesses needed information effectively and efficiently

• Selects the most appropriate investigative methods or information retrieval systems for accessing the needed information

Uses information effectively to accomplish a specific purpose

• Communicates the product or performance effectively to others

National Information Literacy Standards (K-12)

Accesses information efficiently and effectively.

• Recognizes the need for information.
• Formulates questions based on information needs.
• Identifies a variety of potential sources of information.
• Develops and uses successful strategies for locating information.

Evaluates information critically and competently.

• Identifies inaccurate and misleading information.
• Selects information appropriate to the problem or question at hand.

Uses information accurately and creatively

• Organizes information for practical application.
• Integrates new information into one's own knowledge.
• Applies information in critical thinking and problem solving.
• Produces and communicates information and ideas in appropriate formats

Pursues information related to personal interests.

• Designs, develops, and evaluates information products and solutions related to personal interests.

Strives for excellence in information seeking and knowledge generation.

• Assesses the quality of the process and products of personal information seeking.
• Devises strategies for revising, improving, and updating self-generated knowledge.

Recognizes the importance of information to a democratic society.

• Seeks information from diverse sources, contexts, disciplines, and cultures

Participates effectively in groups to pursue and generate information.

• Shares knowledge and information with others.
• Collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions.

Information Skills and Subskills (K-16)

Definition

• Determines amount/type of information needed to complete research task

Planning

• Identifies potential information sources

Exploration

• Uses indexes and search engines
• Locates and accesses information resources
• Explores range of information resources

Collection

• Selects most appropriate information sources
• Skims/scans information sources
• Locates relevant information within selected sources
• Identifies and extracts relevant information from selected sources
• Evaluates quality of information and information source
• Recognizes when sufficient information has been obtained
• Stores information for potential future use

Organization

• Filters out irrelevant information

Evaluation

• Determines future usefulness/applicability of research process
• Subject: Life Work

National Content Standards (K-12)

• Makes effective use of basic life skills
• Makes general preparation for entering the work force
• Uses various information sources, including those of a technical nature, to accomplish specific tasks
• Subject: Thinking and Reasoning
• Understands and applies basic principles of logic and reasoning
• Subject: K-12: Language Arts

Reading

• Uses the general skills and strategies of the reading process

Listening and Speaking

• Uses listening and speaking strategies for different purposes

Viewing

• Uses viewing skills and strategies to understand and interpret visual media